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LIST5361 Language Learning: Educational Perspectives Syllabus

Department of Curriculum & Instruction

LIST 5361: Language Learning: Educational Spring 2010 Perspectives

Instructor Information:

Instructor: Nancy L. Hadaway, Professor Office: Hammond Hall, Room 414 Office Hours: By appointment only Phone: 817-272-2240 Mailbox: College of Education, P.O. Box 19227 Email: [email protected] Course web site: http://www.telecampus.utsystem.edu

Nancy L. Hadaway is a professor in the College of Education at the University of Texas at Arlington where she teaches graduate and undergraduate courses in content area reading and writing, language arts methods, language learning, English as a Second Language (ESL) methods, and multicultural education. She received her Ph.D. from Texas A&M University in College Station, Texas in 1987. Her research and publications have focused on literacy issues such as content literacy techniques, the use of children's and young adult literature in ESL classrooms, writing instruction with English language learners, and collaborative writing techniques. Hadaway has published in The Reading Teacher, Journal of Adolescent and Adult Literacy, Book Links, The English Journal, Childhood Education, Ethnic Forum, and Equity and Excellence in Education and has written chapters in books on literacy and multicultural education issues. Her books, Literature-Based Instruction with English Language Learners, K-12, What Every Teacher Should Know about English Language Learners, and Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms, are helpful guides to working with this growing population of students. She has served on various state and national committees of professional literacy organizations, has presented at numerous state, regional, national, and international conferences, and has received grants from the Adolescent Literature Assembly of the National Council of Teachers of English (ALAN), University of Texas at Arlington, and the Association of Colleges and Universities. She recently served on the Orbis Pictus Committee; this National Council of Teachers of English committee reviews and selects the most

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus outstanding nonfiction literature for children and young adults published each year in the United States. She also served on the Notable Books for a Global Society Committee; this International Reading Association Committee reviews and selects outstanding books published each year that honor and celebrate diversity as well as common bonds in humanity. Her co-edited book, Breaking Boundaries With Global Literature: Celebrating Diversity in K-12 Classrooms, takes a look at the first ten years of the Notable Books for a Global Society and the 249 selected for those booklists. Currently, she is serving on the Outstanding International Booklist Committee, a project of the Children’s Book Council and the United States Board on Books for Young People. In addition to teaching at UTA since 1989, she has also taught at Texas A&M University. Prior to her university teaching experience, Hadaway was a public school teacher in Texas, Kentucky, and Colorado and taught adult education in Colorado and Germany.

Course Information:

Course Title: LIST 5361: Language Learning: Educational Perspectives Course Number: LIST 5361, Online Section 001 & 002 Semester: Spring, 2010

Catalog Description LIST 5361: Language Learning: Educational Perspectives Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language, overview of linguistic science and language with pedagogical applications. Course Rationale Offered since 1992, the idea behind this course is to expand the awareness of educators about the linguistically diverse students in today’s classrooms. This course explores issues related to learning a language including: first and second language acquisition; adult vs. child second language acquisition; code switching; language policy; special language programs--bilingual education vs. English as a Second Language instruction; assessment of language learning (first or second language); the development of reading, writing, speaking, and listening skills in first and second language; the impact of gender on language; language components and structure including phonology, morphology, syntax, semantics, and discourse routines; cross-cultural communication; language attitudes and language maintenance/language shift; language variation including dialect (social, regional, ethnic, Black Vernacular English), slang and jargon, euphemisms and doublespeak; nonverbal language. This course applies to the following programs: initial certification for the secondary reading teaching field, English as a Second Language (ESL) endorsement, Reading Specialist Certificate (master’s level certificate).

Course Prerequisites:

There are no prerequisites listed for this course.

Textbook(s) and Materials: Note: Texts can be ordered online, try your favorite distributor (e.g., Amazon.com or Barnes & Noble or the UTA Bookstore:  Andrews, Larry. (2006). Language exploration and awareness: A resource book for teachers (3rd ed.). New York: Lawrence Erlbaum.  Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann.  Can be ordered online at the UTA Bookstore: http://www.uta.edu/bookstore

Optional Textbook Hadaway, N. L., Vardell, S. M., & Young, T.A. (2002). Literature-based instruction with English language learners, K-12. Boston: Allyn & Bacon.

Important Additional Course Information:  To successfully access much of the content in this course, you will need to download and install the free Adobe Acrobat Reader® plugin which can be found online at http://www.adobe.com/products/acrobat/readstep2.html.  You will see a slider bar for audio clips from time to time. These will appear throughout the course. When you select the play button, you can listen to a minute lecture or overview from the professor or hear a poem, story, or book excerpt read aloud. To listen to these audio clips you will need to download and install the free QuickTime Player® plugin which can be found online at http://www.apple.com/quicktime/download/.  Technical Support is available 7 days a week, 24 hours a day, 365 days a year.

UT TeleCampus Technical Support http://www.telecampus.utsystem.edu/technicalsupport/technicalsupport.html

 Throughout the semester, you must keep your user information (Username, Password, and E-mail) up-to-date in the UT TeleCampus Information System (TIS).

TIS at UT TeleCampus https://tis.telecampus.utsystem.edu/login.asp

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 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: Excellence, Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning

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.

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

Course Learning Goals

LIST 5361 Alignment of Outcomes, Assignments, Standards

LEARNING OUTCOMES Assignments / National TExES Assessments Standards Domains / The learner: Competencies

Content Knowledge  Reading Response, IRA 1.1-1.4 TExES Replies & Assessment Reading  IRA 1.1 Demonstrate knowledge of Specialist psychological, sociological, and linguistic  Language Acquisition Domain I, foundations of reading and writing Interview/Learner Profile Competency 001-008,

processes and instruction. TESOL 1a-1b, Domain IV, 013  IRA 1.2 Demonstrate knowledge of  Case Study 2a-2b reading research and histories of reading.  IRA 1.3 Demonstrate knowledge of  Personal Language Story language development and reading TExES ESL acquisition and the variations related to  Lesson Plans Domain I, cultural and linguistic diversity. Competency  IRA 1.4 Demonstrate knowledge of the  001-002; major components of reading (phonemic Domain III awareness, word identification and Competency phonics, vocabulary and background 009 knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.  TESOL Standard 1.a. Describing language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.  TESOL Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.  TESOL Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.  TESOL Standard 2.b. Cultural Groups and Identity. Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.

Pedagogical Knowledge & Skills—  Reading Response, IRA 2.1-4.4 TExES Instruction Replies & Assessment Reading Specialist  IRA 2.1 Use instructional grouping options  Lesson Plans Domain I, (individual, small group, whole class, and TESOL 3a-3c, Competency computer based) as appropriate for 4a-4c 001-008, accomplishing given purposes.  Case Study Domain II,  IRA 2.2 Use a wide range of instructional Competency practices, approaches, and methods, 009-010,

including technology-based practices, for  Personal Language Story Domain III learners at differing stages of Competency development and from differing cultural 011-012, and linguistic backgrounds.  Domain IV  IRA 2.3 Use a wide range of curriculum Competency materials in effective reading instruction 013-014 for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. TExES ESL  IRA 3.1 Use a wide range of assessment Domain II tools and practices that range from Competency individual and group standardized tests to 003–007 individual and group informal classroom assessment strategies, including technology-based assessment tools.  IRA 3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties.  IRA 3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds.  IRA 3.4 Communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).  IRA 4.1 Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.  IRA 4.2 Use a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural, and linguistic backgrounds.  IRA 4.3 Model reading and writing enthusiastically as valued lifelong learners.  IRA 4.4 Motivate learners to be lifelong learners.  TESOL Standard 3.a. Planning for TESOL Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English-language models, as

they plan for multilevel classrooms with learners from diverse backgrounds using TESOL Standards-based ESL and content curriculum.  TESOL Standard 3.b. Managing and Implementing TESOL Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of TESOL Standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.  TESOL Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of TESOL Standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.  TESOL Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of TESOL Standards; and the difference between language proficiency and other types of assessment (e.g., TESOL Standardized achievement tests of overall mastery), as they affect ESOL student learning.  TESOL Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of TESOL Standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.  TESOL Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.

Dispositions  Reading Response, IRA 5.1-5.4 TExES Replies & Assessment Reading  IRA 5.1 Display positive dispositions Specialist related to reading and the teaching of Domain IV, reading. TESOL 5a-5c Competency  IRA 5.2 Continue to pursue the  Personal Language Story 014 development of professional knowledge and dispositions.  IRA 5.3 Work with colleagues to observe, evaluate, and provide feedback on each TExES ESL other’s practice. Domain III  IRA 5.4 Participate in, initiate, implement, Competency and evaluate professional development 008, 010 programs.  TESOL Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.  TESOL Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.  TESOL Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

National Standards:

International Reading Assocation, Reading Specialist Standards

. Standard 1: Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. . Standard 2: Instructional Strategies & Curriculum Materials: Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. . Standard 3: Assessment, Diagnosis, & Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. . Standard 4: Creating a Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

. Standard 5: Professional Development: Candidates view professional development as a career-long effort and responsibility.

TESOL English as a Second Language Standards

. Domain 1 – Language. Candidates know, understand and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

. Domain 2 – Culture. Candidates know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement.

. Domain 3 – Planning, Implementing and Managing Instruction. Candidates know, understand and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing. and integrating language skills, and choosing and adapting classroom resources.

. Domain 4 – Assessment. Candidates understand issues of assessment and use standards- based assessment measures with ESOL students.

. Domain 5 – Professionalism. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.

State Domains and Competencies:

TExES Reading Specialist Domains & Competencies

Domain I: Instruction and Assessment: Components of Literacy (approximately 57% of the test) including

 Competency 001 Oral Language  Competency 002 Phonological and Phonemic Awareness  Competency 003 Concepts of Print and the Alphabetic Principle  Competency 004 Word Identification  Competency 005 Fluency  Competency 006 Comprehension  Competency 007 Vocabulary Development

 Competency 008 Written Language

Domain II Instruction and Assessment: Resources and Procedures (approximately 14% of the test) including

 Competency 009 Assessment  Competency 010 Instructional Methods and Resources

Domain III Meeting the Needs of Individual Students (approximately 14% of the test) including

 Competency 011 Instruction for English Language Learners  Competency 012 Instruction for Students with Reading Difficulties, Dyslexia, and Reading Disabilities

Domain IV Professional Knowledge and Leadership (approximately 14% of the test) including

 Competency 013 Theoretical Foundations and Research-Based Curriculum  Competency 014 Collaboration, Communication, and Professional Development

TExES English as a Second Language

Domain I. Language Concepts and Language Acquisition/Competencies 001–002

Competency 001

The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.

Competency 002

The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.

Domain II. ESL Instruction and Assessment/Competencies 003–007

Competency 003

The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.

Competency 004

The ESL teacher understands how to promote students' communicative language development in English.

Competency 005

The ESL teacher understands how to promote students' literacy development in English.

Competency 006

The ESL teacher understands how to promote students' content-area learning, academic-language development, and achievement across the curriculum.

Competency 007

The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.

Domain III. Foundations of ESL Education, Cultural Awareness, and

Family and Community Involvement/ Competencies 008–010

Competency 008

The ESL teacher understands the foundations of ESL education and types of ESL programs.

Competency 009

The ESL teacher understands factors that affect ESL students' learning and implements strategies for creating an effective multicultural and multilingual learning environment.

