Department of Teacher Education and Administration

DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS (Subject to Modifications)

SEMESTER: Spring 2017

I. COURSE TITLE: LITERACY DEVELOPMENT FOR ENGLISH LANGUAGE LEARNERS

COURSE NUMBER/SECTION EDRE 5070 Sections 030 or 026 ONLINE COURSE

II. INSTRUCTOR: Dr. Angela Randall OFFICE LOCATION: MH 204 H PHONE NUMBERS: 940 565 2065 (office) EMAIL ADDRESS: [email protected] OFFICE HOURS:

III. RESOURCES AND MATERIALS:

Required:

Herrera, S. G., Perez, D. R., & Escamilla, K. (2014). Teaching reading to English language learners: Differentiated literacies. Boston: Pearson. ISBN: 0-13-285519-4

Herrera Perez & Escamilla

Herrell, A. L., Jordan, M. (2016) 50 Strategies for Teaching English Language Learners with Enhanced Pearson e-text—Access Card Package (5th Edition) ISBN: 0-13-405729-5

Herrell & Jordan

NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson e-text may not be included, may be incorrect, or may be previously redeemed. Check

1 with the seller before completing your purchase. I have had students who do not heed this advice and then they do not have access to the videos for the Discussion Questions.

IV. COURSE DESCRIPTION The current reality in public schools includes many linguistically diverse students who desire to live and learn successfully in the United States. Classroom teachers must be ready, willing and able to meet the needs of these students in their instructional programs. Central to this missing is the development of language competency and literacy skills that are expected in contemporary society. Linguistically diverse learners present a wonderful opportunity for teachers to apply sound theory and exciting instructional applications that enrich the classrooms on many levels. This course will enable students to increase their awareness and understanding of linguistically diverse learners, the language process they experience, and the best instructional practices that facilitate the progress of this special population. The course emphasizes language and literacy, the cultural aspects related to language and leaning experiences to help teachers meet the needs of the whole child.

Focus on Diversity: Acknowledging the pluralism in our society, this course focuses on the literacy needs and the variety of language learning strategies of our diverse school populations. Students in the class are expected to be sensitive to and responsible for the needs of children in their instructional planning, materials selection and proposed activities. In addition, students are expected to broaden their knowledge base of multicultural issues, including: language differences; learning styles; economic disparities; and cultural variations, and to evidence growing insight into these perspectives in their assignments as they prepare to work in public schools into these perspectives in their assignments as they prepare to work in public school classrooms, this insight is particularly important if teachers intend to provide excellent instruction who are learning English as an a additional language and who need to make accelerated language and academic progress in regular school programs.

How to Get Started To get started, in the course content page of Blackboard you will see a START HERE icon, click on it and you will see instructions about where and how to begin, what tools to use, how to introduce yourself, and what books to purchase right away. The syllabus has all the instructions for each assignment as well as deadlines. Each assignment is also described under weekly assignments.

2 V. ASSESSMENT & MEASUREMENT

This grading scale for this course is:

90-100%: 900-1000 points A 80-89%: 800-899 points B 70-79%: 700-799 points C 60-69%: 600-699 points D 59% and below: 599 points and below F

VI. REQUIRED ASSIGNMENTS - Check the weekly assignments in Blackboard. All Assignments, discussions etc. will be due on Sundays by 9:00 PM.

Discussion Question 50 points (1x50) #1(Introduction) Discussion Question # 6 50 points (1x50) Discussion Questions 2-5 200 points (4x50) Chapter Visual Aids 420 points (6x70) Chapter !2 Make a Story 80 points (1x80) GoToMeeting #1 Book share 100 points (1x100) ELPS: Proficiency Level Descriptors 100 points (1x100) SPOT 10 Points Extra Credit

Total 1000 Points

Late Work: All assignments and discussion questions are due on the due date by 9 pm and if it is not turned in by then it is considered late. Visual aids will be accepted up to 5 days late but there will be -5 for each day it is late. For example, if it is due on Sunday then the last day it will be accepted without a zero is Thursday eve by 9:00pm. After this time, it will be a zero. Discussion question posts and responses cannot be late. Others are counting on these to be posted so they can respond. Your Discussion question post will have one due date and the peer responses will have a separate date – one day later so that you have time to respond to the posts.

