Department of Curriculum & InstructionDepartment of Curriculum & Instruction

BEEP 4384 Literacy Methods for ESL/Bilingual Classrooms Spring 2009

Instructor Information:

Instructor: Dr. Carla Amaro-Jiménez Phone: (817) 272-3346Office: 328 Science Hall Fax: (817) 272-2618E-Mail: amaro@uta.edu Mailbox: 19777Office Hrs: Tuesdays 2 – 4 pm and by appointment

Program Web Site: http:// http://www.uta.edu/coed/bilingual/

Required text : Peregoy, S. F., Boyle, O. F. & Cadiero-Kapplan, K. (2008). Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers (5th. ed.). New York: Pearson.

Course Description : The rationale and orientation of various methods of instruction for English Language Learners will be discussed. Language development techniques for students at different stages of development will be examined. Sheltered Instruction for the teaching of content areas will also be presented. Students will be assigned to a special language program to examine the methods of instruction and modifications for language minority children. The information and experiences from taking this class will help future teachers understand how to apply their knowledge and skills to support instruction for second language learners. Course Objectives: At the end of this course students will be able to master the following objectives:

1. Explore second language learning and teaching and the role that the teacher plays in the second language learning/teaching process.

2. Apply theories of first and second language acquisition to the teaching of ESL.3. Apply knowledge of current learning theories and strategies, including learning styles

and language transfer, to the teaching of linguistic minority students.4. Demonstrate and apply knowledge of the ESL TExES examination competencies.

Field PlacementBEEP 4384 requires a two-hour a week field placement in an ESL setting. In this placement, students will have opportunities to interact and teach English language learners in K-6 settings.

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Please note that you will be required to complete a background check prior to beginning your placement. Also, you will need to wear a UTA badge while in the school. The badge has a cost of $5 and should be paid to Kimberly Quiroz, the Center for Bilingual Education’s Secretary.

Instructions for Field Placement:1. Complete a background check for AISD. Go to the AISD website [ http://www.aisd.net/departments/communityprog/index.aspx] and submit the form online. Students completing the form for the first time should select "Adult First Time Volunteer." If you have been previously cleared at AISD, select “Adult Returning Volunteer." Do not use the "Student Volunteer" option. Print a copy of your submission for you records. Note that you may not visit the site unless your request for placement is approved. You will hear from Ms. Margarita Sohel, Coordinator of the Family Literacy Program, once you have been cleared. 2. You will need to comply with all regulations and requirements by the District. Also, remember that you are representing not only the Bilingual Education Program but the University of Texas at Arlington. As such, you will need to maintain your professionalism at all times. 4. If you are going to be absent one day, please let school personnel know.5. Make sure to sign-in and out every time you visit the site.5. Do not forget to wear UTA badge while in the school.

Program Location Days Dates/TimeDay

ESL, GED

Toddler, pk, 3, 4

Veda Knox Elem 2315 Stonegate, 76010

Monday Through Friday

Session 1...8:15 to 11:15 am

Session 2..12:20 to 3:15 pm

Evening

ESL adults, Children PK4-8th

1. Morton Elem (76014)2. Thornton Elem (76010) 3. Fergusson Jr. High (76018) 4. Webb Elem (76001) 5. Crouch Elem (75051)6. Carter Jr. High (76010)

Tuesday & Thursday

Oct to Mar6:00-8:00

ESL adults and children PK-4 & 4-8th grade

Carter Junior High Saturday 8:30 to 11:30 am

University Mission:The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a

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comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs.

College Mission:The mission of the UTA College of Education is to develop and deliver educational programs that ensure the highest levels of teacher, administrator, and allied health science practitioner preparation and performance. As a recognized contributor to the fields of education and allied health science, the College engages in effective teaching, quality research, and meaningful service. The College is committed to diversity and to the advancement of active teaching and learning in all educational environments and at all levels.

Core Values:Effective teaching

Active learningQuality research

Meaningful service

Conceptual Framework:

The work of the College of Education is grounded in constructivism as a theory of teaching and learning and is done in a spirit of expectation that all involved in the College of Education, whether candidate, faculty or administrator, will hold the following as important: Excellence, Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning. The Educator and Administrator Preparation units’ collaboratively developed shared vision is based on these CORE VALUES, dispositions and commitments to:

• Excellence • Diversity• Learner-centered environment • Technology• Research-based Experiences • Field • Collaboration Learning • Life-long

Each candidate in the Educator and Administrator Unit of the College of Education of UT-Arlington will be evaluated on PROFESSIONAL DISPOSITIONS by faculty and staff. These dispositions have been identified as essential for a highly qualified educator. Instructors and program directors will work with candidates rated as “unacceptable” in one or more stated criteria. The candidate will have an opportunity to develop a plan to remediate any deficiencies.