Competency 010

The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

Course Objectives

The learner:

 demonstrates knowledge of first- and second-language acquisition processes and uses this knowledge to promote achievement of ESL learners.  understands first- and second-language acquisition and uses learners' abilities in a primary language to promote their second-language acquisition for communicative and academic purposes.  identifies learners who are at different stages of second-language acquisition and applies age- appropriate strategies for enhancing the language abilities of these learners.

 demonstrates knowledge of variables that may affect a student's language learning and provides experiences that respond to students' needs and abilities.  recognizes variables inside the classroom (e.g., teacher expectations, grouping practices) and outside the classroom (e.g., peer interactions, parental attitudes, community characteristics) that may affect an ESL learner's performance in school.  bases instructional decisions on an individual learner's prior knowledge, experiences, and needs.  knows how to create learning opportunities in elementary and secondary settings that enhance each learner's self-esteem and help each learner feel safe, valued, competent, and productive.  demonstrates an understanding of how cultural diversity affects the classroom and creates a classroom climate in which both the diversity and the similarities of groups and individuals are appreciated.  is aware of the importance of a variety of personal and social characteristics such as ethnicity, cultural heritage, language background, and gender.  knows how to use the diversity inside and outside the ESL classroom to create an environment that nurtures a sense of community, respects differences, and fosters in all learners an appreciation of their own and others' cultures.  recognizes the interrelationships of reading, writing, listening, and speaking and provides instruction that reflects the interrelatedness of these processes and facilitates learners' ability to construct and convey meaning in English.  recognizes that language acquisition is an integrated process and that instruction in one area of language aids in the development of other areas.  plans instruction to incorporate all aspects of students' language development based on their prior experiences and strengths.  selects texts for instruction that provide students with comprehensible input based on their oral language development and then supports students' construction of meaning through integrated reading, writing, listening, and speaking activities.  knows how social-communicative language competence emerges and is able to address the needs of beginning, intermediate, and advanced English learners in this area.  guides learners to apply various strategies to enhance their social-communicative competence in English and provides learners with opportunities to use these skills in a variety of everyday contexts.  uses knowledge of verbal and nonverbal components of communication, cross-cultural communication, and integrated instruction involving listening, speaking, reading, and writing to develop learners' social-communicative language competence.  understands cognitive-academic language competence and promotes learners' abilities in this area.  knows how cognitive-academic language competence emerges and is able to address the needs of beginning, intermediate, and advanced English learners in this area.  uses various approaches and activities that offer learners opportunities to develop, apply, and extend academic knowledge and cognitive-academic language skills in a variety of academic contexts (e.g., through hands-on activities, discussions).

 promotes learners' development and competence in reading and writing by using the results of multiple, ongoing assessments to develop students' language skills, reading comprehension, and writing skills and to plan and implement systematic, sequential, research-based instruction and reinforcing activities in specific skill areas (e.g., word-identification strategies, reading fluency, spelling skills).  uses knowledge of verbal and nonverbal components of communication, cross-cultural communication, and integrated instruction involving reading, writing, listening, and speaking to develop learners' cognitive-academic language competence.  uses informal and formal assessment methods to evaluate language learning, monitor instructional effectiveness, and shape instruction.  recognizes the importance of the ongoing use of valid assessments with second-language learners and knows how to use a variety of assessment procedures (e.g., performance assessment using technology, informal observation, portfolio, teacher-made test, peer assessment, standardized test) to monitor learners' progress, determine their level of English- language proficiency, and adapt instruction to address their strengths and needs.  recognizes characteristics of types of assessments commonly used in ESL contexts, as well as their uses, advantages, and limitations in particular situations.  is aware of assessment-related issues (e.g., those related to validity, reliability, and cultural bias) and knows how to select, construct, modify, and/or use various assessments for different purposes.  establishes effective learning environments that are supportive of ESL learners who come from diverse backgrounds and who exhibit different language proficiencies.  establishes a learner-centered environment for ESL students within various settings (e.g., ESL class, mainstream class, team-taught class, dual-language class).  is able to design, coordinate, and pace learning experiences in instructional settings that may include learners who differ in language, cultural, and educational background.  demonstrates knowledge of requirements and expectations associated with teaching ESL learners in Texas and can apply this knowledge in a variety of contexts.  is aware of the expectations and constraints (e.g., legal requirements, ethical responsibilities) placed on ESL teachers and recognizes the various roles that ESL teachers may be called upon to assume (e.g., member of the Language Proficiency Assessment Committee, resource person).  knows laws and guidelines related to ESL programs (e.g., regarding grading and promotion, program entry and exit, working with parents and guardians, providing linguistically appropriate instruction for learners at different grade levels and language proficiency levels) and ensures that his or her decisions and actions are in compliance with legal and ethical requirements and the legitimate interests of others.  understands ESL instruction in the context of bilingual programs and ESL-only programs for learners with varied home languages.  understands the social dimensions of literacy and uses this understanding to motivate learners and encourage their development.

 uses interactions among reading, writing, listening, speaking, viewing, and thinking to foster all learners' literacy development and works to develop effective integration of reading instruction into the school community.  understands how to assess reading competence and use assessment results to meet learners' needs.  understands the structure of the English language, including phonemic, morphemic, semantic, and syntactic features of English.  demonstrates knowledge of the components of school reading programs (e.g., remedial, developmental, content areas) and related programs (e.g., gifted, bilingual, ESL). Includes types of reading and related programs, and their components, goals, and objectives.  applies knowledge of linguistic and cultural differences in reading instruction, including ways of adapting reading instruction to meet the needs of linguistically and culturally different students and distinctions between reading errors and differences due to cultural background.  demonstrates an understanding of the nature of language.  demonstrates an understanding of the developmental stages of listening, speaking, reading, and writing in both first and second language.  demonstrates an understanding of the scope of language variation including dialect, slang, and jargon.

Policies:

 Complete all assignments by the due date posted. Some assignments may be accepted after a deadline but a penalty of 25% will be assessed. All discussion areas/exams will be permanently closed after assignment deadlines, and you will not be allowed to post in those areas.  Maintain copies of all work submitted.  The instructor reserves the right to make changes in the syllabus as deemed necessary. Students will be notified of any and all changes.

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Tentative lecture/topic schedule:

 There are EIGHT lessons in LIST 5361.  Reading Response Replies & Assessement and other course assignments require you to use information and cite sources from each lesson.  Each lesson is in a PDF file. Make sure you scroll to the end of this introductory page to find the LINK to the actual lesson. Click on that link for the PDF file containing the lesson which may range from 20-30 pages, perhaps more.  You can either open the PDF file or save it to your desktop and open it from there. It may be easier to save the PDF file to your desktop in order to print the material if you wish to do so.  Complete all assignments by the posting deadline noted. Deadlines are 11:59 p.m. Central Time for the dates noted.  Some assignments may be accepted after an initial deadline (see schedule below). Check this schedule carefully because some assignments will not be accepted after the initial deadline.  A penalty of 25% will be assessed from any assignment that is late.  All discussion areas/exams will be permanently closed after assignment deadlines or after the window for late posting. Once areas are closed, you will not be allowed to post in those areas and will lose the points for that assignment.

Lesson Title & Reading Assignments Posting Deadline Closing of (LA = Larry Andrews text & (work submitted Discussion Area F&F = Freeman & Freeman after this deadline (this is the last text) will have a 25% possible date to post penalty) work with a 25% penalty.)

Lesson1: Defining Language and Communication Candidate Introduction 1/27 N/A Posted in Discussions  LA, Chapters 1-4  Online lesson information

Lesson 2: The Components Lesson Plan #1 2/3 2/5 and Structure of Language Posted in Assignments

 LA, Chapter 6 Reading Response #1  F&F, 3, 7, 9 (Lessons 1 and 2) 2/10 2/12  Online lesson information Posted in GROUPS Reading Response Replies (1A & 1B) 2/13-2/15 N/A Posted in GROUPS

Reading Response 2/16 N/A Assessment #1 Posted in Assignments

Lesson 3: First Language Lesson Plan #2 2/17 2/19 Acquisition & Instructional Posted in Assignments Considerations

 LA, Chapter 11  F&F, Chapter 1  Online lesson information

Lesson 4: Second Language Reading Response #2 Acquisition and Instructional (Lessons 3 and 4) 2/24 2/26 Considerations Posted in GROUPS Reading Response 2/27-3/1 N/A  F&F, Chapter 2 Replies (2A & 2B)  Online lesson information Posted in GROUPS Reading Response 3/2 N/A Assessment #2 Posted in Assignments Language Acquisition 3/3 3/5 Interview, Part 1 Posted in Assignments

Language Acquisition 3/6 3/8 Interview, Part 2 Posted in Assignments

Language Acquisition 3/10 3/12 Interview, Part 3 Posted in Assignments

Lesson 5: Oral Language, Reading Response #3 3/17 3/19 Reading, Writing and English(Lessons 5 and 6) Language Learners Posted in GROUPS

 F&F, Chapters 4, 5, 6, 8  Online lesson information

Lesson 6: Assessing the Reading Response 3/20-22 N/A Language Development of Replies (3A & 3B) English Language Learners Posted in GROUPS Reading Response 3/23 N/A  Online lesson information Assessment #3 Posted in Assignments Case Study, Part 1 3/24 3/26

Case Study, Part 2 3/27 3/29 Posted in Assignments

Lesson 7: Word Study Case Study, Part 3 3/31 4/2 Posted in Assignments  LA 5 & 9  F&F, Chapter 7  Online lesson information Case Study, Part 4 4/7 4/9 Posted in Assignments

Lesson 8: One Language, Personal Language Story 4/14 4/16 Many Sounds Posted in Assignments

 LA, Chapters 7, 8 & 10  Online lesson information Reading Response #4 4/21 4/23 (Lessons 7 and 8) Posted in GROUPS Reading Response 4/24-4/26 N/A Replies (4A & 4B) Posted in GROUPS Reading Response 4/27 N/A Assessment #4 Posted in Assignments

Lesson Plan #3 4/28 4/30

Assignments (Detailed guidelines follow later in the syllabus):

 Candidate Introduction (5 points)  Lesson Plans (3 activities @ 25 points each for 75 points total)  Reading Response, Replies, & Assessment (4 sets @ 25 points each for 100 points total)  Case Study, Parts 1-4 (100 points)  Language Acquisition Interview (100 points)  Personal Language Story (100 points)

GRADE CALCULATION

Assignment Points Possible

Candidate Introduction 5 Lesson Plans (3 activities @ 25 points each) 75 Case Study, Parts 1-4 100 Language Acquisition Interview, Parts 1-3 100 Reading Response, Replies, & Assessment (4 sets @ 25 100 points each) Personal Language Story 75 TOTAL 455

Grading Scale Email Communication: A = 423-455 B= 382-422UTA e-mail will be considered the official means of communication between the university and students, C= 341-381effective August 22, 2005. Utilize your UTA e-mail for all communications. D= 318-340 F= belowYou are 318 responsible if you do not receive information because you do not regularly 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).

The following statement should be part of the required heading on all work posted in the Assignments Area of Blackboard.

Academic Honesty Statement

I have read and understand the UTA Academic Honesty clause as follows. “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).”

Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another student or copied from another source) and has not been submitted for another class.

“Signature” (Typed name): Date:

Detailed Description of Course Requirements

1) CANDIDATE INTRODUCTION Copy/paste the following questions into Word, answer the questions, and paste into the Discussion Board per instructor directions. You should copy/paste all assignments into the Discussion Board or GROUPS area even if you attach a file in order to preserve formatting. There are many times that we cannot open the attachments you submit. Therefore, ALL assignments must be copy/pasted into the Discussions and Groups. a) HEADING FOR WORK SUBMITTED: For all assignments, make sure that you place a heading on your posting/project/assignment. We need to collect data on each student in terms of the

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus program being pursued. Start your CANDIDATE INTRODUCTION posting with this heading. Your heading on every assignment should include the following:

. Name . Course(s) enrolled in . Program such as (1) M.Ed. with Literacy Emphasis, (2) M.Ed. Open Option, (3) M.Ed.T., (4) Certification only, (5) Special student, not in Education . Seeking Certification(s) (if applicable, list all that apply) e.g., (1) Reading Specialist, (2) MRT, (3) ESL, (4) Secondary Math (or other teaching field), (5) Mid Level English Language Arts, (6) All Level Art, (7) not seeking any certification) . National Standards for my certification (e.g., IRA for Reading Specialist, NCTM for Math, etc.) . State Competencies for my certification (e.g., TExES Mathematics 8-12 and TExES PPR 8-12) . *If you have questions about what certifications you should list, please contact me.

EXAMPLES:

Mary Smith LIST 5345 M.Ed., Literacy Emphasis Reading Specialist, ESL IRA Reading Specialist, TExES Reading Specialist TESOL, TExES ESL

John Doe EDUC 5310 M.Ed.T. Secondary English Language Arts NCTE TExES English Language Arts/Reading, 8-12 b) CANDIDATE INTRODUCTION (CONTINUED): Introduction & interesting information that you want to share including your place of residence/Where do you currently reside?: If you live outside the DFW area, please tell us where you are currently residing (city, state, country). Is this your first online class? If not, what classes have you taken?

2) LESSON PLANS (3 at 25 points each for 75 points total)

The Andrews’ text includes many Exploration Activities at the end of most chapters. You will choose from the designated activities noted in the grid that follows and develop a lesson plan to highlight language issues. If possible, implement the lesson plan and report on the students’

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus reactions and participation. Consider English learners participating in these lessons and how you will adapt instruction, activities, and assessment for them.

You will create THREE original lesson plans (3 lessons @ 25 points each for 75 points total). The lesson plans are linked to information in the online lessons and textbook and cite research that supports the activities and strategies that you use.

NOTE: Each lesson plan must be original (developed by you) and not one that you found at a website or other published source.

Lesson Plans from Andrews Exploration Activities

Lesson Plan 1

, Uniforms

, Signs

, Keep Off the Grass

, Faces

, Einbahnstrasse

, Do Clothes Make the Person?

, These Boots Were Made for . . .

, Give Me a Sign

Lesson Plan 2

, Radio Talk

, Language Diary

, Slang

, “Oldies but Goodies” Slang

, Intonations are Meaningful

, Well, er, Like, You Know?”