Chapter Summary Visual Aids: Students will read and summarize the content presented in the chapters in a unique way. Students must select or design a suitable format-visual aid that includes key ideas or elements related to the chapter topic. At the bottom of each visual aid is the rationale in which you will choose one of the ELPS 74.4 (c) 1-5 and explain how it relates to the information in your visual aid. The instructor will grade these based on a rubric. More specific instructions will be included in the assignments in BB. See Late Work Info.

3 Discussion Question Participation: Students will post and respond to 6 discussion questions to evidence their understanding and to contribute their ideas about the course content. Students must respond to other classmates’ original discussion post for each week one is assigned. You need to make sure each of the required responses is to an original post. It is ok to respond to people who respond to your post but that does not count towards your required responses. The instructor will evaluate each student’s discussion question responses for a grade, based on a rubric. More specific instructions will be included in the assignments in BB. See Late Work Info.

GoToMeeting: Students will contribute to a shared discussion based on the topic assigned by the instructor. There will be 1 GotoMeeting for the semester. Once a date has been set the student will receive an invite with all the information and attached link to attend the meeting. More specific instructions will be included in the assignments in BB.

ELPS-Proficiency Level Descriptors: See BB assignments for further detail.

VII. COURSE ASSIGNMENTS & DEADLINES

Week 1, Due on 1/22 & 23 Becoming familiar with the course materials Assignment: Discussion Question # 1: Introduction

Week 2, Due on 1/29 Assignments: Ch. 1 Visual Aid: Power Point

Week 3, Due on 2/5 Assignments: Ch. 2 Visual Aid: Graphic Organizer

Week 4, Due on 2/12 Assignments: Discussion Question # 2

Week 5, Due on 2/19 Assignments: Ch. 3 Visual Aid: Power Point

Week 7, Due on 3/5 Assignments: Ch. 4 Visual Aid: Graphic Organizer

4 Week 8, Due on 3/12 Assignments: Discussion Question # 4

SPRING BREAK SPRING BREAK SPRING BREAK (3-19)

Week 9 Due on 3/26 Assignments: Ch. 5 Visual Aid: Your Choice

Week 11, Due on 4/9 Assignments: Ch. 6 Visual Aid: Your Choice

Week 12, Due on 4/16 Assignments: Ch. 7 Visual Aid: Make a Story

Week 13, Due on 4/23 Assignments: Proficiency Level Descriptors

Week 14, ______Due on 4/ TBD by group

Assignments: GoToMeeting #1- Meeting time will occur during this week

Week 15, Due on 5/7 Assignments: Discussion Q: 6 (Final)

5 VIII. COMPETENCY- BASED LEARNING OBJECTIVES:

Competencies Teachers of young students:

Oral Language understand the importance of oral language, know the Ch. 1 Herrera developmental process of oral language and provide a variety of instructional opportunities for your students to develop listening and speaking skills. Phonological understand the components of phonological and phonemic and Phonemic awareness and utilize a variety of approaches to help young Awareness students develop this awareness and its relationship to written Ch. 3 Herrera language.

Alphabetic understand the importance of the alphabetic principle to Principle reading English, know the elements of the alphabetic principle Ch. 4 Herrera and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways. Literacy understand that literacy develops over time and progress from Development emergent to proficient stages. Teachers use a variety of and Practice contexts to support the development of young students;’ Ch. 6 Herrera literacy. Word analysis understand the importance of word analysis and decoding to and Decoding reading and provide many opportunities for students to Ch. 5Herrera improve their word analysis and decoding abilities. Reading understand the importance of fluency to reading Fluency comprehension and provide many opportunities for students to Ch. 7 Herrera improve their reading fluency. Reading understand the importance of reading for understanding, know Comprehensio the components of comprehension and teach young students n strategies for improving their comprehension. Ch. 6 Herrera Development of understand that writing to communicate is a developmental Writting process and provide instruction that helps young students Ch. 8 Herrera develop competence in written communication. understand how young students use writing conventions and how to help students develop those conventions. Assessment understand the basic principles of assessment and use a and Instruction variety of literacy assessment practices to plan implement of Developing literacy for young students. Literacy Ch. 9 Herrera