Demonstrates excellence • Meets stated expectations of student performance. • Keeps timelines. Arrives on time for class and other activities. • Produces significant artifacts of practitioner evidence. • Possesses a willingness to set goals. • Attends all classes/trainings and practicum experiences. • Completes activities as assigned. • Has appropriate personal appearance and/or hygiene for professional

setting.

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Participates in a learner centered environment and shows respect for self and others • Uses appropriate and professional language and conduct. • Supports a "high quality”-learning environment. • Shows respect and consideration for the thoughts and feelings of others.

Research-based pedagogy • Has an awareness of and willingness to accept research-based concepts. • Identifies important trends in education. • Demonstrates interests in learning new ideas and strategies. • Relates class discussions and issues to current events in education.

Participates in on-going collaboration with peers and professionals • Demonstrates kindness, fairness, patience, dignity and respect in working

with peers, staff and instructors. • Works effectively with others. • Assists others in the university classroom or practicum setting. • Demonstrates openness to assistance from others. • Receives feedback in a positive manner and makes necessary adjustment.

Exhibits stewardship of diversity • Shows appropriate stewardship and tolerance to diverse people,

environments, and situations. Advocates use of technology

• Uses and applies existing technologies sufficiently in work. • Shows a willingness to use and apply emerging technologies in work.

Shows interest in the learner and the learning-process • Demonstrates significant learning improvement over time. • Shows interest in the learning process and demonstrates the necessary amount of time, energy, and enthusiasm for becoming better learners, teachers, and practitioners.

‘Partners for the Future’ serves as the theme of the College of Education and epitomizes the understanding that it takes a village of partners to insure the future of education for all.

Attendance and Drop Policy:

Class AttendanceAttendance in this class is mandatory. Students are expected to arrive on time to class. A sign-in sheet will be used every time we meet. Students arriving late must see the instructor at the end of class to be sure that they are counted present. Only one health-, work-, or religious-related absence will be permitted. Should you need to arrive late or leave early on a given date, make sure you inform the professor before the class meets. Arriving late or leaving early without prior permission will count as an absence.

Adds and Drops - last date to drop April 3rd, 2009Adds and drops may be made during late registration either by SAM, on the Web or in person in the academic department offering the course. Drops may continue in person through the 12th week of class. Students are responsible for adhering to the following regulations

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concerning adds and drops. These rules apply to regular semesters and to equivalent time limits in summer sessions as noted on the summer session calendar.

• A student may not add a course after the end of late registration.

• No grade is given if a student drops a course before the Census Date of that semester.

• A student may drop a course with a grade of W during the first six weeks of class.

• From the seventh week of class through the 12th week of class, a student may drop a course with a grade of W if passing or a grade of F if failing.

• A student may not drop a course after the 12th week of class.

• The dean of the college or school in which the student is majoring may require a student to drop a course at any time upon the recommendation of the instructor and the concurrence of the department chair.

• Students wanting to drop all courses for which they are enrolled must withdraw from the University.

Email Communication:UTA e-mail is considered the official means of communication between the university and students, effective August 22, 2005. Utilize your UTA e-mail for all communications. You are advised to regularly check your UTA email. You will be held responsible if you do not receive information because you did not check your UTA email.

American with Disabilities Act (ADA):If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Student Support Services:The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

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Academic Honesty:Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

Policies regarding assignments:All work for this course is to be edited and executed with care and professionalism. Handwritten documents will not be accepted except for those you will be producing in class. Always make sure you keep a copy of documents submitted to your professor.

Complete all assignments by the due date listed on the syllabus or announced in class. Late work will not be accepted.

Please type all assignments , unless otherwise specified. The student's name should be on every page of every assignment submitted. It is also generally recommended that students keep copies of work turned in. The instructor reserves the right to return for re-submission any work that is not neatly, legibly, and professionally submitted. In addition, assignments containing multiple spelling, usage, and/or mechanics errors will be returned for revision.