, Language Strategies

, Find the Catch

, When Is Journalism Yellow?

, O.J.T. – On-the-Job Talking

, Language Changes

, Wicked, Groovy, Rad

, The Math Code

, The Water River

, Degenderizing Designations

, Are You What You Drive?

Lesson Plan 3

, Animals Among Us

, Interview

, Holiday Meals

, Whoville

, Give Me Some Good Old American Pizza

, You’re From Where?

, Where Do You Want to Live?

, Pleasant Words for Unpleasant Realities

, Words We Know

, Jargon

, Be a Good Sport

, Are You Sick, or What?

Standards Link:

 National standards: ACTFL 4, 5; NCSS 2.1-2.5; NCTE 3.3-3.6 and 4.1-4.10; NCTM 6, 7, 8; NSTA 4, 5, 6, 7, 8, IRA 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, TESOL 3a, 3b. 3c, 4a, 4c, 5c  State competencies: TExES EC-12 and Secondary PPR, 003, 007, 008, 009; ExCET 7-12 French 029, 039; German 029, 039; Spanish 031, 041; ExCET EC-12 Art 058, 060; TExES 8- 12 History 016 – 019; TExES 8-12 Social Studies 020-023; TExES 8-12 English Language Arts/Reading 002, 004, 005, 008, 009, 011; TExES 8-12 Math 019 – 021; TExES 8-12 Life Science, 019 -020; TExES 8-12 Physical Science, 021-022; TExES 8-12 Science, Grades 8 -12, 046 – 047; TExES 8-12 Journalism 003, 005, 014, 015; TExES 8-12 Speech 003, 004, 012; TExES EC-12 Theater Arts 012, 014, 015, 016; TExES Music 001, 011, 012; TExES PE 010-013, TExES ESL 003, 004, 005, 006, 007, 010; TExES Reading Specialist 001, 004, 005, 006, 007, 008, 010, 011, 013, 014

Format: Use the required format for lesson plans that follows.

Section I: Lesson Plan Background:

 Cite the specific activity/strategy that is used in the lesson plan. The activity/strategy must be one from the designated Exploration Activities.  Support your activity and the steps in your instrucational plan with research indicating its effectiveness. Be sure to note the references for all research cited.

Section II: Lesson Plan Format (NOTE: This is the required format for EDUC 5310, 5315, LIST 5316, 5317, 5326, 5345, 5361, and 5362 unless otherwise specified):

I. Goal: This goal is a global objective stating how this lesson will contribute to the total student. Example: Students should understand that all matter is made of atoms.

II. Objectives: (Specific. State what you want students to know and be able to do. Include two objectives for a block lesson. Begin the objective, Students will be able to (SWBAT)… The TEKs can be found at http://www.tea.state.tx.us/teks/)

III. Instructional Materials and Resources: (what do you need to give instruction to students)

IV. Content: Include specific pages, notes, and any research you have done on the topic that is being presented.

V. Accommodations and Modifications: This area needs to be filled in whether you have special needs students or not.

VI. Instructional Procedures: (assign time limits to each)

 Sponge Activity Suggested time: 5 minutes  Pre-assessment of student understanding of the lesson concept/process/skill:  Set induction Suggested time: 3 minutes  Large group instruction Suggested time: 10 minutes maximum  Intervention aimed at results of pre-assessment  Independent work or group work Suggested time: 15 minutes maximum  Feedback Suggested time: 2 minutes

VII. Evaluation Suggested time: 10 minutes o Post assessment of concept/process/skill

VIII. Closure: Suggested time: 2 minutes

Section III: Connection to Standards: See the following example for the type of linking to standards REFLECTION STATEMENT you should create for this assignment.

FORMAT: The two part reflection statement that is used for linking to standards and should follow this format and include the following items.

1) A brief summary of each entry. (I created the following assignment in [note class/semester and whether it was pre or during residency/practicum] because it is [describe assignment and put the assignment in context] and it shows [describe what knowledge and skills the assignment reflects].

2) A reflection of how each assignment reflects specific national content standards/state content competencies and the state pedagogy (PPR) competencies (mid level need to also note the NMSA national standards) designated for the assignment (cite the specific set of standard(s) and how the assignment and standard(s) are related).

EXAMPLE: Here is an example developed with the above guidelines for ACTFL, foreign language professionals. Candidates need to adapt this example based on their own national / state content and pedagogy standards.

1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC 4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom instruction. 2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had to be knowledgeable about the students’ language acquisition levels in the beginning class and to plan appropriate active, hands on lessons that take into account their developing understandings of the target language. To this end, I

planned a Total Physical Response lesson to teach students various action verbs and the imperative structure. In addition, the lesson demonstrates my understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered national and state student standards and linked my lesson with its objectives and activities to those standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), as I planned not only appropriate instructional activities but also informal assessment opportunities throughout the lesson with observation of students’ ability to respond to the oral commands in whole group, small groups, and individually, and to reteach when 5 of the 20 students were not able to respond appropriately. Formal assessment was also planned with an oral test where individuals had to respond to a variety of unique commands with the verbs from the lesson plan.

Grading Rubric

NOTE: All assignments must be submitted on time. Assignments submitted after the deadline may, at times, be submitted during a three day late window with 25% penalty. For full credit, assignments must be posted in the correct online forum as well.

Tasks for Lesson Plan Expert Acceptable Unacceptable  25 20 11

Format Fully developed Lesson plan follows Does not follow lesson plan that required format (2) format for follows required assignment or format (3) missing some or all of required parts of Understanding of Demonstrates the lesson (1) learners and P-12 Demonstrates in general student standards depth understanding understanding of Demonstrates limited of learners and P-12 learners and P-12 understanding of student standards student standards learners and P-12 and an ability to and an ability to student standards construct well- construct goals and and / or has developed goals and objectives for problems objectives for instruction that draw constructing goals Knowledge of instruction that draw on TEKS / TAKS (4) and objectives for content and on TEKS / TAKS (5) instruction that draw instructional Shows good on TEKS / TAKS (2) resources Shows in depth knowledge of content knowledge of content taught as well as Lesson plan limited taught as well as instructional and / or lacks any instructional resources and real insights about

Understanding of resources and procedures that are learners, content, or accommodations procedures that are suited to the pedagogy (4) and modifications best suited to the learners, content, for all students learners, content, and lesson (8) and lesson (9) Demonstrates basic Demonstrates basic Demonstrates in understanding of understanding of Ability to plan depth understanding accommodations and accommodations and appropriate of accommodations modifications needed modifications needed assessments and modifications for all students to for all students to needed for all learn (3) learn (2) students to learn (4)

Shows ability to plan Has difficulty Shows well- appropriate developing developed ability to assessments (3) appropriate plan appropriate assessments (2) assessments (4)

3) Language Acquisition Interview

(Some information for this assignment was excerpted from “Collecting Data and Connecting Real World Observations to Theoretical Constructs” by Long, University of South Carolina at http://www.ite.sc.edu/ite/Faculty/Long/Language.html)

Background Information for Assignment

Research conducted in the past thirty years tells us that children learn to read and write their first language in much the same way that they learn to speak. For English language learners, too, there are many similarities in the processes of learning both the first and another language. Although there are definitely some differences between first and second language acquisition along with oral language development and learning to read and write, the similarities are significant and our understanding of them is critical to our development of effective classroom learning environments.

The research that informs our knowledge of language and literacy acquisition comes from both home and school studies. Please refer to your textbooks for specific studies related to language and literacy acquisition. Your texts present excellent theoretical discussions to ground their presentation of practical issues and you will need to support your observational data and conclusions with this research.

As you have read in your course resources, studies of language and literacy development typically involve periods of observation, interview, and analysis. You will be conducting a study of two individuals—one child acquiring English as a first language and another individual who is

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus learning English as a second/other language. To prepare for this experience, you should review the research on language acquisition from your texts.

As you observe and interview your respondents, take field notes that will support your telling their story of language and literacy use and development. Remember the following:

 You are collecting data to tell a story about two individuals and their use of language and literacy.  Look for vignettes that support statements you may want to make about language and literacy backgrounds, acquisition, and use.  Jot down: words, sounds, gestures, facial expressions used by the respondents that provide evidence of aspects of language and literacy development and use.

For instance, with the child/parent respondent:

1. If possible, observe the child as he or she plays alone AND in interaction with another child or an adult. What do you notice about the child's active construction of knowledge? What do you notice about the extension of the child's thinking and performance through the support of a peer or adult partner (zone of proximal development)?

2. With very young children, think about: o How the child demonstrates comprehension of what you say and do.

3. What evidence do you see that the child has spent time in an environment (home, school, or both) in which one or more of Brian Cambourne's conditions for language development are in place? o Immersion o Demonstration o Expectation of success o Responsibility o Approximation o Employment o Feedback

4. What evidence do you see of the child's use of language for a variety of functions? (Halliday, Routman, Pinnell, and Fisher) o Instrumental (for getting things, for satisfying needs) o Regulatory (for controlling others) o Interactional (for maintaining personal relationships) o Personal (for expressing personality or individuality) o Imaginative (for creating a fantasy world) o Informative (for conveying information) o Heuristic (for finding out things, for wondering, for hypothesizing)

o What do you notice about the environment that does or does not support language used for a variety of functions?

5. At what stage of language development would you place this child? Why? Do any characteristics overlap into another stage? What does this tell you?

6. What do you notice about the child as a member of the "literacy club"? o What do you notice about the environment that does or does not support literacy development/immersion in multiple, meaningful, frequent experiences in a literacy-rich environment?

7. After your interview, review your notes and think about: o The child's apparent language and literacy history. o Recommendations you would make to support further language and literacy development for the child you observed.

With the English language learner,

1. Make note of the difficulties in pronunciation, sentence structure, vocabulary usage that the individual might have. Cite these difficulties and consider how they might be related to differences in their home language and English.

2. At what stage of language development would you place this individual? Why?

Standards Link:  National standards: TESOL 1a, 1b, 2a, 2b, 5a, IRA 1.1, 1.2, 1.3, 1.4, 5.1, 5.2, 5.3  State competencies: TExES ESL 001, 002, 008, 009, TExES Reading Specialist 001, 002, 003, 004, 005, 006, 007, 008, 013, 014

Description: Essential to your understanding of literacy development is an understanding about how individuals learn to speak both a first and another language and what research in language acquisition tells us. Thus, you will complete a language observation/interview with two respondents: a) a native English speaker/parent with a monolingual English speaking child 3-6 years old (You should focus on the child’s acquisition of English, not the parent’s language. The parent will probably be the primary source of information but if the child is a bit older, 5-6 years, he/she may also be a respondent) and b) a nonnative English speaker (Someone new to the country, an immigrant in the last 3-5 years. Try to locate an individual who did not have extensive schooling in English before coming to the U.S.). Discuss with both respondents issues relating to language acquisition and compare and contrast the similarities and differences between first and second language acquisition. Finally, reflect on how this information applies to you in your professional setting or in relationship to your professional goals. Mark your posting with the following label: Language Acquisition Interview.

Format: Arrange your assignment in the following sequence with these required sections / subheadings and the content points noted.

Part 1 (25 points)  Title Page & Background Information (See required information in grading rubric. Include reflection statement in required format.)  Part 1A: Monolingual English Respondent Data (child 3-6 years of age learning English as the first/home language): Notes background of child interviewed including: a) age, b) gender, c) ethnicity, d) geographic history (where the family has lived), e) educational background of family, f) parents’ educational goals for child, g) examples of literacy resources in the home environment  Part 1B: English Learner Respondent Data (Child 6-18 years of age learning English as a second language. You will use this same respondent for your Case Study): Notes background of child interviewed including: a) age, b) gender, c) ethnicity, d) other languages spoken and means of learning those languages, e) geographic history (where they have lived, time in U.S.), f) educational background of respondent and family, g) educational goals, h) examples of literacy resources in the home environment

Grading Rubric

Section Expert Acceptable Unacceptable

Title Page & 1) Complete title page for Background Information Language Acquisition 5 points Interview with academic honor / honesty statement (1) 2) Complete background information including the following items (2):  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought  Personal knowledge sources and background experiences in terms of first and second

language instruction 3)Reflection statement (2)

Part 1:  Fully develops Provides required items Limited or missing Respondent Data required items in with adequate elaboration. information in 20 points background overview (17) respondent data as well as providing discussion (13) additional information and insights that may pertain to language acquisition.  Notes background of monolingual child interviewed including: a) age, b) gender, c) ethnicity, d) geographic history (where the family has lived), e) educational background of family, f) parents’ educational goals for child, g) examples of literacy resources in the home environment (10)  Notes background of English learner interviewed including: a) age, b) gender, c) ethnicity, d) other languages spoken and means of learning those languages, e) geographic history (where they have lived, time in U.S.), f) educational background of respondent and family, g) educational goals, h) examples of literacy resources in the home environment (10)

Part 2 (40 points) Comparison/Contrast of Language Use & Language Acquisition (What they do with language at school, at home, and in the community & How they learn/hypothesize about language and derive support from school, home and community in language acquisition): a) Cites similarities and differences in language use (e.g., pronunciation, sentence structure, precision of vocabulary) by the respondents and any differences in at school and at home/in community language use. b) Offers specific examples of phonological, syntactic, and vocabulary difficulties with discussion that demonstrates good understanding of each language component. c) Cites specific similarities and differences in the process of language acquisition for the child learning a first language and the nonnative English speaker based on your interview (e.g., consider factors of age, home environment, and school, family, and community support). d) Supports each observation / example with research noting the source, author, etc. e) Research support indicates an understanding of the structure and use of language and language acquisition.

