Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission
of the University and will have national prominence. It will be at the forefront in
programs for English Language Learners and, through teacher preparation, P-16 and
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life-long education initiatives will be a model for helping to close the student
achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding
the effectiveness of the programs. You will receive one survey in the final semester
prior to graduation regarding your program during your time here. A second survey
will occur within one year following graduation from or completion of a program,
and will be sent to your employer. This survey will focus on the preparation
received at UTB. Please remember that your response to these surveys is critical to
UTB excellence.
Link to Journey to Accreditation video:
http://olitstreaming.utb.edu/jwplayer/ncate.html
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College of Education
Department of Language, Literacy, and Intercultural Studies
EDSL 6327 ESL Techniques in the Content Areas
Spring 2014
Instructors:
DR. Patricia Quesada, Ed. D.
Office: Main 2.306
E-mail: [email protected]
Office phone: 956 882-7657
Office hours: T 9:15 – 10:45, W 9:30 – 11:30;
TH 10:00 – 10:45 and 12:15 – 1:00, M & F by appointment
Patricia Quesada, Ed. D.
E-mail: [email protected]
Please try to make an appointment with the professors even when you come in during
office hours to avoid waiting. Appointments outside of office hours can be arranged. E-mail
is the most efficient way to communicate.
Day and Time the Class meets: Wednesdays 5:15 – 8:00 p.m.
Location of Class: Main 2.306F, Videoconference, and WWW through Bb Collaborate
Course Description: This course will give emphasis to specific techniques of teaching the
content areas (Science, Mathematics, and Social Studies) to non-English speaking students
using ESL techniques.
Required Texts:
 Richard-Amato, P., & Snow, M. A. (2005). Academic success for English language
learners. White Plains, NY: Pearson Longman. ISBN: 0-13-189910-4

Rea, D., & Mercuri, S. (2006). Research-based strategies for English language learners.
Portsmouth, NH: Heinemann. ISBN: 978-0-325-00810-3
NOTE: A Tk20 account is required for this course. Tk20 is an electronic toolkit used by
candidates and other school professionals to provide evidence that they have mastered
state and professional standards for the profession, as a necessary component of the
College of Education’s assessment program. Additional information regarding Tk20 is
available at: https://tk20.utb.edu/
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Other Required Readings
(1) Altieri, J. L. (2010). Chapter 6: Viewing and visually representing mathematical
information. Literacy + Math = Creative Connections in the Elementary Classroom.
International Reading Association.
(2) Reutebuch, C. K. (2010). Effective social studies instruction to promote knowledge
acquisition and vocabulary learning of English language learners in the middle
grades. Center for Research on the Educational Achievement and Teaching of
English language learners.
(3) Fathman, A. K.; & Nelson, P. A. (2010). Chapter 11: Big ideas in little pieces: Science
activities for multilevel classes. Integrating Language & Content. TESOL Publishing.
(4) Meltzer, J., & Hamann, N. (2005). Meeting the literacy development needs of
adolescent English language learners through content-area learning: Part Two –
Focus on classroom teaching and learning strategies. The Education Alliance. Brown
University.
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1051&context=teachle
arnfacpub
Course Objectives
Student Learning Outcomes
NCATE
STANDARD
Program
Standard
Conceptual
Framework
Planning for Standards-Based Bilingual, ESL,
and Content Instruction. Candidates know,
understand, and apply concepts, research, and
best practices to plan classroom instruction in a
supportive learning environment for bilingual
students.
Managing and Implementing Standardsbased Bilingual, ESL, and Content Instruction.
Candidates know, manage, and implement a
variety of standards-based teaching strategies
and techniques for developing and integrating
English and Spanish listening, speaking, reading,
and writing, and for accessing the core
curriculum. Candidates support bilingual
students in accessing the core curriculum as they
learn language and academic content together.
Using Resources Effectively in ESL, Bilingual,
and Content Instruction. Candidates are
familiar with a wide range of standards-based
materials, resources, and technologies, and
choose, adapt, and use them in effective
bilingual, ESL, and content teaching.
1
3a
Inquiry
Knowledge in
Practice
1
3b
Knowledge in
Practice
1
3c
Knowledge in
Practice
1
5a
Inquiry
Knowledge in
Practice
Pedagogical
Leadership
Bilingual Education Research and History.
Candidates demonstrate knowledge of history,
research, and current practice in the field of
bilingual education and apply that knowledge to
improve the teaching and learning of their
bilingual students. Candidates become familiar
with different models of bilingual education and
the effectiveness of different models.
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
Reading Assignments: It is expected that you will complete reading assignments on time
and be prepared to discuss what you have read.
Responses: You will be asked to write short responses to assigned readings.
You must respond to the readings making connections to your personal and/or
professional experiences as teachers or future teachers of English language learners.