It is important to protect the confidentiality of the students you will supervise, assist, tutor, and/or teach in the field. For this reason, it is important to change the name of a student during discussion and/or a written assignment.

Should our classroom meeting site become unavailable for any reason, another location has been provided in order to take exams or make presentations that might have been interrupted.

Medical Reimbursement: University students will be responsible for their own transportation, meals, and health care while participating in the field-based program. University students bear the burden of any expenses incurred in conjunction with injuries that may occur during field-based classes/components, internship, and residency. The university will not reimburse the student for any expenses related to injuries or illness.

Grade Grievance: The student has one calendar year from the date the grade is assigned to initiate the grievance. The normal channels are to express your concerns in writing first to the course instructor, then to the appropriate department chair or program director, then to the academic dean, and then to the Provost.

As a courtesy to your instructor and your classmates, please keep your use of any electronic devices such as cell phones and pagers to a minimum (i.e., for emergency situations and on vibrate ONLY).

The instructor reserves the right to make changes to the syllabus, as deemed necessary. Students will be notified of any and all changes.

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Email Communication:UTA e-mail is considered the official means of communication between the university and students, effective August 22, 2005. Utilize your UTA e-mail for all communications. You are advised to regularly check your UTA email. You will be held responsible if you do not receive information because you did not check your UTA email.

American with Disabilities Act (ADA):If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Student Support Services:The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

Academic Honesty:Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

Student Evaluation 1. Attendance and participation ………………………..…………………………… 15 points2. Fieldwork project and presentation…………………………..………………….. 100 points

a. Part I: Time sheet & Journal Entries (6 points each)…….…. 30 points b. Part II: Lesson plan creation and implementation …………. 40 points c. Part III: Presentation ………………………..………..…………………. 30 points

3. Literacy Learning and Teaching Resources………………………………….. 50 pointsa. Literacy center ………………………………………………………..…… 20 pointsb. Literacy suitcase …………………………………………………………… 15 pointsc. Integrated curriculum board game …………………………………. 15 points

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Description of Assignments1. Attendance and Participation:Your active participation in this class is expected. To prepare for class make sure you complete all the assigned readings per week and you come with questions to class. The questions may be based on factual information and/or on practice and implementation. Your lack of preparation for class will significantly affect your classroom participation and your overall grade. Please consult the calendar for the weekly assigned readings and assignments.

2. Fieldwork Project (Parts I, II and III)As part of the requirements for this course you will be volunteering in a Family Literacy ESL/Bilingual Program at Arlington ISD. As part of your placement, you will need to examine the methods of instruction employed for second language literacy learning in the program. The goal of this fieldwork project is then to give you opportunities to develop, implement, and reflect on a literacy plan for a learner with whom you will be working in the program.

Part I In the first part of the project you will be required to document your experiences at the Family Literacy Center by using a time sheet and journal entries. The time sheet will be used to verify your participation at the Center; a weekly signature is required in your time sheet. An electronic version of the time sheet will be posted on WebCT. A total of four journal entries will be completed throughout the semester. Note that the content of the entries will vary (see below) and that you will need to demonstrate that you can critically reflect on what you see and what you do in your placement.

Also, keep in mind that as you write each of your journal entries you will need to make a direct connection between what you are seeing and doing in the field and the content of our course. Make sure you check the course schedule before going into the field to have a better idea of the things/issues/topics you may want to look for when you are in your placement. If, for instance, you know that we will be discussing the different ways in which collaborative groups can be created in the classroom (e.g., one of week 3’s topics), then you may want to pay special attention to how groups are created in the program, the pros and cons of such groupings, the kinds of activities that take place in groups, how the learner you are working with reacts to such groupings, etc.

Note: Although you may bring your written fieldnotes to class for discussion, you will also need to submit these as part of your project at the end of the semester. Therefore, each journal entry will need to be typed using a word processor. See the calendar for due dates.

Specifics for journal entries

The first journal entry will focus on your perceptions of the Center’s educational environment, the children’s (or adults) participation in the ESL/Bilingual Literacy Program, the overall methods of instruction utilized, etc. In other words, writing this journal entry will give you an opportunity to understand and learn more about the program, in general, and their learners, in particular. Note that you will need to have identified the learner with whom you will be

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working for the remainder of the semester after writing this journal entry. There is no specific format for this first entry. Do keep in mind that you will need to provide enough descriptive information for the reader to get a sense of what the place is like, what, how, when and why learners do what they do in the program, etc. In other words, this first journal entry should give the reader a ‘window into the program.’