Grading Rubric

Title Page & 1) Complete title page for Background Information Language Acquisition Interview with academic honor / honesty statement 2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought  Personal knowledge sources and background experiences in terms of first and second language instruction

Part 2 1) Section is clearly 1) Section is focused on 1) Cites limited Comparison / Contrast of focused on how how respondents use similarities and Language respondents use language (4) differences in language Use & Language language (5) 2) Cites at least 3 use by the respondents. Acquisition 2) Cites at least 4 specific similarities (4) and 3 (5) 40 points similarities (5) and 4 differences (4) in 2) Offers few or no differences (5) in language use by the examples of language use by the respondents. phonological, syntactic, respondents. 3) Offers at least 3 and vocabulary 3) Offers at least 4-6 fully general examples of difficulties or incorrect developed examples of phonological, syntactic, examples. (5) phonological, syntactic, and vocabulary difficulties 3) Cites similarities and and vocabulary difficulties with discussion (8). differences in the (5) with a complete 4) Cites at least 3 process of language discussion of each that similarities (4) and 3 acquisition but these are demonstrates well differences (4) in the not well defined (6) developed understanding process of language 4) Research support of each language acquisition for indicates a limited component (5). respondents. Examples understanding of the 4) Cites at least 3 specific show basic understanding structure and use of similarities (5) and 3 of language acquisition language and language differences (5) in the processes. acquisition. (3) process of language 5) Supports examples acquisition for with research that respondents. Examples indicates a basic show in depth insight of understanding of the language acquisition structure and use of processes. language and language 5) Supports each example acquisition.(4) with substantive research, from the course and outside sources, that indicates a well developed understanding of the structure and use of language and language acquisition.(5)

Part 3 (35 points) Reflections/Applications to Education (How you will use this information/experience to work with family and community): Section is focused on application of data/observations. a) Uses each of the findings in Part 1 to make recommendations for parent education and community support systems, citing research support from course and outside resources. Ex. Based on my observations, I would make the following research based recommendations for

parent training. b) Research support indicates an understanding of how research relates to language structure, language acquisition, and pedagogy.

Grading Rubric

Title Page & 1) Complete title page for Background Information Language Acquisition Interview with academic honor / honesty statement 2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought  Personal knowledge sources and background experiences in terms of first and second language instruction

Part 3A: Uses each of the findings Uses findings in Sections Makes limited use of Reflections / Applications in Sections I-III to make I-III to make basic findings in Sections I-III to Education specific, well defined recommendations for a) to make vague or 30 points recommendations for a) classroom practice, (6) incorrect classroom practice, (8) b) parent education, (6) recommendations for a) b) parent education, (8) and c) teachers' classroom practice, (3) and c) teachers' professional development b) parent education, (3) professional development (6) and c) teachers' (8) Cites research support professional Cites substantive that indicates a good development (3) research support, from understanding of how Does not cite research course and outside research relates to support or cites resources, that language structure, research that indicates

indicates a well developed language acquisition, and a limited understanding understanding of how pedagogy.(6) of how research relates research relates to to language structure, language structure, language acquisition, language acquisition, and and pedagogy. (3) pedagogy. (6) Part 3B: Offers recent research Offers research support Offers limited or no Bibliography 5 points support for points from for points from course research support for course and outside resources. (1) points from course resources. (2) Citations (APA format) are resources.(0) Citations (APA format) are directly linked to points Citations (APA format) directly linked to points within text and complete are not noted within text within text and complete citation is provided in and/or not included in citation is provided in separate bibliography at separate bibliography at separate bibliography at the end of the paper. (3) the end of the paper. (1) the end of the paper. (3)

See the following example for the type of linking to standards REFLECTION STATEMENT you should create for assignments.

1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC 4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom instruction.

2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had to be knowledgeable about the students’ language acquisition levels in the beginning class and to plan appropriate active, hands on lessons that take into account their developing understandings of the target language. To this end, I planned a Total Physical Response lesson to teach students various action verbs and the imperative structure. In addition, the lesson demonstrates my understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered national and state student standards and linked my lesson with its objectives and activities to those standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), as I planned not only appropriate instructional activities but also informal assessment opportunities throughout the lesson with observation of students’ ability to respond to the oral commands in whole group, small groups, and individually, and to reteach when 5 of the 20 students were not able to respond appropriately. Formal assessment was also planned with an oral test where individuals had to respond to a variety of unique commands with the verbs from the lesson plan.

4) Reading Response, Replies, & Assessment has three parts (Response, Replies, Assessment).

Standards Link:  National standards: TESOL 1a, 1b, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 4c, 5a, 5b, 5c, IRA Reading Specialist 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3  State competencies: TExES ESL TExES 001, 002, 003, 004, 005, 006, 007, 008, 009, 010, TExES Reading Specialist 001, 002, 003, 004, 005, 006, 007, 008, 009, 010, 011, 013, 014

Description: Candidates will engage in an electronic discussion in response to the textbook and online lesson readings. The electronic discussion has three parts: a) candidate’s original response to text and online readings, b) candidate’s replies to peers, c) candidate’s assessment of the interaction during the electronic discussion.

Format & Content: Arrange assignment in the sequence that follows with the required sections / subheadings and the content points noted.

Part A: Response: Candidates will submit to the Group Discussion Board a reading response summarizing and linking the textbook and online lesson reading (as indicated in the schedule) as well as personal reactions to the material. Candidates should make ONLY ONE posting for the lessons (usually 2-3 lessons are linked for this assignment and indicated on the course schedule) no matter how many chapters/lessons read. The posting should synthesize the information for all the textbook chapters and online lessons read. Mark the posting with the following label: Response #1, etc.

 Six Key Points I Learned/I Found Interesting: Candidates will cite at least 6 specific pieces of research, findings, suggestions from the textbook and online reading noting the chapter/page/author and what was learned that was new/interesting. Candidates cite how these points relate to their specific teaching situation with personal reactions/responses/analysis.  Two Key Points I Have Questions About/Found Confusing/ Disagreed With: Candidates cite at least 2 specific pieces of information from the textbook and online reading noting the chapter/page/author and what remaining questions they still have, why they are confused, why they disagree. Candidates cite how these points relate to their specific teaching situation with personal reactions/responses/analysis.  One Point I Would Like More Information About: Candidates cite at least one piece of information from the textbook and online reading that they would like to explore further. Candidates cite how this issue relates to them in their specific teaching situation with personal reactions/responses/analysis.

Part B: Replies: Following response posting, candidates will return to the discussion board to read and reply to at least two peer’s responses. Label replies as Reply 1A & Reply 1B, etc. The format for the reply part of this assignment is as follows.  Personal Connections: Why did you choose this posting to respond to?  Discussion: What questions or comments do you have for the author of the response posting?  Extension: How can you extend the conversation on this posting? (Share specific resources, experiences, etc.)

Part C: Assessment: Candidates self assess discussion and post this assessment per instructor directions by the date specified in the schedule. Label this part of the assignment as Assessment#1, etc. Be sure to specify the following information.

 Cite the date and the number of responses made/names of students replied to/topics of replies made.  Cite the number of replies received/names of students/dates/topics of their replies to you. As a courtesy, make sure you respond to any peers who have replied to your posting.  Reflection: Use the following prompts to lead into reflections. My post generated dialogue about... In my readings of other posts, I learned... I was able to extend the dialogue by...

Connect this lesson and/or activity back to the state and national teacher standards of your certification level/content area reflected by the lesson goals and activities. Reference and provide a justification for the connection to standards. Example:.The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had to be knowledgeable about the students’ language acquisition levels in the beginning class and to

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus plan appropriate active, hands on lessons that take into account their developing understandings of the target language. To this end, I planned a Total Physical Response lesson to teach students various action verbs and the imperative structure. In addition, the lesson demonstrates my understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered national and state student standards and linked my lesson with its objectives and activities to those standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), as I planned not only appropriate instructional activities but also informal assessment opportunities throughout the lesson with observation of students’ ability to respond to the oral commands in whole group, small groups, and individually, and to reteach when 5 of the 20 students were not able to respond appropriately. Formal assessment was also planned with an oral test where individuals had to respond to a variety of unique commands with the verbs from the lesson plan.

Here are some ideas for improving the quality of your discussion.

Try to avoid, just restating the points you cited from the text and the online reading with personal opinions such as the following.

 I recognize the importance of . . .  It is important to learn/know about . . .  I see this . . . in my classroom

For the most part, when you start with openers such as these, you are not adding anything additional/new to the discussion. Provide some specific examples of what you are seeing in school/class or in your environment related to the reading/discussion. Following are some ways to elaborate on the discussion (these were offered by a graduate of our program, Suann Claunch of FWISD).

 I agree with___ because____  I disagree with ___ because ____  I wonder about _____ because ____  According to ____  The evidence shows___  In my classroom, I see _____ and this seems to confirm/contradict _____

In other words, don’t just state an opinion. Support your point of view with specific examples and connections to other reading, discussion, etc.

For Replies, consider the following.

 Can you say something similar using other words?

 What did you like about the previous contribution?  What new ideas did that contribution give you?  What puzzled you about the last statement?  How did the person who made the last statement arrive at that conclusion?  Can you elaborate, explain, or give another example of the last statement?  What puzzled you as you were trying to think of an answer to this question?  Did I contribute to the discussion?  Did I encourage others to contribute or clarify ideas?  What would I like to do in the next discussion? How can I do this?  Who was the person who contributed the most interesting or valuable comments?  Who was the Most Valuable Player in keeping the discussion going?  Who encouraged me the most in the discussion?

Grading Rubric

NOTE: All assignments must be submitted on time. Assignments submitted after the deadline may, at times, be submitted during a three day late window with 25% penalty. For full credit, assignments must be posted in the correct online forum as well. For this assignment, post in Groups for response and replies and in Assignments for assessment.

Tasks for Part A: Reading Expert Acceptable Unacceptable Response 10 6 0-1  Format Follows required format Follows required Does not follow format for response format for response for one or more of the (1) (1) parts (0) Six key points Notes more than the six Notes six points drawn key points drawn from from both online and Does not note the both online and text text reading with minimum number of reading with excellent insights, application to points and/or points are elaboration, in depth classroom, and limited or superficial insights, application to examples (3) (2) classroom, and specific examples (4) Two Key Points I Notes two key points Have Questions About/Found Notes more two key that generated Does not note the Confusing/ points that generated questions or confusion minimum number of Disagreed With questions or confusion that reflect well questions or that reflect well developed insights observations have developed insights and and in depth personal limited connection to in depth personal connections and reading connections and application of material (1) application of material to classroom settings

One Point I Would to classroom settings (2) Like More (3) Information About Notes one key point Notes more than one for more information Does not note a request key point for more that reflects insightful for more information (0) information that reflects reading of the insightful reading of the material. (1) material (2)

Tasks for Part B: Expert Acceptable Unacceptable Replies 10 points 7 points 3 points

Format Posts more than the two Posts two required replies Does not follow format for required replies according according to the required replies or make required to the required format (2) format (1) number of replies (0)

Responds to all replies (1) Responds to all replies (1) Does not respond to replies Responses (0)

Replies to Peers All replies reflect well Replies reflect Replies reflect limited developed understanding of understanding of reading understanding or synthesis reading and synthesis of and some synthesis of of reading with few material with personal material with personal personal connections or connections and application connections and limited application of of material to classroom application of material to material to classroom settings (4) classroom settings (3) settings (2)

Extension of Engages in genuine in Engages in good Engages in limited Dialogue depth discussion with discussion with peers, discussion with peers or peers, providing well providing support and limited extension of the the developed support and encouragement and some dialogue (1) encouragement and extension of the dialogue extendsions of the dialogue (2) (3)

Tasks for Part C: Target Acceptable Unacceptable Assessment 5 points 3 points 0 – 1 points

Format Fully developed Assessment has with all Assessment does not assessment with all required parts (.5) follow format (0) required parts (1)

Reflection demonstrates Reflection demonstrates Reflection demonstrates Reflection well developed insights insights about the limited or poorly developed about the reading, reading, classroom insights about the reading, classroom applications, and applications, and and classroom applications, interactions during jigsaw interactions during jigsaw and interactions during discussion. (3) discussion. (2) jigsaw discussion. (1)

Connection to Well developed, accurate Accurate connections to Superficial or incorrect

National/State connections to standards standards (.5) connections to standards Standards (See example that (0) precedes this rubric) (1)

5) Case Study, Posted in FOUR parts according to syllabus schedule

Adapated from http://coe.sdsu.edu/people/jmora/TE930LAR/Rdercase.htm

NOTE: See appendix of the syllabus for forms, etc. to conduct your case study.

