Teaching Reading and Writing to Learners with Limited English Proficiency




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READ 651- MA-READ Spring 2010

READ 651.001: Teaching Reading and Writing to Students with Limited English Proficiency


SUMMER 2010: GRANT GROUP C


mpj04317910000[1]


I. Instructor Information: Instructor: Dr. Elke Schneider

Office: Withers 208 Office Hours: before and after classes; other times by appointment; double-check with me via email/phone

Phone: office: 803-323-4003, home: 803-985-0356

Email: schneidere@winthrop.edu Class meeting time: see below for details

Website: http://coe.winthrop.edu/schneidere Meeting Place: M1, M2: Withers 213

Fax: 803-323-2585 other meetings: WEST CENTER Room 212


MEETING TIMES:

M1: time: 6-9 PM, day: APR 29 M7: time: 6-9PM, day: JULY 16

M2: time: 6- 9 PM, day: MAY 12 M8: time: 10 AM-4 PM, day: JULY 17

M3: time: 6-9 PM, day: MAY 21 M9: time: 6-9 PM, day: AUG 6

M4: time: 10 AM-4 PM, day: MAY 22 M10: time: 10AM-4 PM, day: AUG 7

M5: time: 6-9PM, day: JUNE 25 M11: time: 6-9 PM, day: AUG 10

M6: time: 10 AM-4 PM, day: JUNE 26


II. Course Information:

Course designator/number: READ 651 Semester Credit Hours: 3

Teaching Reading and Writing to Learners with Limited English Proficiency:This course provides an in-depth examination of language as a system (phonological-orthographic, morphological, semantic, and grammatical cuing systems) with linguistic application to the teaching of minority dialect and second language learners who have limited abilities in processing/applying spoken and written English. The course provides candidates with an understanding of the needs of mono- and multi-lingual as well as multi-dialectical learners.

Prerequisites: undergrad. Degree


III. Course requirements/materials

Required Course Materials

  • Whelan Ariza, E., Morales-Jones, C., Yaya, N., & Zainuddin, H. (2006). Why TESOL? Theories & issues in teaching English to speakers of other languages in K-12 classroom (3rd edition). Dubuque, Iowa: Kendall Hunt. (one copy per participant provided through grant)

  • Klingner, J., Hoover, J., & Bacca, L. (2008). Why do English language learners struggle with Reading? Distinguishing Language Acquisition from learning disability. Thousand Oaks: Corwin Press. (one copy per participant provided through grant)

  • Letter-sound card deck, electronic version available on TTWELL website and my website

  • articles and information materials on instructor’s website under READ 651 SU 2010

  • empty white cards in the size of the cards you print out (approx. 25)

  • one each: black and red thick marker, yellow and blue or green highlighter


Optional materials:

  • Bowen, C. (1998). Angling for words. Boston, MA: EPS Publishing. GREEN edition 3 editions are in ITC (technology center on 3rd floor of Withers) to view.

  • Ehrlich, I. (1968). Instant Vocabulary. New York, NY: Pocket Book.

  • Jager-Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (2000). Phonemic Awareness in young children. A classroom curriculum. Baltimore MD: Paul Brookes Publishing Inc.


Reading List (and other resources) to expand your knowledge

Artiles, A. & Ortiz, A. (Eds.)(2002). English language learners with special education needs. Identification, assessment, and instruction. (professional Practice Serices). CAL Publication, Delta Systems. ISBN 1-887744-69-X


Bachman, L. (2004). Statistical analyses for language assessment. Cambridge University Press. (Cambridge Language Assessment series). ISBN-10: 0521003288


Ballenger, C. (1999). Teaching other people’s children. Literacy and learning in a bilingual classroom. Practitioners Inquiry series. New York, NY: Teachers College Columbia University.


Birsh, J. (2005). Multisensory teaching of basic language skills. Baltimore, MD: Brookes.


Birsh, J. (2006). What is multisensory structured language instruction? In M. Henry & P.

Hook (Eds.). A look at multisensory structured language instruction. Perspectives, 32 (4), 15-20.