 Responses should CLEARLY connect to the assigned readings. Readings must be
CLEARLY REFERENCED in the response by citing the author and year of publication
in parenthesis.
 Responses should be about 300 words in length. These are not formal papers, but
they should be well-written and edited.
 Word of caution: responses should NOT be summaries of the material read. They
should be connections between the readings and your personal and/or work
context. The readings must be referenced, but the elaboration should come from
your personal/professional connections.
 Responses must be submitted electronically to the group using File Exchange by
midnight on the Sunday before class. Responses must be submitted ON TIME to be
graded and for group members to read.
 Each student must respond to their group members by midnight on the Wednesday
of class using the group discussion board.
Rubric for Responses
Category
Met
Met with
Expectations
Expectations
Weakness
Not Met
The response makes clear 5
3
1
connections to the
students’
personal/professional
experiences
The response is clearly
5
3
1
connected to the readings
Student elaborated on
5
3
1
group members’ ideas
Response and group
5
3
1
replies were submitted on
time.
Multiply score times 5 to get grade.
Strategy Examples: You will be required to carry out 4 strategies learned in this course
through which you facilitate access to content and language development for ELLs. This
assessment focuses on the effect of your instruction on ELLs’ learning through the
implementation of strategies while working with students in the classroom. You will collect
student work samples and additional evidence of the application of the strategies to
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facilitate the assessment of effect on student learning. Additional evidence of the
implementation of ESL strategies with students in the classroom should include, but is not
limited to, samples of student work, pictures of students at work, etc. You will be expected
to briefly explain to the class and the professor what you have done in the application of
the strategy. Each strategy should apply to a different content area other than
reading/language arts (math, science, social studies, etc.). You must submit the following
documentation for each strategy:
 A lesson plan (standards 3a, 3b, 3c)
 A description of the strategy with references to the readings completed in the
course (standard 3a)
 An analysis of the effect of the strategy on student learning (standard 3b)
 Student work samples along with any other evidence of implementation (standards
3b, 3c)
 Be prepared to share your strategy with the class using a short PowerPoint
You will use the template available on Blackboard to submit the above.
You will collect the strategy examples in a portfolio.
Each strategy example will be graded with the following rubric:
Strategy Example Rubric
Elements
Distinguished
Satisfactory
Unsatisfactory
5
3
1
Lesson Plan
The lesson plan is of
The lesson plan
Important
(Standards 3a, 3b,
excellent quality. It
identifies the
required
3c)_________
follows the format
content standards elements are
provided by
addressed by the
missing.
professor. The lesson lesson and
plan clearly indicates integrates
the content standards language into
addressed by the
content
lesson and effectively instruction. The
integrates language
lesson plan
into content
specifies the
instruction. The
materials used for
lesson plan specifies
the teaching on
appropriate materials content to ELLs.
for the teaching of
content to ELLs.
Description
The strategy is
The strategy is
The strategy is
(Standard 3a)______ described in detail.
described and
not clearly
Appropriate
appropriate
described
literature is cited
literature is cited. and/or
effectively to support
appropriate
the use of the strategy
literature is not
in the teaching of
cited
content to ELLs.
appropriately.
Effect on Student
Clear and precise
The effect of the
The effect of the
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Learning
(Standard 3b)______
description of the
strategy’s effect on
student learning is
provided. Pre- and
post- student
performance is
described. Student
response to the
strategy is also
described.
Student work
Relevant and
samples and other appropriate evidence
evidence
for the
(Standards 3b, 3c) implementation of
_________
the strategy is
provided. Samples of
materials used are
also provided.
Multiply score times 5 to get grade.
strategy on
student learning is
described.
strategy on
student learning
is not clearly
described.
Evidence for the
implementation of
the strategy is
provided.
Evidence of the
implementation
of the strategy is
not provided or
is not relevant.
Strategies Portfolio: You will collect your four strategy examples in a portfolio, which you
will submit through Tk20. The final portfolio will be graded with the following rubric:
Strategies Portfolio Rubric
Program Standard
Standard 3.a. Planning for
Standards-Based Bilingual, ESL,
and Content Instruction.
Candidates know, understand, and
apply concepts, research, and best
practices to plan classroom
instruction in a supportive learning
environment for bilingual students.
Standard 3.b. Managing and
Implementing Standards-based
Bilingual, ESL, and Content
Instruction. Candidates know,
manage, and implement a variety of
standards-based teaching strategies
and techniques for developing and
integrating English and Spanish
listening, speaking, reading, and
writing, and for accessing the core
curriculum. Candidates support
bilingual students in accessing the
core curriculum as they learn
language and academic content
together.
Met
The lesson plans effectively
integrate language into
content instruction.