Standards Link:  National standards: TESOL 4a, 4b, 4c; IRA 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1  State competencies: TExES ESL 003, 007, TExES Reading Specialist 001, 002, 003, 004, 005, 006, 007, 008, 009, 011, 012, 014

Description: The Case Study is a form of ethnographic research and provides information concerning a student’s language/literacy development that helps the literacy professional to plan an effective instructional program. You will work with an English learner (K-12 student) for a minimum of 4-6 sessions of approximately one hour, depending upon the age of the individual. Through working with the English learner, you will consider background, interests, and needs of the individual and make recommendations as to how to best help the English learner. Your case study must include a pre-assessment, intervention, and post assessment with specific details about the effect you had on student learning/mastery of specific skills.

Format: Arrange your assignment in the following sequence with these required parts / subheadings and the content points noted.

PART 1 (10 points)  Title & Background Information (See required information in grading rubric. Include reflection statement in required format.)  Part 1: English Learner’s Background: Who is your learner? (1 page minimum): Background information on the individual includes the following: prior educational experiences, sociocultural background, language(s) spoken in home; status (immigrant, refugee, or native born); country of origin; age upon arrival to the U.S; grade level. If the individual is in school and the teacher will share this information, report the OLPT (oral language proficiency test scores, e.g., LAS, IPT, etc.). Support critical factors relating to the learner’s background/language acquisition/educational implications with research.

Grading Rubric

Title Page & 1) Complete title page Background with academic honor / Information honesty statement 2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought 3) Reflection Statement according to format Part 1: 10 points 8 - 9 points 0 – 7 points English Fully develops required Provides required items Limited or missing Learner’s items in background in learner background information in learner Background overview supporting with adequate background discussion 10 points critical factors relating to elaboration and the learner’s research support. background/language acquisition/educational implications with insights and research.

PART 2 (30 points)  Title & Background Information (See required information in grading rubric. Include reflection statement in required format.)  Part 2A: Summary of Your Activities or Interactions with the English Learner: What assessments and activities did you conduct to determine what knowledge and skills your learner possessed? (1 page minimum): This is basically a summary of what you did without any evaluative reflections, observations, insights. These activities may have to be modified if you are working with a young adult or adult. For instance, instead of reading aloud a picture book, you could use some type of environmental print such as a newspaper article, magazine, menu, etc. Please conduct the following activities with your case study subject: 1) conduct an interest inventory; 2) conduct an oral interview; 3) foster discussion of language learning issues and analyze the discussion; 3) assess oral language; 4) assess the student’s writing; 5) assess sight vocabulary; 6) conduct/analyze a story retelling; 7) assess letter identification; 8) assess writing vocabulary; 9) assess other aspects of spelling. A suggested

schedule of observations of your case study subject's literacy behaviors and skills was included in the guidelines. Take notes each meeting for writing up your final report. You do not need to include these in your report, but they will be helpful in reflecting on the individual's progress and on specific behaviors that are indicators of developmental levels and/or competencies. These will serve as examples to illustrate your main points in your case study report. Provide research support (cite author, year, source) for your activities.  Part 2B: Observations: Based on your assessments, what does your learner know about English, what can your learner do in English. This is your pre-assessment. (1 page minimum) This is the evaluative part of the case study. First, you report about your learner. Next, you tell about the activities. In this part, evaluate what you observed as you conducted the activities. Begin with a description of your subject, including their language proficiency level, their writing rubric score and any other descriptive information that will provide a complete picture of the child for the analysis to follow. The analysis should address any of the following questions that are pertinent to your findings on the language and literacy skills of your case study subject. These questions should serve as a guide to your analysis. Reflect on the data and summarize the experience documenting the results of your assessment with the SOLOM. What did you learn about your case study participant and his/her level of competency and development in literacy? Can you place him/her on a developmental continuum in reading? Writing? What did you learn about academic language? What did you learn about this student's engagement with literacy tasks? Did you observe a difference between the child's level of oral language proficiency as measured by the SOLOM and his/her reading and writing skills? What specific grammatical structures appeared to cause difficulty for the child in both his/her oral language and writing? What specific examples of transfer of skills or linguistic interference between the child's native language and English did you find in his/her oral and written usage? What conclusions can you draw about the relationship between oral language and literacy skills based on the information available in the cumulative folder and your assessments of the child? Did you observe differences in the student’s application of reading strategies according to the type of text being read? For example, was the child able to read narrative text more easily and fluently than content-area reading text? Provide research (cite author, year, source) that supports your observations/pre-assessment.  Section 2C: APPENDIX Samples of Student Work and Assessments to Substantiate your Summary of Activities and Recommendations

Grading Rubric

Title Page & 1) Complete title page Background with academic honor / Information honesty statement

2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought 3) Reflection Statement according to format Part 2A: 10 points 8 - 9 points 0 – 7 points Summary of Detailed summary / log Summary / log of Incomplete summary / Activities or Interactions of observational and observational and log of observational and 10 points instructional activities instructional activities instructional activities conducted with English conducted with English conducted with English learner with research learner with research learner with limited support from course and support from course research support. outside resources. resources.

Part 2B: 15 points 10 - 14 points 0 – 9 points Observations Provides detailed data Provides data analysis Provides limited data 15 points analysis from Part II from Part II Activities analysis from Part II Activities with in depth with evaluation and Activities with little or no evaluation and insights insights about the research support for about the language language development evaluation. development of the of the English learner. English learner. Supports observations Supports expert with research support observations with from course and outside research support from resources. course and outside resources.

Part 2C: 5 points 4 points 0 – 3 points APPENDIX Provides the most Provides some original Provides no samples of 5 points relevant original samples of student work student work to support samples of student work to support the findings the findings of the case to support the findings of the case study.. study. of the case study..

PART 3 (30 points)

 Title & Background Information (See required information in grading rubric. Include reflection statement in required format.)  Part 3A: Intervention / Instruction: How can I use the assessment information to tailor an instructional intervention to teach the learner a skill, etc.? (1 page minimum): Based on your assessment of the learner, choose one area to pinpoint and provide a brief tutorial/intervention in this area. Specifically describe the type of intervention provided based on your pre-assessment of the learner’s needs and the learner’s reactions/ability to follow along. Note any modifications/adaptations you had to make during the intervention. Provide research support (cite author, year, source) that explains your choice for the area of intervention.  Section 3B: Assessment of Intervention / Instruction: What was the effect on student learning? This is your post assessment. Specifically describe the effect on student learning of your intervention. To what extent was the learner able to master the information/skill. Provide concrete examples and data to support the effect on student learning. Provide research support (cite author, year, source) for your post assessment.

Grading Rubric

Title Page & 1) Complete title page Background with academic honor / Information honesty statement 2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought 3) Reflection Statement according to format Part 3A: 15 points 10 – 14 points 0 – 9 points Intervention / Skillfully uses data to Is able to use data to Is unable to use data to Instruction 15 points choose areas for choose areas for choose appropriate targeted intervention. targeted intervention. interventions or when Expertly matches the Matches the intervention conducting

intervention to the pre- to the pre-assessment interventions, is unable assessment of the of the learner’s needs. to make modifications / learner’s needs. When When conducting the adaptations needed to conducting the intervention, is able to meet students’ needs. intervention, is able to make some Provides limited successfully make modifications / research support for modifications / adaptations needed to intervention plan. adaptations needed to meet students’ needs. meet students’ needs. Provides research Provides research support from course support from course and resources for outside resources for intervention plan. intervention plan.

Part 3B: 15 points 10 - 14 points 0 – 9 points Assessment of Offers an in depth Offers a good analysis Offers a limited analysis Intervention / Instruction analysis of the effect on of the effect on student of the effect on student 15 points student learning from learning from the learning from the the intervention. intervention. Provides intervention. Provides Provides insightful, good examples and limited research support. concrete examples and data to support the detailed data to support effect on student the effect on student learning. Provides learning. Provides research support. research support from course and outside resources.

PART 4 (30 points)  Title & Background Information (See required information in grading rubric. Include reflection statement in required format.)  Part 4A: Recommendations for Future Instruction (1 page minimum): Based on the activities and your evaluation/observation, what recommendations can you make? What specific methods or approaches for literacy instruction do you think would benefit the individual in developing language, e.g., oral language, knowledge of phonics, word recognition strategies and overall comprehension? Provide research support (cite author, year, source) for your recommendations.  Part 4B: Research Support & Bibliography

Grading Rubric

Title Page & 1) Complete title page Background with academic honor / Information honesty statement 2) Complete background information including the following items:  Current or projected teaching position (Grade level and teaching field)  Certification(s) sought 3) Reflection Statement according to format Part 4A: 25 points 19 - 24 points 0 – 18 points Recommendations for Future Uses the data analysis Uses the data analysis Unable to use the data Instruction in Parts 1-3 to create a in Parts II-V to create a in Parts 1-3 to create a 25 points detailed set of expert basic set of basic set of recommendations for recommendations for recommendations future instruction with future instruction with and/or not able to the English learner. All the English learner. All support recommendations are recommendations are recommendations with supported from course supported by research. research. and outside research resources. Section 4B: 5 points 4 points 0 – 3 points Research Support & Bibliography Offers recent research Offers research support Offers limited or no 5 points support for points from for points from course research support for course and outside resources. Citations points from course resources. Citations (APA format) are resources. Citations (APA format) are directly linked to points (APA format) are not directly linked to points within text and complete noted within text and/or within text and citation is provided in not included in separate complete citation is separate bibliography at bibliography at the end provided in separate the end of the paper. of the paper. bibliography at the end of the paper.

1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC 4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom instruction. 2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had to be knowledgeable about the students’ language acquisition levels in the beginning class and to plan appropriate active, hands on lessons that take into account their developing understandings of the target language. To this end, I planned a Total Physical Response lesson to teach students various action verbs and the imperative structure. In addition, the lesson demonstrates my understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered national and state student standards and linked my lesson with its objectives and activities to those standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), as I planned not only appropriate instructional activities but also informal assessment opportunities throughout the lesson with observation of students’ ability to respond to the oral commands in whole group, small groups, and individually, and to reteach when 5 of

the 20 students were not able to respond appropriately. Formal assessment was also planned with an oral test where individuals had to respond to a variety of unique commands with the verbs from the lesson plan.

6) Personal Language Story

Standards Link: National Standards: TESOL 2a, 2b, 5b, IRA 1.1, 1.3, 5.1, 5.2 State Competencies: TExES ESL 009, 010, TExES Reading Specialist TExES 001-008, 013, 104

Description: For this class, you will compose a Language Story with the primary purposes of 1) examining and reflecting on your own personal language experience and the familial/community/cultural/historical values that have shaped your language development; 2) placing this language development into some sort of community/historical/cultural context so that you and others can better understand the relationships between language development/values and culture/individual community/history. Discuss how your oral and written language is different today than the language you used five years ago? How is it different than ten years ago? Fifteen, etc.? What have been the major influences on your evolving language? Discuss members of your LASS (Language Acquisition Support System) and what specific influence they have had on your language development. Interview parents or older siblings/friends of the family and have specific quotes and/or examples about how you learned to speak, read, and write. Consider your own community and its influence on your language. Cite the research that supports your points. If you learned a second language, discuss this process as well. Your language development can include both oral communication as well as reading/writing. But the focus should be on how you have used language, particularly oral language, to negotiate your personal and professional environment from birth to the present. Your story should also include the social, cultural, familial, community, and personal values that have shaped your language development. Mark your posting with the following label: Language Story.

Additional Background Information for Assignment

(Some information for this assignment was excerpted from http://www.hu.mtu.edu/~cyselfe/courses/HU2548/LitAutoBio.html)

To compose your story, look at the questions below and shape this information into a first person narrative according to the guidelines provided later.

First, create a timeline of your life noting key language dates in your life.