6 Research and understand the importance of study and inquiry skills as tools inquiry Skills for learning and promote students’ development in applying Ch. 6 Herrera study and inquiry skills

How to Meet the Competency- Based Learning Objectives • Review the syllabus in its entirety; • Follow all the course instructions found in the weekly learning modules in Blackboard and in this syllabus in order to address each assignment and assessment; • Participate in forums using the discussion tool • Ask questions about any particular assignment before it is due • Turn in written assignments using WORD files; • Submit assignments on time and on the due dates.

Learner Interaction and Engagement The learning activities in this course promote the achievement of the learning objectives. Practice opportunities will be provided to help meet the objectives. Students will interact with the content, instructor, and classmates through forum discussions, gradebook, the assignment’s tool, messages or e-mail, and GoToMeeting. I as the instructor will be available in the course to communicate and provide feedback. I check email often so please feel free to ask questions through email or by calling my phone.

Learner Support The University of North Texas provides technical support in the use of Blackboard. The student help desk may be reached at: [email protected], phone: 940-369-7394, or in person at UNT Chilton Hall, Room 112C. The Help Desk support hours are Mondays to Thursdays, 8:00 am to 9:00 pm; Fridays, 8:00 am to 5:00 pm; Saturdays, 11:00 am to 3:00 pm; Sunday – Closed. GoTo Meeting offers 24x7 Technical Support at (888)259- 8414 or online. If you have questions regarding access or your account, please contact the CLEAR Faculty Helpdesk at 940-369-7394 or at [email protected].

Navigation and On Demand Help and Learning Catalog When you log on to Blackboard you will find the On Demand help and learning Catalog. When you click on the link it will redirect you to https://help.blackboard.com/en- us/Learn/Reference/Blackboard_Learn_Videos. In there you will find tutorials on video about the functions of Blackboard. This resource will better equip you to navigate the course.

IX. COURSE TECHNOLOGY In order to be successful in this course students need to have minimal technical skills such as sending and receiving e-mails, uploading and downloading files, posting in forum threads, have speakers to listen to videos, lectures and podcasts have a webcam or cell phone to communicate via GoToMeeting.

7 Additionally, the hardware and software necessary in your computer to use Blackboard effectively are: PC: Windows 7 Mac: 0S 9 or 0SX Internet access with compatible web browser Headset and microphone Java: Version 1.6 0 Update 18 or more recent Word Processor and WORD Application to transmit files

X. ACCESSIBILITY To get started with the course log on to https://learn.unt.edu, enter your EUID and password and click the link with the course name. If you have forgotten your EUID or password you can go to: http://ams.unt.edu. This course has been designed to make content accessible to students of different styles of learning. For example, it includes PowerPoint presentations, PDF documents that can be accessed using the reader tool, textbook and article readings, and different external web links related to course contents. Additionally, UNT provides academic adjustments and auxiliary aids to individuals with disabilities. If you believe that you have a disability requiring accommodation, please contact me and/or contact the Office of Disability Accommodation at 940- 565-4323 during the first week of class to obtain authorized documentation.

Course organization The course is divided into 15 weeks. Most of those weeks will have both a discussion question and an assignment. The assignments should be turned in as WORD documents and the discussions require threads or responses to threads. Other tools that will be used in the course are BB messages, the grade book online to view your grades, assessment rubrics, GoToMeeting and resources in the course’s home page.