Buck, G. (2004). Assessing listening. (Cambridge Language Assessment series). Cambridge University Press.


Brown, D. (2003). Language Assessment: Principles and classroom practice. Pearson ESL. ISBN 10: 0130988340


Brown, J.-D. & Hudson, T. (2002). Criterion-referenced testing. Cambridge University Press. Cambridge Applied series). ISBN-10: 0521000833


Brown, J.-D. (2005). Testing in language programs: A comprehensive guide to English language assessment. Cambridge University Press. ISBN-10: 0072948361


Carlo, M. S., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D., Lively, T., White, C. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly 39 (2) 188-215.


Concha Delgado Gaitan (2004). Involving Latino Families in Schools. Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.


Cummins, J. (1979). Linguistic interdependence and educational development of bilingual

children. Review of Educational Research, 49, 222-251.


Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to

academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and

academic achievement (pp. 2-19). Clevedon, UK: Multilingual Matters.


Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Tonawanda, NY: Multilingual Matters.


Cushing Weigle, S. (2002). Assessing writing. (Cambridge Language Assessment series). Cambridge University Press. ISBN: 0521784468


Doughty, C. & Long, M. (Eds.)(2004). Handbook of Second Language Acquisition. Blackwell Press. ISBN 10: 1405132817.


Durgunoglu, A. (2002). Crosslinguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.


Durgunoglu, A., Nagy, W., & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological

awareness. Journal of Educational Psychology, 85, 453-465.


Dufva, M., & Voeten, M. (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Linguistics, 20, 329-348.


Echevarria, J., & Graves, A. (1989). Sheltered instruction. Teaching English language learners with diverse abilities. Boston, MA: Allyn & Bacon.


Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford University Press. (Oxford Applied Linguistics Series). ISBN 13: 978-0521784467


Fassler, R. (2003). Room for Talk. Teaching and learning in a multilingual kindergarten. New York, NY: Teachers College Columbia University.


Ehri, L. (1998). Phoneme-grapheme knowledge is essential for learning to read in English. In

J. Metsala & L., Ehri, (Eds.). Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Lawrence Erlbaum.


Feyten, C, Macy, M., Ducher, J., Yoshii, M., Park, E., Calandra, B., &Meros, J. (2002). Teaching ESL/EFL with the internet. Catching the wave. Upper Saddle Rive, NJ: Merrill Prentice Hall.


Ganschow, L., & Sparks, R. (2000). Reflections on foreign language study for students with language learning problems, research, issues, and challenges. Dyslexia. International Journal of Research and Practice, 6, 87-100.


Ganschow, L., Sparks, R. (1995). Effects of direct instruction in Spanish phonology on the native language skills and foreign language aptitude of at-risk foreign language learners. Journal of Learning Disabilities, 28, (2), xxx pages

(Direct instruction resulted in significant gains for at-risk group)

Ganschow, L., Sparks, R., & Schneider, E. (1995). Learning a foreign language: Challenges for students with language learning difficulties. Dyslexia. International Journal of the British Dyslexia Association, 1, 75-95.


Garcia, G. E. (2000) Bilingual children’s reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of Reading Research (Vol. III, pp. 813-834). Mahwah, NJ: Erlbaum.Garcia, G. E. & Nagy, W. E. (1993). Latino students’ concepts of cognates. In D. J. Leu & C. K. Kinzer (Eds.) Examining central issues in literacy research, theory and practice. Chicago IL: National Reading Conference


Genesee, F., Lindholm-Leary, K. Saunders, W. M., Christian, D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge, U.K.: Cambridge University Press.


Geva, E. (1983). Facilitating reading comprehension through flow-charting. Reading Research Quarterly, 15, 384-405.


Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26, 731-747.

Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children- beliefs and research evidence. Dyslexia. International Journal of Research and Practice, 6, 13-28.


Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.


Geva, E., Yaghoub-Zadeh, Z., & Schuster, B., (2000). Individual differences in word recognition skills in ESL children. Annals of Dyslexia, 50, 121-154.


Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish- English speakers. Topics in Language Disorders, 22, 46-70.


Hadley-Omaggio, A. (1993). Teaching language in context. Boston, Heinle and Heinle. (An excellent source on contextualized language teaching)


Hecker, L. (1997). Walking, using tinkertoys, and legos: Using movement and manipulatives to help students write. The English Journal, VOL X, 46-52.

(Written by Landmark’s instructor Linda Hecker, this article summarizes some specific ways to tap in to some of the strengths/intelligences that student with learning disabilities may utilize to enhance their academic work)


Henry, M. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Brookes Publishing Company.


Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. The Reading Teacher 57, 720-731.


Hinkel, E., & Fotos, S. (2002) (Eds.). New perspectives on grammar teaching in second language classrooms. ESL and Applied Linguistics Professional series. Mahwah, NJ: Lawrence Earlbaum Associates.


McIntyre, C., & Pickering, J. (2003). Clinical studies of multisensory structured language education. For students with dyslexia and related disorders. Salem OR: IMSLEC.


Jackson-Maldonado, D. (2004). Verbal morphology and vocabulary in monolinguals and emergent bilinguals. (pp. 131-162). In: B. Goldstein (ed.). Bilingual language development and disorders in Spanish-English speaking speakers. Baltimore, MD: Paul Brookes Publishing.


Koda, K. (2005). Insights into second language reading. A cross-linguistic approach.

Cambridge Applied Linguistics. New York, NY: Cambridge University Press.

Koda, K. (2007). Reading and language learning: Cross-linguistic constraints on second

language reading development. Language Learning, 57, 1-44.


Kohnert, K., & Derr, A. (2004). Language interventions with bilingual children. In B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speaking speakers. (pp. 311-338). Baltimore, MD: Paul Brookes Publishing.


Kottler, E. & Kottler, J. (2001). Children with Limited English Proficiency. Teaching Strategies for the regular classroom. (second Edition). Thousand Oaks, CA: Corwin Press.


Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford U. Press. (An good primer on language teaching, perspective: whole language only, negative approach to explicit instruction of letter-sound patterns)


Lesaux, N. & Siegel, L. (2003) The development of reading in children who speak English as a Second Language. Developmental Psychology 39, 1005-1019.


Lesslow-Hurley, J. (2003). Meeting the needs of Second language learners. An educator’s guide. Alexandria, V: ASCD.-explains different immersion programs, gives statistics, and explains essential terminology


Lessow-Hurley, J. (2003). Meeting the needs of second language learners. An educator’s guide. Alexandria VA: Association for Supervision and Curriculum Development.

Luoma, S. (2004). Assessing speaking. (Cambridge Language Assessment series). Cambridge University Press.


Mackey, A. & Gass, S. (2005). Second Language Research: Methodology & Design. Mawhaw, NJ: Lawrence Earlbaum. (Second Language Acquisition Research Series). ISBN10: 0805842497


Mitchell, R. & Myles (2004). Second Language Learning Theories. Hodder Arnold Publication. ISBN 10: 0340807660


Moore, Francis X III (1995). Section 504 and the Americans with Disabilities Act: Accommodating the LD student in the foreign language curriculum. ADFL Bulletin, 26, (2) pages (Moore has a web site "The Foreign Language Teachers' Guide to Learning Disabilities: http://www.fln.vcu.edu/ld/ld.html: has a wide range of resources on it)


Murcia- Clece, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle Publishers. (3rd Edition) ISBN 10: 0838419925


Murcia- Clece, M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press. ISBN 10: 0521406949


Nagy, W. E., Garcia G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1993). Spanish-English bilingual stuidents’ use of cognates in English reading. Journal of Reading Behavior 25, 241-259.


Nation, I. S.P. (2001). Learning vocabulary in another language. Cambridge University Press.


Ndlovu, K., & Geva, E. (2008). Writing abilities in first and second language learners with and without reading disabilities. In J. Kormos, & E. Kontra, E. (Eds.). Language learners with special needs. An international perspective (pp. 36-62). Toronto, CA: Multilingual Matters.