On the top side of this timeline, identify the key historical/social/cultural events that gave your life and your language experiences shape. Choose those events that have some bearing on language values/practices (e.g., the invention of the WWW in 1991 shaped many language practices in online environments; the boom of web-based gaming environments in the 1990's changed the language practices/values of many online gamers).

On the bottom side of the timeline, identify the key language events in your life—focusing on those you mentioned in response to the language autobiography questions. You can illustrate these historical/social/cultural events with appropriate images.

Here are some tips for succeeding on this assignment:

 Respond to the Language Autobiography questions as completely and fully as possible. Provide as many specific language shaping experiences as possible.  Support examples with research from course materials or other sources.  Do some careful thinking about the key historical/cultural/social events that shaped your language values and practices—this is hard to do! Think back in your life about the larger events that shaped your and your family's circumstances—especially your language values/practices.  For the top of the timeline, don't just pick any old historical dates; be selective and identify only those that had some important influence on your language history.  For the bottom of the timeline, don't pick all the language events/happenings in your life—select only the key happenings/events that seem particularly important/salient for your own personal language history.  On your timeline, make explicit the connection between your own language practices/values (or those of your family) and the historical/social/cultural events that you have chosen to identify.  If you are at a loss for historical material, go online (use your favorite search engine and the key words "timeline" and "historical") or go to the library to find some historical timelines (e.g., the Annals of America in the reference section) to consult for inspiration. Choose timelines that cover the years of your own life. Here are some online timelines that you may (or may not) find useful: timeline for American news, lifestyle, and sounds; http://archer2000.tripod.com/index.html; timeline of computing history http://www.computer.org/computer/timeline/; Chinese American timeline http://online.sfsu.edu/~ericmar/catimeline.html.

Language Autobiography Questions http://www.louisville.edu/~jcervi01/english101.html

Family Language Values/Practices

 What value did your parents/grandparents/guardians place on language use and development? At home? At school? What were their thoughts about education? What kinds of language use/reading/writing/computing did they do? What stories did they tell you about language use/reading/writing?  Did your parents/grandmother go to school? To what level? (Treat mother and father and grandparents separately). Can you tell us any stories about this?

 Did your mother and father/grandparent tell stories/read at home? If so, what? (newspapers, magazines, the Bible or the Koran or other religious texts, signs, pamphlets).  Did your father or mother/grandparents write on a regular basis? If so, what? (letters, shopping lists, religious documents, community or organizational material)  Can you remember anything that your mother/father/grandparents said about storytelling? Reading? Writing? Education? (deal with each of these separately)  How important did/do your parents think language/reading and writing was? What kinds of values did/do they place on language use/reading and writing?

Early Language Practices/Values:

 When did you learn to read? To write? Who taught you?  Tell us the story of how you first learned to read? To write?  What kinds of things did you read (e.g., comics, cereal boxes, magazines, library books, computer games, etc.) and write (e.g., stories, e-mail) at home when you were a young child? Be as specific as possible about authors, titles, etc. How might what you read have shaped your language use?  An older child? (e.g., plays, songs)  An adolescent? (e.g., a diary, letters, notes to friends, IM exchanges, music, scripts, short stories) How might what you read have shaped your language use?  Did your parents read to you or have you read to them? If so, please describe these situations.  Where and when did you read and write when you were a young child? An older child? An adolescent?  How did you get access to books? Was there a library near your house? If so, did you use it? When? How frequently?  Did you have a computer in your home? Did you use it as a young child? An older child? An adolescent? If so, how did you use it at each of those stages? For what purposes (e.g., www surfing, word-processing, programming, computer games, etc.)?  Who helped you? Hindered you? (include personal computers, computer games, etc.)  What kinds of things did you read/write online? (e.g., web sites, games, e-mail)  Who were the most significant individuals who shaped your oral language use during the early years? How?

School Language Practices

 What kinds of language/reading/writing activities did you learn/do in classes in elementary school? Junior High school? High school? College?  What kinds of language shaping activities did you have with your peers?  Current School Language Practices  What kind of language/reading/writing/speaking activities do you do in college? (e.g., passing notes, writing essays, reading novels) What kinds of language/reading/writing activities are your favorites? Your least favorite?

Historical/Cultural/Social/Familial Events That Provided a Context for Language

 What important historical/political/social events were happening in your state, country, or around the world when you were a child growing up? When you were a teenager? Please list as many of these as possible—especially those that shaped your language practices/values.  What important family events happened when you were a child growing up? When you were a teenager? Please list as many of these as possible—especially those that shaped your language practices/values. Who were your heroes when you were a young child? An older child? An adolescent?  How did these events shape your language use, your vocabulary?

Format: Arrange your assignment in the following sequence with these required sections / subheadings and the content points noted. Title Page & Background Information (See required information in grading rubric. Include reflection statement in required format.) Section I: Timeline: Include timeline of important personal language events (include personal events, e.g., early years and first language acquisition, schooling, clubs/organizations, jobs/professional affiliations). Section II: People that shaped my language: a) Discuss the specific growth of your language from child to teen to adult and provide concrete examples. (What specific family members, friends, and community members influenced your language development? What community influences shaped your language?). Cite the research that supports your points. See the questions in the syllabus to guide your thought process. b) Cite specific differences in vocabulary (e.g., jargon for vocation/avocation) and language use (informal vs. formal) from age to age and the reasons for the vocabulary/language use changes. Cite the research that supports your points. Section III: Life events that shaped my language: a) Discuss the specific growth of your language from child to teen to adult and provide concrete examples. (What specific life events (e.g., membership in a particular group such as sorority/fraternity, military; historical events such as 911, Vietnam War, etc.) influenced your language development?). Cite the research that supports your points.. See the questions in the syllabus to guide your thought process. b) Cite specific differences in vocabulary (e.g., jargon for vocation/avocation) and language use (informal vs. formal) from age to age and the reasons for the vocabulary/language use changes. Cite the research that supports your points. Section IV: Reflections and Implications for the Classroom: a) How does reflecting on your own language story help you better understand the factors at work in your students’ language development? Cite the research that supports your points. b) What similarities/differences do you see in your students’ language development/use and your own at that same age? c) What implications do your language story observations have for your work with students, families, community? Cite the research that supports your points. Section V: Research Support & Bibliography

1) I developed this lesson plan prior to residency/practicum in my general methods class, EDUC 4342/5314, Fall 2006. This lesson plan that demonstrates my ability to plan for classroom instruction. 2) The lesson plan demonstrates that I have a firm understanding of ACTFL Standards 3, 4, and 5. In order to plan the lesson, I had to understand and apply ACTFL Standard 3 (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), Language Acquisition Theories and Instructional Practices; I had to be knowledgeable about the students’ language acquisition levels in the beginning class and to plan appropriate active, hands on lessons that take into account their developing understandings of the target language. To this end, I planned a Total Physical Response lesson to teach students various action verbs and the imperative structure. In addition, the lesson demonstrates my understanding of ACTFL Standard 4, Integration of Standards into Curriculum and Instruction (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish); I considered national and state student standards and linked my lesson with its objectives and activities to those standards. Finally, my lesson plan demonstrates an understanding of ACTFL Standard 5, Assessment of Language and Cultures (Texas ExCET 747—041 Understand methods and techniques for teaching Spanish), as I planned not only appropriate instructional activities but also informal assessment opportunities throughout the lesson with observation of students’ ability to respond to the oral commands in whole group, small groups, and individually, and to reteach when 5 of the 20 students were not able to respond appropriately. Formal assessment was also planned with an oral test where individuals had to respond to a variety of unique commands with the verbs from the lesson plan.

Grading Rubric

Section Expert Acceptable Developing

Title Page & 1) Language Story with Background Information academic honor / honesty statement 2) Complete background information including the following items:  What is your current teaching position? OR What is your projected teaching position? (Grade level and teaching field).  What is your personal background in terms of interaction and experience with culturally / linguistically diverse students and / or individuals?  Reflection statement Section I: 10 points 8 – 9 points 0 – 7 points Timeline 10 points Includes elaborated Includes timeline of Limited or no timeline timeline of important important personal provided. personal language language events (include events (include personal personal events, e.g., events, e.g., early years early years and first and first language language acquisition, acquisition, schooling, schooling, clubs/organizations, clubs/organizations, jobs/professional jobs/professional affiliations) affiliations Section II: 20 points 13 - 19 points 0 – 12 points People That Shaped My Provides a detailed and Provides a good analysis Provides a limited Language well developed analysis of personal language analysis of personal 20 points of personal language growth from child to teen language growth from growth from child to teen to adult with concrete child to teen to adult with to adult with many examples, citing key few specific examples of concrete, elaborated people who influenced people who influenced

examples, citing key specific differences in specific differences in people who influenced vocabulary (e.g., jargon vocabulary (e.g., jargon specific differences in for vocation/avocation) for vocation/avocation) vocabulary (e.g., jargon and language use and language use for vocation/avocation) (informal vs. formal). (informal vs. formal). and language use (informal vs. formal). Section III: Life 20 points 13 - 19 points 0 – 12 points Events That Shaped Provides a detailed and Provides a good analysis Provides a limited Language well developed analysis of personal language analysis of personal 20 points of personal language growth from child to teen language growth from growth from child to teen to adult with concrete child to teen to adult with to adult with many examples, citing specific few specific examples of concrete examples, differences in vocabulary events that influenced citing specific (e.g., jargon for specific differences in differences in vocabulary vocation/avocation) and vocabulary (e.g., jargon (e.g., jargon for language use (informal for vocation/avocation) vocation/avocation) and vs. formal) from age to and language use language use (informal age and the events that (informal vs. formal). vs. formal) from age to shaped those age and the events that vocabulary/language use shaped those changes. vocabulary/language use changes. Section IV: 20 points 13 - 19 points 0 – 12 points Reflections & Implications for 1) Provides an insightful 1) Provides a reflection 1) Provides a limited the Classroom reflection about the about the importance of reflection about the 20 points importance of considering a personal importance of considering a personal language story with considering a personal language story with well basic understandings language story with developed about the factors at work limited understandings understandings about in students’ language about the factors at work the factors at work in development. in students’ language students’ language 2) Offers five development. development. instructional implications 2) Is unable to clear link 2) Offers at least five regarding the language personal language story well developed development of English to instructional instructional implications learners with specifics implications regarding regarding the language about how people and the language development of English events shape language development of English learners with specifics in and out of the learners about how people and classroom. events shape language in and out of the

classroom. Section V: 5 points 4 points 0 – 3 points Research Support & Offers recent research Offers research support Offers limited or no Bibliography support for points from for points from course research support for 5 points course and outside resources. Citations points from course resources. Citations (APA format) are directly resources. Citations (APA format) are directly linked to points within (APA format) are not linked to points within text and complete noted within text and/or text and complete citation is provided in not included in separate citation is provided in separate bibliography at bibliography at the end of separate bibliography at the end of the paper. the paper. the end of the paper.

Supplemental Reading List

ALPHABETS AND LANGUAGE SYSTEMS

Bourke, L. (1991). Eye spy: A book of alphabet puzzles. San Francisco: Chronicle Books.

Der Manuelian, P. (1991). Hieroglyphics from A to Z: A rhyming book with ancient Egyptian stencils for kids. New York: Scholastic.

Kitamura, S. (1992). From acorn to zoo and everything in between in alphabetical order. New York: Trumpet Club.

Liptak, K. (1990). North American Indian sign language. New York: Scholastic.

Pallotta, J. (1991). The dinosaur alphabet book. New York: Trumpet Club.

Pallotta, J. (1993). The extinct alphabet book. New York: Trumpet Club.

Viorst, J. (1994). The alphabet from Z to A (with much confusion on the way). New York: Atheneum.

COMMUNICATION

Aliki. (1993). Communication. New York: Scholastic.

DIALECT

Labov, W. (1981). The study of nonstandard English. Urbana, IL: National Council of Teachers of English.

DICTIONARIES, LEXICOGRAPHY, AND WORD FORMATION PROCESSES

Ammer, C. (1992). Southpaws and Sunday punches and other sporting expressions. New York: Dutton. Bayan, R. (1994). The cynic's dictionary. New York: Hearst Books.

Benthul, H. F. (1981). Wording your way through Texas. Burnet, TX: Eakin Press.

Berg, P. (1953). A dictionary of new words in English. New York: Thomas Y. Crowell.

Brown, I. (1974). Words in our time. Westport, CT: Greenwood Press.

Colcord, J. C. (1977). Sea language comes ashore. New York: Arno Press.

Chapman, R. L. (1986). New dictionary of American slang. New York: Harper & Row.

Funk, C. E. (1985). A hog on ice. New York: Harper and Row.

Funk, C. E. (1985). Thereby hangs a tale: Stories of curious word origins. New York: Harper and Row.

Hargrave, B. (1968). Origins and meanings of popular phrases and names. Detroit, MI: Gale Research Company.