The second journal entry will focus exclusively on the learner you have identified. Who is he/she (remember to use a pseudonym!)? Where does he/she come from? For how long has he/she lived in the U.S.? What educational background does he/she have? Spend some time with the student to get some of these answers. Also, ask what it is like for him/her to be learning English. What is he/she proudest of? What does he/she hopes to accomplish by participating in the program? What difficulties has he/she experienced in the process of learning to read and write in English? Note that for this entry you may also need to meet with the student’s teacher to gather specific information about him/her and the ‘difficulties’ that the student may be experiencing. Also, it would be a good idea to identify what are the accommodations, if any, that the teacher is making for the student and include this information as part of your second journal entry.

The remaining two journal entries will focus on the learner you selected and the challenges that you think he/she may be experiencing in the process of learning literacy skills in his/her second language. The following are the five elements that need to be included in these two (student-centered) journal entries:

1. Overall description of the instructional activities and setting (e.g., individual and/or group work; classroom and seating arrangement) where the student was participating

2. Explanation of what the student was doing at the time of your observation3. Identification of any modifications made for and/or by the learner during the

period of time observed4. Identification of challenges or difficulties experienced by the learner during the

lesson5. Your overall reactions

Important: Note that you will be required to complete at least four journal entries before you will be allowed to begin the second part of this project.

Part IIThe second part of this project will give you an opportunity to create a lesson for the learner with whom you have been working at the Family Literacy Center this semester. You will need to draw on all your journal entries, your observations, and your conversations with the student and his/her teacher(s) to identify what the needs of this learner are. We will discuss your fieldnotes in class. Once you have identified what to focus on for the lesson, you will (1) create a lesson plan, (2) implement it, and (3) reflect on your experiences. The lesson plan format, the

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indicators of an effective lesson plan and the guidelines for reflection will be posted on WebCT.

Part IIIThe culmination experience for this project will be for you to give a 10-15 minute presentation in which you will discuss your experiences at the Family Literacy Center and the outcomes of implementing your lesson plan. You will also need to explain how this experience has or will help you in your professional practice. A one (1) page handout summarizing key points of your presentation will need to be distributed in class. Make sure you bring enough copies for everyone.

3. Literacy Learning and Teaching Resources This semester you will be learning about the ways in which you can create a literacy-rich classroom environment for ESL and bilingual education students in K-6 settings. As part of the assignments for this course you will need to draw on the knowledge you will acquire during the semester to create effective instructional materials (suitcase and board game) and a learning center to promote literacy learning for these students. Students may work in groups of no more than three to create these three learning resources. Specific instructions for the creation of the materials as well as examples of these will be shown in class.

Course Evaluation and Grading Scale:To calculate your grade for this class you will need to divide the number of points you accumulated throughout the semester by the total points available for this course (155 points). Your final grade will be shown on the ‘final grade’ column below. Example: Thomas earned 147 points of the 180 points available for this class this semester. Thomas’ final grade (147/180 = 81.6) is a B.

Your final grade …………………………………….………… _____ / 165 points

Score Obtained Final Grade90-100 A80-89 B70-79 C60-69 D50-59 F-

Scheduled Assignments/Lecture topics

Week Date TOPICS Assignments1 January 20, 2009 Syllabus / Expectations

General Course Overview Complete background check

forms / submit to AISD

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2 January 27, 2009 English learners in school Read Chapter 1

3 February 3, 2009 Second language acquisition Read Chapter 2 Begin fieldwork Complete journal entry #1

and bring to class4 February 10, 2009 Classroom practices for English

learner instruction Read Chapter 3 Complete journal entry #2

and bring to class Literacy Center

5 February 17, 2009

NABE

Oral language development in second language acquisition

Read Chapter 4 Complete journal entry #3

and bring to class

6 February 24, 2009 Emergent literacy: English learners beginning to write and read

Read Chapter 5 Complete journal entry #4

and bring to class Making Literacy Suitcases

7 March 3, 2009 Words and meaning: English learners’ vocabulary development

Read Chapter 6 Begin working on lesson plan

8 March 10, 2009 English learners and process writing

Read Chapter 7 Bring draft of lesson plan to

class 9 March 17, 2009 Spring Break – NO classes

10 March 24, 2009 Reading and literature instruction for English learners

Read Chapter 8 Integrated curriculum board

game

11 March 31, 2009 Content reading and writing: pre-reading and during reading

Read Chapter 9 Implement lesson plan

12 April 7, 2009 Content reading and writing: post-reading strategies for organizing and remembering

Read Chapter 10 Reflect on lesson plan

implementation

12 April 14, 2009 Reading assessment and instruction

Read Chapter 11 Bring reflection to class

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13 April 21, 2009 Fieldwork presentations Prepare for presentations