The strategies are described
in detail. Appropriate
literature is cited effectively
to support the use of the
strategies in the teaching of
content to ELLs.
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The lesson plans clearly
indicate the content
standards addressed by the
lesson.
Clear and precise
description of the
strategies’ effects on
student learning is
provided. Pre- and poststudent performance is
described. Student
responses to the strategies
are also described.
Relevant and appropriate
evidence for the
implementation of the
Met with Weakness
Not Met
The lesson plans attempt to
integrate language into
content instruction.
The strategies are described
and appropriate literature is
cited.
The lesson plans do not
integrate language into
content instruction.
The strategies are not
clearly described and/or
appropriate literature is
not cited.
3
The lesson plans identify
some content standards
addressed by the lesson.
The effect of the strategy on
student learning is described.
Evidence for the
implementation of the strategy
is provided.
1
The lesson plans do not
identify content
standards addressed by
the lesson.
The effect of the
strategy on student
learning is not clearly
described.
Evidence of the
implementation of the
strategy is not provided
or is not relevant.
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strategies is provided.
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Standard 3.c. Using Resources
Effectively in ESL, Bilingual, and
Content Instruction. Candidates
are familiar with a wide range of
standards-based materials, resources,
and technologies, and choose, adapt,
and use them in effective bilingual,
ESL, and content teaching.
3
The lesson plans specify
appropriate materials for
the teaching of content to
ELLs.
Samples of appropriate
materials used are also
provided.
The lesson plans specify
materials used for the teaching
of content to ELLs.
Samples of materials used are
also provided.
2
Grading:
10=100 9.75= 97.5
7.5=75 7.25=72.5
9.5= 95
9.25= 92.5
9=90
1
The lesson plans do not
specify materials used
for the teaching of
content to ELLs.
1
8.75= 87.5
8.5= 85
0
8.25=82.5
8= 80
7.75=77.5
Content Lesson Presentation – You will work in groups. You will plan and present a
demonstration lesson using multiple strategies to teach content to English language
learners. You will have between 20 and 30 minutes to teach the lesson. A 1-2 page
summary of your lesson in which you include a discussion of the strategies used supported
by the readings for this class. In this summary you should explain how those strategies
would help ELLs achieve the content and language objectives of your lesson.
Content Lesson Presentation Rubric
Category
Met
Met with
Not Met
Expectations
Weakness
2
1
0
Lesson is well organized
and effectively presented
2
1
0
4
3
2
5
3
2
2
1
0
Lesson covers grade level
content area standards
(math, science or social
studies)
Lesson includes language
and content objectives
Lesson includes multiple
strategies
Lesson includes a
summary following
appropriate format
9
15 =100
11.5=77
14.5= 97
11=73
14=93
13.5 =90
13=87
12.5=83
12=80
Final Position Statement: Write a 2-3 page paper stating and supporting your position on
the best way to teach content to English language learners. In this paper you must provide
concrete examples of what you would do in your classroom and the types of materials you
would use and explain why. You must support your position with the readings completed
for this class. You will submit your final paper through Blackboard.
Final Position Statement Rubric
Standards
Met
Met with
Not Met
Weakness
5
3
1
3a.Planning for Standards-Based
Bilingual, ESL, and Content
Instruction. Candidates know,
understand, and apply concepts,
research, and best practices to plan
classroom instruction in a supportive
learning environment for bilingual
students.
5a.Bilingual Education Research and
History. Candidates demonstrate
knowledge of history, research, and
current practice in the field of bilingual
education and apply that knowledge to
improve the teaching and learning of
their bilingual students. Candidates
become familiar with different models of
bilingual education and the effectiveness
of different models.
clear explanations
of best practices to
teach content to
ELLs
SCORE _____
Concrete examples
are provided
SCORE ______
position is
effectively
referenced to the
literature (research
and theory)
SCORE ______
Excellent command
of academic
writing.
SCORE ______
Basic explanation of
best practices to
teach content to ELLs
SCORE ______
Basic examples are
provided
SCORE ______
Some references to
the literature are
provided
SCORE _______
Attempt at writing
academically
SCORE _____
Inadequate
explanation of
best practices
to teach
content to ELLs
SCORE ________
Examples are
missing or not
appropriate
SCORE _______
References to
the literature
are missing or
not appropriate
SCORE _______
Issues with
academic
writing
SCORE _______
Multiply score times 5 to get grade
Grading
Responses (3) –
15 % (5% each)
Strategy examples (4) –
40% (10% each)
Strategies portfolio –
10 %
Content Lesson Demonstration – 20 %
Final Position Statement –
15 %
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GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers, presentations and
so on). Letter grades of “A+” through “F” (course final grade) will be awarded based on
the following scale:
Grade
Range
Grade Points
A+
98-100
4.00
A
93-97-9
4.00
A90-92.9
3.67
B+
87-89.9
3.33
B
83-86.9
3.00
B80-82.9
2.67
C+
77-79.9
2.33
C
70-76.9
2.00
D
60-69.9
1.00
F
59 and Under
0.00
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the
instructor to a student who has been unable to complete the course requirements due
to a serious interruption not caused by the student’s own negligence.