Lerner, S., & Belkin, G. S. (1993). A dictionary of new words. New York: Barnes and Noble.

Mackay, C. (1987). Lost beauties of the English language. London: Bibliophile Books.

Mayberry, G. (1961). A concise dictionary of abbreviations. New York: Tudor Publishing.

Morris, W., & Morris, M. (1962). Dictionary of word and phrase origins. New York: Harper and Row.

Partridge, E. (1977). A dictionary of catch phrases: British and American from the sixteenth century to the present day. New York: Stein and Day.

Partridge, E. (1978). A dictionary of clichés. London: Routledge & Kegan Paul.

Radford, E. (1946). Unusual words and how they came about. New York: Philosophical Library.

Reifer, M. (1955). Dictionary of new words. New York: Philosophical Library.

Room, A. (1986). Dictionary of changes in meaning. London: Routledge & Kegan Paul.

Schur, N. W. (1987). British English: A to Zed. New York: HarperCollins.

Sullivan, George. (1979). The complete sports dictionary. New York: Scholastic.

Train, J. (1980). Remarkable words with astonishing origins. New York: Clarkson N. Potter.

Vanoni, M. (1989). Great expressions: How our favorite words and phrases have come to mean what they mean. New York: William Morrow. Why do we say it? (1985). Edison, NJ: Castle Books. LANGUAGE ACQUISITION--FIRST AND SECOND LANGUAGE

Diaz-Rico, L.T., & Weed, K.Z. (1995). The crosscultural, language, and academic development handbook. Boston: Allyn & Bacon.

Faltis, C.J. (1997). Joinfostering: Adapting teaching for the multilingual classroom. Upper Saddle River, NJ: Merrill.

Freeman, D. E., & Freeman, Y. S. (1994). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann.

Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge.

Holdaway, D. (1985). Stability and change in literacy learning. Portsmouth, NH: Heinemann.

Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

Lessow-Hurley, J. (1996). The foundations of dual language instruction. New York: Longman.

Perez , B., & Torres-Guzman, M. E. (1996). Learning in two worlds: An integrated Spanish/English biliteracy approach. New York: Longman.

Piper, T. (1993). Language for all our children. Engelwood Cliffs, NJ: Merrill.

Power, B.M., & Hubbard, R.S. (Eds). (1996). Language development: A reader for teachers. Englewood Cliffs, NJ: Merrill.

Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.

LANGUAGE STRUCTURE

Cleary, L. M., & Linn, M. D. (1993). Linguistics for teachers. New York: McGraw-Hill.

Delahunty, G. P., & Garvey, J. J. (1994). Language, grammar and communication: A course for teachers of English. New York: McGraw-Hill.

Fromkin, V., & Rodman, R. (1993). An introduction to language (5th ed.). Ft. Worth, TX: Harcourt Brace.

Lyons, J. (1979). Theoretical linguistics. New York: Cambridge.

Parker, F., & Riley, K. (1994). Linguistics for non-linguists: A primer with exercises (2nd ed.). Boston: Allyn & Bacon.

Quirk, R., & Greenbaum, S. (1973). A concise grammar of contemporary English. New York: Harcourt Brace.

LANGUAGE MAINTENANCE/LANGUAGE SHIFT

Baker, G. C. (1972). Social functions of language in a Mexican-American community. Tucson, AZ: The University of Arizona Press.

SECOND LANGUAGE INSTRUCTION

Krashen, S. D., & Terrell, T. D. (1983). The natural approach. San Francisco: Alemany.

Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford.

Omaggio, A. C. (1986). Teaching language in context: Proficiency-oriented instruction. Boston: Heinle & Heinle.

Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. New York: Cambridge.

Stevick, E. W. (1988). Teaching and learning languages. New York: Cambridge.

SEMANTICS, VOCABULARY, WORD PLAY

Agee, J. (1991). Go hang a salami! I'm a lasagna hog! and other palindromes. New York: Trumpet Club.

Arnosky, J. (1990). A kettle of hawks and other wildlife groups. New York: Lothrop, Lee and Shepard Books.

Day, A. (1994). Frank and Ernest on the road. New York: Scholastic.

Geller, L. G. (1985). Wordplay and language learning for children. Urbana, IL: National Council of Teachers of English.

Gwynne, F. (1970). The king who rained. New York: Simon and Schuster.

Gwynne, F. (1976). A chocolate moose for dinner. New York: Simon and Schuster.

Gwynne, F. (1980). The sixteen hand horse. New York: Simon and Schuster.

Gwynne, F. (1988). A little pigeon toad. New York: Simon and Schuster.

Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. New York: Cambridge.

Heimlick, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association.

Pittelman, S. D., Heimlich, J. E., Berglund, R. L., & French, M. P. (1991). Semantic feature analysis: Classroom applications. Newark, DE: International Reading Association.

Shaw, N. (1991). Sheep in a shop. Boston: Houghton Mifflin.

Shaw, N. (1992). Sheep out to eat. Boston: Houghton Mifflin.

Steig, W. (1968). CDB! NewYork: Trumpet Club.

Steig, W. (1984). CDC? New York: Scholastic.

SPELLING Henderson, E. H. (1990). Teaching spelling (2nd ed.). Boston: Houghton Mifflin.

Appendix

Additional Guidelines and Forms for Case Study

Adapated from http://coe.sdsu.edu/people/jmora/TE930LAR/Rdercase.htm

You will work with an English learner (child or adult) for a minimum of 3 sessions of approximately 30 minutes – one hour, depending upon the age of the individual. Through working with the English learner, you will consider background, interests, and needs of the individual and make recommendations as to how to best help the English learner.

Activities or Interactions with the English Learner

These activities may have to be modified if you are working with a young adult or adult. For instance, instead of reading aloud a picture book, you could use some type of environmental print such as a newspaper article, magazine, menu, etc.

Please conduct the following activities with your case study subject: 1) conduct an interest inventory; 2) conduct an oral interview; 3) foster discussion of language learning issues and analyze the discussion; 3) assess oral language; 4) assess the student’s writing; 5) assess sight vocabulary; 6) conduct/analyze a story retelling; 7) assess letter identification; 8) assess writing vocabulary; 9) assess other aspects of spelling.

Below is a suggested schedule of observations of your case study subject's literacy behaviors and skills. Also included are some instructional strategies or interaction activities that you can conduct to observe and assess his/her literacy behaviors. Take notes each meeting for writing up your final report. You do not need to include these in your report, but they will be helpful in reflecting on the individual's progress and on specific behaviors that are indicators of developmental levels and/or competencies. These will serve as examples to illustrate your main points in your case study report.

Session 1

Select an individual who is learning English as a second language. If a student is selected, interview the teacher if possible to find out background information. Try to observe the student during class time and record observations (how does the individual perform during instruction: what is the class doing/ what is the student doing/what is the teacher doing).

Questions to consider:

 Can he/she read and/or write English with some level of proficiency?  Can he/she read grade level material with comprehension?  What pronunciation problems can you detect? Provide specific examples.

 What spelling or grammar problems do you notice? Provide specific examples.  Note the student’s level of oral proficiency on the SOLOM (see below) or check the student's cumulative file (with teacher's permission and under his/her supervision).  Complete the SOLOM Proficiency Assessment

Session 2

Listen to your student read a storybook (if he/she is pre-literate, read to him/her). Find a book at his/her instructional level. Do a Running Record (see information on Running Records). If the child is not reading yet, “picture talk” the story and note the vocabulary (numbers, colors, nouns, adjectives, actions, phrases) the student uses to tell the story back to you.

If you are working with an older student or adult, you can use some type of environmental print such as a newspaper article, magazine, menu, etc.

Read some pages from a grade-level textbook with the student. (With an adult, use some type of environmental print such as a brochure, etc.) Note the vocabulary, concepts, illustrations used and the student’s ability to comprehend these displays of information. If the student does not have a textbook, try to find out what themes the teacher is teaching in social studies (history of …., geography of …, biography of …).

Read some pages from a math related source with the student. Note the vocabulary, concepts, illustrations used and the student’s ability to comprehend these displays of information. Help the student with basic/grade level math vocabulary and concepts. Or assess your student’s ability to count in English, use ordinal numbers (first, second, third), read and write numbers, tell time, add, subtract, multiply, divide, measure, graph.

Read some pages from a grade-level language arts/literature textbook with the student. Note the vocabulary, concepts, illustrations used and the student’s ability to comprehend and retell the story. If using a literature textbook, a story grammar process grid to record student’s retelling of the story: Setting, Characters, 3 Events, Problem, Resolution.

Session 3

Collect a writing sample from the child. Score it using a writing rubric (see below).

Observations

Begin with a description of your subject, including their language proficiency level, their writing rubric score and any other descriptive information that will provide a complete picture of the child for the analysis to follow. The analysis should address any of the following questions that are pertinent to your findings on the language and literacy skills of your case study subject. These questions should serve as a guide to your analysis.

Reflect on the data and summarize the experience documenting the results of your assessment with the SOLOM. What did you learn about your case study participant and his/her level of competency and development in literacy? Can you place him/her on a developmental continuum in reading? Writing? What did you learn about academic language? What did you learn about this student's engagement with literacy tasks?

Did you observe a difference between the child's level of oral language proficiency as measured by the SOLOM and his/her reading and writing skills?

What specific grammatical structures appeared to cause difficulty for the child in both his/her oral language and writing?

What specific examples of transfer of skills or linguistic interference between the child's native language and English did you find in his/her oral and written usage?

What conclusions can you draw about the relationship between oral language and literacy skills based on the information available in the cumulative folder and your assessments of the child?

Did you observe differences in the student’s application of reading strategies according to the type of text being read? For example, was the child able to read narrative text more easily and fluently than content-area reading text?

Guidelines for Student Oral Language Observation Matrix (SOLOM) http://www.helpforschools.com/ELLKBase/forms/SOLOM.shtml OR http://fcit.usf.edu/esol/specific/4315/SOLOM.doc

The purpose of this assignment is to provide an experience in administering a rating scale for second language proficiency. The administration of the SOLOM to a student who is learning English as a second language will allow teacher candidates to observe the interaction between oral language proficiency termed Basic Interpersonal Communication Skills (BICS) and the Cognitive Academic Language Proficiency (CALP) required for proficiency in reading and writing. Analysis of this type informs teachers about how bilingual students' strengths and weaknesses in oral English interact in the four skills of language arts: listening, speaking, reading and writing. The SOLOM is designed to assess authentic oral language used for real, day-to-day classroom purposes and activities.

In addition, language assessment allows a teacher to closely observe students' development of different features of language proficiency in a holistic fashion. This information is useful in planning appropriate instruction for bilingual readers and writers. The skills you will acquire in completing this assignment address RICA content area 13: Structure of the English

This work copyright © 2002-2005 by Nancy L. Hadaway, Ph.D. and the Center for Distance Education at the University of Texas at Arlington. LIST5361 Language Learning: Educational Perspectives Syllabus language. For a complete discussion of the purpose and structure of the Student Oral Language Observation Matrix (SOLOM) and how it is scored, see Peregoy & Boyle (2000), p. 131-142.

Administrating the SOLOM

Choose an individual who is classified as an English language learner. Observe the student in several different authentic activities in which he/she is interacting. Observe for a minimum of five minutes on each occasion. On each occasion, mark the rankings on the matrix according to your impressions of the child's use of English. You may wish to audio record one or more of your sessions to go back and confirm your impressions or to look for certain patterns of errors or usage. You will rate the child's language use on a scale from 1 to 5 on each of these traits: comprehension, fluency, vocabulary, pronunciation, and grammar. Cross-check your ratings from the different contexts in which you observed the child for consistencies or variations that may indicate different levels of proficiency according to language function or purpose.

Scoring the SOLOM

The SOLOM yields ratings for four phases of English language proficiency.

Phase 1 = 5-11

Phase 2 = 12-18

Phase 3 = 19-24

Phase 4 = 25 Full English proficiency

Reporting the SOLOM Results

You will submit a brief report of the results of the SOLOM to include the following information:

The child's total score and phase of English language acquisition.

A discussion of the child's strengths and weaknesses in the five traits.

A brief description of the classroom context and activity or activities in which you observed the child.

Overall impressions of the child's ability to function in English in an academic context as well as a social interaction context.

A discussion of what insights you gained from the experience of administering the rating scale. These could include addressing issues such as:

 Did the child's level of overall fluency allow him/her to participate fully in academic activities or was his/her participation impaired?  Was the child's command of vocabulary adequate for him/her to gain "comprehensible input" from academic instruction?  Did you note a marked difference between the child's performance in social settings within the classroom versus his/her performance on academic tasks?  Did the child's pronunciation and/or grammar usage impede others' abilities to comprehend the child? If so, did this occur occasionally or frequently?  What modifications in instruction and or interpersonal communications did you observe for this child? Would you recommend different or additional accommodations based on this analysis?