Nijakowska, J. (2008). An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English. In J. Kormos, & E. Kontra, (Eds.). Language learners with special needs. An international perspective (pp. 130-157). Toronto, CA: Multilingual Matters.


Olshtain, E., Shohamy, E., Kemp, J., & Chatow, R. (1990). Factors predicting success in EFL

among culturally different learners. Language Learning, 40, 23-44.


O’Malley & Valdez Pierce, L. (1996). Authentic assessment for English Language Learners: Practical approaches for teachers. Addison Wesley Publishing Company. ISBN 10: 0201591510


Ovado, C., Combs, M., Collier, V. (2006). Bilinguals & ESL classrooms. Teaching in multicultural contexts. (4th edition). McGraw Hill. ISBN: 0-07-298-2365


Patterson, J., & Zurer Pearson, B. (2004). Bilingual lexical development: Influences, contexts, and processes. In B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speaking speakers. (pp. 53-76). Baltimore, MD: Paul Brookes Publishing.


Pena, E., & Stubbe Kester, E. (2004). Semantic development in Spanish-English bilinguals: Theory, assessment and intervention. In B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speaking speakers. (pp. 105-128). Baltimore, MD: Paul Brookes Publishing.


Peer, L., & Reid, G. (1999). (Eds.). Multilingualism, literacy and dyslexia. A challenge for educators. London, Great Britain: David Fulton Publishers.


Reiss, J. (2001). ESOL strategies for teaching content. Facilitating instruction for English language learners. Student Enrichment Series Volume 10. Columbus, OH: Merrill Prentice Hall.

Schneider, E. & Crombie, M. (2003). Dyslexia and Foreign Language Learning. London, Great Britain: Fulton Publishers.


Purpura, J. (2004). Assessing grammar. (Cambridge Language Assessment series). Cambridge University Press. ISBN-10: 0521003445


Schneider, E. & Crombie, M. (2003). Dyslexia and foreign language learning. Londonn, Great Britain: David Fulton Publishers. (with strategies to teach in an inclusive classroom)


Schneider, E., & Ganschow, L (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia. International Journal of Research and Practice, 6, 72-82


Schneider, E. (1999). Multisensory structured, metacognitive instruction: An approach to teaching a foreign language to at-risk students. Volume 30 of series: Theorie und Vermittlung der Sprache Volume 30. Frankfurt a. M., Germany: Peter Lang Publishers.


Snowling, M., & Hulme, C. (2007). The science of reading. Malden, MA: Blackwell.

Sparks, R., Ganschow, L., et al. (1992) The effects of multisensory structured language instruction on native and foreign language aptitude skills of at-risk high school foreign language learners. Annals of Dyslexia, 42, 25-53,

(excellent study of the positive effects of applying direct instruction- techniques and approaches from the Learning Disabilities field in alignment with research-based reading instruction; not a primarily communicative orientation to the FL classroom as it establishes the building blocks for communicative learning)


Sparks, R., Artzer, M., Patton, J., Ganschow, L., Miller, K., Hordubay, D., & Walsh, J. (1998).

Benefits of multisensory structured language instruction for at-risk foreign

language students. Annals of Dyslexia, 50, 239-272.


Sparks, R., Ganschow, L., Kenneweg, S., & Miller, K. (1991). Using Orton Gillingham methodologies to teach language to learning disabled dyslexic students. Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96-118.


Sparks, R., Ganschow, L., & Patton, J. (2008). L1 and L2 literacy, L1 and L2 aptitude, and L2 affective variables as discriminators among high and low-achieving, LD, and ADHD L2 learners. In J. Kormos & E. Kontra (Eds.), Language learners with special needs: An international perspective (pp. 11-35). London, U.K.: Multilingual Matters.


Sparks, R., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2008). Early first-language

reading and spelling skills predict later second-language reading and spelling skills. Journal of

Educational Psychology, 100, 162-174.