Course Policies
1. Grade Appeals: If you (the student) do not agree with a grade on an assignment,
quiz, etc…it is your (the student) responsibility to appeal the grade to the instructor
within two days after the assignment was returned.
2. Attendance Policy: Prompt and regular attendance is required.
3. Make-up Policy: Late assignments will not be accepted following two days of the due
date. Late assignments will incur a considerable grade reduction.
4. Class Disruptions and Cell Phones: Turn off all cell phones before entering class.
MP3 players are not allowed in class. Please refrain from texting during class as it is
considered disrespectful. Computers and tablets are only allowed for class purposes.
Students caught texting, emailing, web-browsing, etc. will be asked to put away their
electronic devices or leave the classroom.
5. Syllabus Disclaimer: While the provisions of this syllabus are as accurate and
complete as possible, the instructor reserves the right to change any provisions
herein, not covered by UTB Handbook of Operating Procedures or UT Regents Rule,
with notice if circumstances so warrant. Every effort will be made to keep students
advised of such changes and information about such changes will be available at all
times from the instructor. It is the responsibility of each student to know what
changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding information on the
syllabus and course requirements need to be addressed by the students when the
syllabus is received.
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Course Calendar
Date
1/15
Week
One
1/22
Two
1/29
Three
2/5
Four
2/12
Five
2/19
Six
2/26
Seven
Standard Assignment
Course Introduction
No assignment
3a, 5a
(1)Read chapter 1 of Rea & Mercuri
(2)Read chapter 2 of RichardAmato & Snow
3a, 3b,
(1)Read chapter 4 of Richard-Amato
3c,5a
& Snow (2) Read chapter 6 of Rea &
Mercuri (3) Response #1 (chapter
4). Post your response on
Blackboard Groups by midnight on
Saturday and respond to your
Blackboard Discussion Group by
midnight on Wednesday
3a, 3b, 3c, (1)Read chapter 6 of Richard-Amato
5a,
& Snow (2) Read chapter 2 of Rea &
Mercuri (3)Response #2 (chapter 6).
Post your response on Blackboard
Groups by Saturday at midnight
and respond to your Blackboard
Discussion Group by midnight on
Wednesday
3a, 3b, 3c (1)Read chapter 16 of Richard-Amato
& Snow (2) Read chapter 3 of Rea &
Mercuri pages 28-39 (3)Response #3
(chapter 16). Post your response on
Blackboard Groups by Saturday at
midnight and respond to your
Blackboard Discussion Group by
midnight on Wednesday
3a, 3b, 3c (1) Read chapter 10 of RichardAmato & Snow. (2)Read chapter 3 of
Rea & Mercuri pages 40-45
3a, 3b, 3c (1)Read the Altieri document on
mathematics that is posted on
Blackboard. (2) Read chapter 18 of
Richard-Amato & Snow (3) Math
Strategy Example is due
Evaluation
Rubric
Rubric
Rubric
Rubric
12
3/5
3/12
3/19
3/26
4/2
4/9
4/16
4/23
4/30
5/7
Eight
3a, 3b, 3c
(1) Read chapter 11 of RichardAmato & Snow (2) Read chapter 4 of
Rea & Mercuri
Spring Break
Nine
3a, 3b, 3c (1)Read the Fathman & Nelson
document that is posted on
Blackboard (2) Read chapter 21 of
Richard-Amato & Snow (3) Science
Strategy Example is due
Ten
3a, 3b, 3c (1)Read chapter 12 of Richard-Amato
& Snow. (2) Read chapter 5 of Rea &
Mercuri
Eleven
3a, 3b, 3c (1)Read the Reutebuch document on
social studies that is posted on
Blackboard (2) Read chapter 20 of
Richard-Amato & Snow (3) Social
Studies strategy example is due
Twelve 3a, 3b, 3c, (1)Read the Meltzer & Hamann
5a
document.
Thirteen 3a, 3b, 3c (1)Read chapter 22, 23, or 24 of
Richard-Amato & Snow (as assigned)
(2) Fourth Strategy example is due
Fourteen 3a, 3b, 3c Lesson demonstration presentations
Fifteen 3a, 3b, 3c Lesson demonstration presentations
Strategies Portfolio is due
Sixteen 3a, 5a
Final Exam: Position Statement
Rubric
Rubric
Rubric
Rubrics
Rubric
Rubric