14 April 28, 2009 Fieldwork presentations Prepare for presentations

15 May 5, 2009 Fieldwork presentations Prepare for presentations

Themes and principles of learning - TExES tests

Learner-Centeredness. The teacher is a leader of a learner-centered community in which an atmosphere of trust and openness produces a stimulating exchange of ideas. Although the teacher has a vision for the destination of learning, learners are encouraged to take responsibilities for their own learning.

Active Learning. The teacher designs learning experiences that engage interest in learning. The teacher encourages learners to shape their own learning through active engagement.

Teaching for Meaningful Outcomes. The teacher selects and organizes topics so that learners make clear connections between what is taught in the classroom and what they experience outside the classroom. The teacher helps learners link ideas in content area to familiar ideas, to prior experiences, and to relevant problems.

Diversity. The teacher models and encourages appreciation of the diversity of learners’ cultural heritage, unique endowments, learning styles, interests, and needs. The teacher designs learning experiences that show consideration of diversity.

Communication. The teacher uses verbal, nonverbal, and media techniques so that students explore ideas collaboratively, pose questions, and support one another in their learning. The teacher designs learning experiences that provide students with the opportunity to listen, speak, reading, and write in a variety of contexts.

Higher-order Thinking. The teacher is a critical thinker and problem solver who plays a variety of roles when teaching. The teacher observes, evaluates, and changes directions and strategies when necessary.

Intra- and Interdisciplinary Connections. As the teacher guides learners to construct knowledge through experiences, they learn about relationships among and within the central themes of various disciplines. The teacher integrates other disciplines and learners’ interest so that learners consider the central themes of the subject matter from as many different cultural and intellectual viewpoints as possible.

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Use of Technology. The teacher stays abreast of current knowledge about technology and integrates technological resources into instructional practices. The teacher selects technological resources that are developmentally appropriate and engage interest in learning. The teacher uses technology as a resource for building communication skills.

Developmental Appropriateness. The teacher designs learning experiences that are developmentally appropriate, integrating learning experiences and various forms of assessment that takes into consideration the unique characteristics of the learner community.

Assessment as part of Instruction. Assessment is used to guide the learner community. The teacher responds to the needs of all learners by using assessment as an integral part of instruction.

The Teacher as Part of a Larger Learner Community. The teacher communicates effectively as an advocate for each learner. With colleagues, the teacher works to create an environment in which taking risks, sharing new ideas, and solving problems in an innovative way are supported and encouraged. With citizens, the teacher works to establish strong and positive ties between school and community.

LESSON PLAN FORMAT

Your Name: ________________________________________________________________

Student’s age ______ Subject of lesson________ Date lesson is to be taught _____________13

Approximate length of lesson __________min/hrs

I. TEKS

II. OBJECTIVES FOR THIS LESSON

III. RATIONALE FOR THIS LESSON (In this section you will describe how this lesson builds on the needs you identified for the learner in your observations)

IV. MATERIALS & RESOURCES NEEDED FOR THE LESSON

V. STEP-BY-STEP DESCRIPTION OF ACTIVITY TO BE CARRIED OUT (i.e., what you will do to introduce the lesson, how the activity will take place, how you will assess the students’ understanding, how you will review concepts learned)

VI. ENRICHMENT AND EXTENSION (Briefly describe two extension activities that can be created to support your lesson after it has ended)

LESSON REFLECTION FORM

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Professionals improve their teaching through consistent and meaningful reflection. Following the implementation of your lesson, reflect on the following:

How effective was the lesson?

How was my planning?

In what ways were the objectives met? Not met?

How effective was the assessment?

What worked? What didn’t work?

Did some things work for some students and not for others? Why?

What adjustments do I need to make for next time?

If group or individual management was challenging, why? What changes (s) would make a difference for next time?

What effect did the grouping arrangements make?

What were the strong parts of this lesson?

What am I most proud of? Where do I show growth?

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