Sparks, R., Schneider, E., & Ganschow, L. (2002). Teaching foreign (second) languages to at-risk learners: Research and Practice (pp. 55-83). In J. A. Hammadou Sullivan (Ed.) Research in second language learning: Vol. 1 Literacy and the second language learner. Greenwich, CT: Information Age Publishing.


Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21, 360-407.


Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford.


Swan, M., & Smith, B. (2001). Learner Language: A teacher’s guide to interference and other problems. Boston, MA: Cambridge University Press.


Taylor Stewart, M. (2004). Early literacy instruction in the climate of No Child Left Behind. The Reading Teacher, 57, 732-743.


Tomlinson, B. (1998). Materials development in language teaching. Cambridge University Press. ISBN 10: 0521574196


Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Whitehurst, G. J., & Lonigan, C. J. (1999). Child development and emergent literacy. Child Development, 69 (3), 848-872.


Torgesen, J., Rashotte, C. & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf. (Ed.). Dyslexia, fluency, and the brain (pp. 333-356). Timonium, NY: York Press.


Wang, M., Park, Y., Lee, K. (2006). Korean- English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.


Wolf, M., & Bowers, P. G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.

GRAMMAR REFERENCES:

Murcia- Clece, M. & Larsen-Freeman (1999). The grammar book. An ESL-EFL teacher’s course. ISBN 10: 978-0-8384-4725-3 (with teaching suggestions and references on each grammar issue)


Schrampfer-Azar, B. (1981). Understanding and using English grammar. Prentice Hall. (blue version contains practice & reference explanations in one edition ISBN: 0139364927

(newer versions have content split in workbook and reference book, very beneficial are the graphic representations of grammatical concepts so that teacher and learner can have a visual reference to support the linguistic logic of concepts such as English tense formations)


RELEVANT WEBSITES and addresses:

http://www.tesol.org

  • website of the international organization for Teaching English to Speakers of Other Languages (TESOL); national and state conferences annually; more constructivist approach than direct instruction focus; provides national TESOL standards




  • South Carolina TESOL standards: SEE MY WEBSITE for link







  • American Association of Teachers of Foreign Languages: www.actfl.org




  • International Dyslexia Association with international affiliates to consult in case you have an ELL with dyslexia and want information about how this language processing disability is addressed in the student’s first language: www.interdys.org




  • MULTICULTURAL RESOURCES: http://www.falcon,jmu.edu/~ramseyil/multipub.htm

a thorough site for multicultural resources that links with many bibliographies of multicultural books


  • FOR OTHER CULTURE-SENSITIVE CHILDREN’S LITERATURE, SEE MY WEBSITE



Journal resources for assignments and further expansion of your knowledge


A. Journals relevant to LEPS and ELL Instruction & Assessment:

ANNALS OF DYSLEXIA (free if member of International Dyslexia Association)

APPLIED PSYCHOLINGUISTICS

JOURNAL OF RESEARCH IN READING

LANGUAGE TEACHING

MODERN LANUAGE JOURNAL

PERSPECTIVES (free if member of International Dyslexia Association)

PSYCHOLOGICAL SCIENCE

READING IN A FOREIGN LANGUAGE

READING & WRITING (free on-line access if member of International Dyslexia Association)

SECOND LANGUAGE RESEARCH

STUDIES IN SECOND LANGUAG E ACQUISITON

TESOL QUARTERLY


In Dr. Schneider’s Library:

Languages other than English addressed in relation to dyslexia

Language/country

Area addressed regarding dyslexia

Publication

Cantonese (L1) /Hong Kong- China

treatment & research trends

Perspectives (2000)12-13)

Russian (L1) /Russia

diagnosis

Perspectives 2000 (p. 14-15)

Japanese (L1) /Japan

existence of dyslexia

Perspectives 2000 (p. 22-23)

English (L1) /South Africa

existence issues of dyslexia

Perspectives 2000 (24-25)

Chilean Spanish (L1) /Chile

status of dyslexia

Perspectives 2000 (p. 32)

English (L2)/ India

existence of dyslexia

Perspectives 2000 (p. 16-17)

English (L1)/ Welsh (FL)

spelling challenges

BDA Publication 2000

(p. 85-93)