APPENDIX

Sight Vocabulary

Retrieved at http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=14512

Step: 1 Duration: Varies

Lesson Preparation: 1) Prior to lesson, teacher will assemble a dictionary booklet for each student. Take two pieces of construction paper (front and back of dictionary) and insert 14 sheets of plain white paper. Staple the white paper inside the construction paper. 2) Write a sight word on a 4x6 index card. Have a minimum of 26 sight word cards available (one sight word for each letter of the alphabet). Teacher may choose to laminate cards for future use. Attached is a suggested sight word list.

Attachments for Step 1

Title: Sight Word List FileName: Suggested Sight Word List.doc or use Dolch Word List below Description: Suggested list of sight words for teacher to print or write on index cards.

Step: 2 Duration: 10 minutes

Teacher will hold up individual sight word cards one at a time. Allow time for students to say the word aloud. Repeat this process for all sight words. Note these cards will made in Step 1.

Step: 3 Duration: 30 minutes (Optional step due to time constraints)

After review of chosen sight words, teacher will instruct the students to make a "Sight Word Dictionary." Revisit the definition of a dictionary (book to look up the meanings of words, sometimes including a picture). Tell the students they will be responsible for writing a minimum of two words for each letter of the alphabet. For example, the letter "a" may have the words and/again; "b" may have the words been/brown, etc. Distribute the preassembled dictionaries to the students. Teacher will inform the students that they must draw a line in the center of each white page to divide it in half. Then on each half of the page, students will print a letter of the alphabet. Start with the letter "a" and go to the letter "z." Students may hunt for words in the classroom, books, newspapers, etc. Teacher should monitor student progress and offer assistance as needed.

Step: 4 Duration: 20 minutes

Students will individually read a written word for each letter of the alphabet to the teacher. This will allow each student to read 26 sight words. Teacher should document students' performance on attached checklist. Upon completion of activity, instruct students to keep their dictionary in their desk for future reference. As new sight words are learned, students can add them to their dictionaries.

Attachments for Step 4

Description: Teacher checklist to assess individual student's performance on assessed skills. This is in document format.

Title: Sight Word Dictionary Checklist FileName: Sight Word Dictionary Assessment.doc Description: Teacher checklist to assess individual student's performance on assessed skills. This is in document format.

Dolch Sight Word List

Retrieved at http://gemini.es.brevard.k12.fl.us/sheppard/reading/dolch.html

Preprim Primer First Second Third er

a all after always about

and am again around better

away are an because bring

big at any been carry

blue ate as before clean

can be ask best cut

come black by both done

down brown could buy draw

find but every call drink

for came fly cold eight

funny did from does fall

go do give don't far

help eat going fast full

hers four had first got

I get has five grow

in good her found hold

is has him gave hot

it he how goes hurt

jump into just green if

little like know its keep

look must let made kind

make new live many laugh

me no may off light

my now of or long

not on old pull much

one our once read myself

play out open right never

red please over sing only

run pretty put sit own

said ran round sleep pick

see ride some tell seven

the saw stop their shall

three say take these show

to she thank those six

two so them upon small

up soon then us start

we that think use ten

yellow there walk very today

you they where wash together

this when which try

too why warm

under wish

want work

was would

well write

went your

Student Oral Language Observation Matrix (SOLOM) The SOLOM is not a test per se. A test is a set of structured tasks given in a standard way. The SOLOM is a rating scale that teachers can use to assess their students' command of oral language on the basis of what they observe on a continual basis in a variety of situations - class discussions, playground interactions, encounters between classes. The teacher matches a student's language performance in a five mains - listening comprehension, vocabulary, fluency, grammar, and pronunciation - to descriptions on a five-point scale for each (See Figure 1). The scores for individual domains can be considered, or they can be combined into a total score with a range of five through 25, where approximately 19 or 20 can be considered proficient. SOLOM scores represent whether a student can participate in oral language tasks typically expected in the classroom at his or her grade level. Because it describes a range of proficiency from non-proficient to fluent, the SOLOM can be used to track annual progress. This, in turn, can be used in program evaluation, and as some of the criteria for exit from alternative instructional programs. However, to be used for these purposes, it is important to ensure that all teachers who use it undergo reliability training so that scores are comparable across teachers. For this purpose, a training video has been produced by Montebello School District in California. The SOLOM does not require a dedicated testing situation. To complete it, teachers simply need to know the criteria for the various ratings and observe their students' language practices with those criteria in mind. Therein lies the greatest value of the SOLOM and similar approaches:  it fixes teachers' attention on language-development goals;  it keeps them aware of how their students are progressing in relation to those goals; and  it reminds them to set up oral-language-use situations that allow them to observe the student, as well as provide the students with language-development activities. While observing, teachers should be attuned to the specific features of a student's speech that influenced their rating. They can use this information as a basis of instruction. The SOLOM is sufficiently generic to be applicable to other language besides English. The SOLOM is not commercially published. It was originally developed by the San Jose Area Bilingual Consortium and has undergone revisions with leadership from the Bilingual Education Office of the California Department of Education.

It is within the public domain and can be copied, modified, or adapted to meet local needs. Directions for Administering the SOLOM: Based on your observation of the student, indicate with an "X" across the category which best describes the student's abilities.  The SOLOM should only be administered by persons who themselves score at level "4" or above in all categories in the language being assessed.  Students scoring at level "1" in all categories can be said to have no proficiency in the language. SOLOM Teacher Observation Student Oral Language Observation Matrix Student's Name: ______Grade ______Date: ______Administered By (signature): ______Language Observed: ______1 2 3 4 5

A. Cannot be said Has great Understands most of Understands Understands Comprehension to understand difficulty following what is said at nearly everything everyday even simple what is said. Can slower-than-normal at normal conversation and conversation. comprehend only speed with speech. Although normal social repetitions. occasional classroom conversation repetition may be discussions. spoken slowly and necessary. with frequent repetitions.

B. Fluency Speech so Usually hesitant: Speech in everyday Speech in Speech in halting and often forced into conversation and everyday everyday fragmentary as silence by classroom discussion conversation and conversation and to make language frequently disrupted classroom classroom conversation limitations. by the student's discussions discussions virtually search for the correct generally fluent, fluent and impossible. manner of expression with occasional effortless; lapses while the approximating student searches that of a native for the correct speaker. manner of expression.

C. Vocabulary Vocabulary Misuse of words Student frequently Student Use of limitations so and very limited: uses wrong words: occasionally uses vocabulary and extreme as to comprehension conversation inappropriate idioms make quite difficult. somewhat limited terms and/or approximate that conversation because of must rephrase of a native virtually inadequate ideas because of speaker. impossible. vocabulary. lexical inadequacies.

D. Pronunciation Very hard to Pronunciation Always Pronunciation Pronunciation problems so understand problems necessitate intelligible, and intonation severe as to because of concentration on the although the approximate that make speech pronunciation part of the listener listener is of a native virtually problems. Must and occasionally lead conscious of a speaker.

unintelligible. frequently repeat to misunderstanding. definite accent in order to make and occasional him/herself inappropriate understood. intonation patterns.

E. Grammar Errors in Grammar and Makes frequent Occasionally Grammar and grammar and word order errors errors of grammar makes word order word order so make and word order that grammatical approximate that severe as to comprehension occasionally obscure and/or word order of a native make speech difficult. Must meaning. errors that do not speaker. virtually often rephrase obscure unintelligible. and/or restrict meaning. him/herself to basic patterns. Source: Developed by San Jose Unified School District, San Jose, California PCP Nodes 4.3.1, 4.3.3, 5.2.5, 6.2.1

Running Record (retrieved at http://www.readinga-z.com/newfiles/levels/runrecord/runrec.html, see also http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running %20Records.htm)

How to Take a Running Record

 Select a book that approximates the child’s reading level. Explain to the child that he or she will read out loud as you observe and record his or her reading behavior.  With the running record form in hand, sit next to the child so that you can see the text and the child’s finger and eye movements as he or she reads the text.  As the child reads, mark each word on the running record form by using the symbols on the chart that follows. Place a check mark above each word that is read correctly.  If the child reads incorrectly, record above the word what the child reads.  If the child is reading too fast for you to record the running record, ask him or her to pause until you catch up.  Be sure to pay attention to the reader’s behavior as he or she reads. Is the child using meaning (M), structural (S), and visual (V) cues to read words and gather meaning?  Intervene as little as possible while the child is reading.  If the child is stuck and unable to continue, wait 5 to10 seconds and tell him or her the word. If the child seems confused, indicate the point of confusion and say, “Try again.”

Analyzing and Scoring a Running Record

Qualitative Analysis The qualitative analysis is based on observations that you make during the running record. It involves observing how the

child uses the meaning (M), structural (S), and visual (V) cues to help him or her read. It also involves paying attention to fluency, intonation, and phrasing. Think back to the prompts you offered and how the child responded to the prompts. All of these things help you to form a picture of the child’s reading development.

Scoring The information gathered while doing a running record is used to determine error, accuracy, and self-correction rates. Directions for calculating these rates are given below. The calculated rates, along with qualitative information and the child’s comprehension of the text, are used to determine a child’s reading level.

Error Rate Error rate is expressed as a ratio and is calculated by dividing the total number of words read by the total number of errors made. Total words / total errors = Error rate TW / E = ER

Example: 120 / 6 = 20 The ratio is expressed as 1:20. This means that for each error made, the child read 20 words correctly.

Accuracy Rate Accuracy rate is expressed as a percentage. You can calculate the accuracy rate by using the following formula: (Total words read – total errors) / total words read x 100 = Accuracy rate. (TW - E) / TW x 100 = AR Example: (120 – 6) / 120 x 100 = Accuracy rate 114/120 x 100 = Accuracy rate .95 x 100 = 95%

You can use accuracy rate to determine whether the text read is easy enough for independent reading, difficult enough to warrant instruction yet avoid frustration, or too difficult for the reader. The breakdown of these three categories is as follows:

Accuracy rate Category description range

Easy enough for 95 – 100% independent reading

Instructional level for 90 – 94% use in guided reading session.

Too difficult and will 89% and frustrate the reader below

Self-correction Rate Self-correction is expressed as a ratio and is calculated by using the following formula:

(Errors + self-correction) / self-correction = Self-correction rate (E + SC) / SC = SC rate

Example: (10 + 5) / 5 = SC

15 / 5 = SC 3 = SC

The SC is expressed as 1:3. This means that the child corrects 1 out of every 3 errors.

If a child is self-correcting at a rate of 1:3 or less, this indicates that she or he is self-monitoring her or his reading.

After the Reading

Retelling After the child reads the benchmark book and you record a running record, have the child do an oral retelling of the story. Ask the child to close the book and then tell you about the story in as much detail as she or he can remember. If the child has difficulty retelling parts of the story or remembering certain details, you can use prompts such as "Tell me more about (character x)" or "What happened after…." Analyze the retelling for information the child gives about the following:

 Characters  Main idea and supporting detail  Sequence of events  Setting  Plot  Problem and solution  Response to text-specific vocabulary and language

Retelling Checklist

 Can the child tell you what happened in the story or what the factual book was about in his or her own words?  Does the child include details about the characters in the retelling? Can she or he explain the relationships between the characters?  Can the child describe the setting? How detailed is the description?  Can the child recall the events of the story, and can he or she place them in the correct sequence?  Can the child identify the problem and the resolution?  Does the child use vocabulary from the text?  Does the child’s retelling demonstrate minimal, adequate, or very complete and detailed understanding of the text?

Student Talk After the reading, talk to the child about some of the things he or she did during the reading. Reinforce and praise certain behavior with comments and questions that focus on specific behaviors. For example, after the child reads the text, you might focus on a self-correction and ask, "How did you know it was people and not persons?"

Observation Checklist In addition to the things revealed by the running record and retelling, there are other behaviors you should also be looking for. The things you should look for will vary with the reading level. They include the following:

 Does the child have mastery of directionality, one-to-one correspondence, return sweep, etc.?  Did the errors made by the child make sense or sound right?  Did the child attempt to self-correct?  Did the child use the meaning, structure, and visual cues to identify words and get meaning from the text? Did he or she use them in an integrated way, or did he or she rely heavily on one particular source of information?  Did the child make an attempt to read a word before asking you to help?  How was the child’s fluency? Did she or he just word-call?  Did the child seem to recognize phrases?

 Were there many pauses? Were the pauses lengthy?  How was the child’s expression or intonation?

Writing Rubric

For beginning writers, see http://www.maumee.k12.oh.us/Curriculum/Rubrics/kdg.html

Additional rubrics at:

http://www.geocities.com/fifth_grade_tpes/musdrubric.html

http://www.nwrel.org/eval/PDFs/6plus1traits.PDF