Swedish (L1)/ English (FL) in Sweden

reading difficulties

BDA Publication 2000

(p. 94-101)

different L1s/ English (SL) in UK

miscue analysis, text genres, bilingualism, dyslexia middle school students

BDA Publication 2000

(p. 70-79)

Maori L1/ English (SL) in New Zealand

bicultural approach to literacy

BDA Publication 2000

(p. 120—128)

multiple oral L1s (English, German, Norwegian) & dyslexia in Norway

assessment, intervention, writing problems, not speaking

BDA Publication 2000

(p. 129-137)

Arab speaking, Turkish, Pakistani (L1)/ Danish (L2) in Denmark

assessment & intervention of bilingual children

BDA Publication 2000

(p. 138-143)

multi L1 in UK ? English (L2)

assessment of adults with other mother tongue

BDA Publication 2000

(p. 152-162)

English (L1)/ modern FL (French, German, Spanish) in Scotland

policies, teaching approaches reality and what it should be like

BDA Publication 2000

(p. 211-217)

Hebrew (L1)/ English (FL) in Israel

a teaching approach called GAME

BDA Publication 2000

(p. 243-247)

either Urdu, Punjabi, Bengali, Pushto or Gujerati (= different East Asian Languages) (L1) / English (L2) in UK

research project comparing ELL student & mono English learners’ performance on grammatical and vocabulary, phonological knowledge, reading skills, comprehension

BDA Publication 2000

(p. 45-51)


Key: L1 = first language, mother tongue L2 = either foreign or second language

FL = foreign language, not spoken in learner’s environment

SL = second language, used in learner’s environment daily by majority of speakers

around him/her (or in the home parallel to another language spoken at home)


IV. Course Goals

Candidates will

  • Critically expand their knowledge of the foundations of the English language, especially in the areas of letter-sound awareness and skills essential for successful reading, writing and spelling. This occurs on a theoretical and practical level.

  • Implement informal assessment procedures to identify individual student’s phonemic awareness, phonics, word recognition and spelling skills with native and non-native speakers of English

  • Implement evidence-based practices to remediate identified ELA weaknesses

  • Document results of remediation and share them with educators.

  • Compile a resource notebook of instructional resources that assist teachers and paraprofessionals in meeting the needs of non-native speakers in their classrooms.


V. Assessment of Learning Outcomes and Standards

Course objectives are aligned to the International Reading Association (IRA) performance-based standards for literacy coaches. Objectives align to the Richard W. Riley College of Education Conceptual Framework (RWRCOE), NCATE Standards, to TESOL standards and ADEPT CSC Teacher Performance Criteria.

By actively participating in and completing the identified course assignments, each reading specialist/literacy coach candidate will accomplish the following objectives, IRA standards, and Conceptual Framework components as listed below. These assignments are also in alignment with TESOL standards.


OBJECTIVE

IRA Standards

RWRCOE Framework

TESOL

Standards

Performance Evaluation Assessments

1. Candidates demonstrate their depth of understanding of linguistic, cultural, and cognitive challenges of non-native speakers of English.

1.1

1.2

1.3

1.4

leadership

Entire standard 1

Final test

Article reflections

In-class assignments

1. Candidates demonstrate knowledge of a variety of evidence-based instructional approaches that address diverse student needs, especially those of ELLs.

2.2

4.3

4.4



stewardship

3a1, 3a2, 3a3; 3c 1, 3c 2,


SIOP lesson Plan, class discussions, Language Enhancement game

Final test

2. Candidates create a resource notebook that contains a variety of evidence-based instructional materials and readings to share with paraprofessionals and colleagues.

1.1

1.2

1.3

4.1

4.2

5.2


leadership

stewardship

1a, 1b, 3a, 3b, 3c

Resource notebook

Final test

3. Candidates provide evidence of their ability to identify error patterns in reading and spelling productions of LEP/ELL students

1.4

scholarship

1a

Letter-sound Awareness and Spelling Quiz, final test
  1   2   3   4

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