Xl. COURSE POLICIES

Attendance Attendance to an online course is defined as participation in discussions and submission of assignments on the scheduled dates. All work is due in Blackboard on Sundays by 9:00 PM. If participation is not possible due to illness or death in the family, doctors’ excuses or obituary records will need to be submitted to the instructor. Extraneous circumstances will be excused as well. A detailed explanation will need to be e-mailed to the instructor. Extensions for assignments will be granted on a case by case basis.

Late Work

8 Late work will be accepted only if the student has communicated with the instructor explaining the reason for the lack of participation. The instructor will make decisions on a one on one basis. Points will be taken off for late work.

Semester Drop Dates If for any reason you have to drop the course, deadlines and information can be found at http://essc.unt.edu/registrar/schedule/spring/withdraw.html#drop).

XlI. COMMUNICATION Eagle Connect All official correspondence between UNT and students is conducted via Eagle Connect and via Blackboard. It is the student’s responsibility to read their Eagle Connect Email regularly.

Other Forms of Communication To communicate with your classmates use the messages feature of Blackboard (BB) or you can communicate via GoToMeeting. To communicate with me you can call me using my office phone, my cell phone, BB messaging, and e-mail.

Netiquette Please observe the following Netiquette guidelines during the discussions:

1) Tone down your language. Given the absence of face-to-face clues, written text can easily be misinterpreted. Avoid the use of strong or offensive language and the excessive use of exclamation points. If you feel particularly strongly about a point, it may be best to write it first as a draft and then to review it, before posting it, in order to remove any strong language.

2) Keep a straight face. In general, avoid humor and sarcasm. These frequently depend either on facial or tone of voice cues absent in text communication or on familiarity with the reader.

3) Be forgiving. If someone states something that you find offensive, mention this directly to the instructor. Remember that the person contributing to the discussion is also new to this form of communication. What you find offensive may quite possibly have been unintended and can best be cleared up by the instructor.

4) The recorder is on. Think carefully about the content of your message before contributing it. Once sent to the group, there is no taking it back. Also, although the grammar and spelling of a message typically are not graded, they do reflect on you, and your audience might not be able to decode misspelled words or

9 poorly constructed sentences. It is a good practice to compose and check your comments in a word-processor before posting them.

5) Test for clarity. Messages may often appear perfectly clear to you as you compose them, but turn out to be perfectly obtuse to your reader. One way to test for clarity is to read your message aloud to see if it flows smoothly. If you can read it to another person before posting it, it will be even better.

6) Net speak. Although electronic communication is still young, many conventions have already been established. DO NOT TYPE IN ALL CAPS. This is regarded as shouting and is out of place in a classroom. Acronyms and emoticons (arrangements of symbols to express emotions) are popular, but excessive use of them can make your message difficult to read. XllI. UNIVERSITY POLICY STATEMENTS Academic Integrity Students are encouraged to become familiar with UNT’s policy on academic integrity: http://www.unt/policy/UNT_Policy/volume3/18_1_16.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be an F in the course, probation, suspension, or expulsion from the University. The term "cheating" includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term "plagiarism" includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

Student Conduct Expectations for behavior in this course are according to the Code of Student Conduct. Student Behavior that interferes with an instructor’s ability to conduct a course or other student’s opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior may be referred by the instructor to the Dean of Students at the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The University’s expectations for student conduct apply to all instructional forums, including university and electronic classrooms, labs, discussion groups, field trips, etc.” See www.unt./edu/csrr and the Code of Student Conduct at: www.deanofstudents.unt.edu.

AMERICANS WITH DISABILITIES ACT (ADA) POLICY

10 Disabilities Accommodation: The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. UNT provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring accommodation, please contact the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class to obtain authorized documentation.

THE STUDENT EVALUATION OF TEACHING EFFECTIVENESS (SETE) The SETE is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

NOTICE FOR F-1 STUDENTS AND ONLINE COURSES To read INS regulations for F-1 students taking online courses, please go to http://www.immigration.gov/graphics/services/visas.htm and select the link to “8 CFR 214.2(f)” in the table next to “F-1.” Paragraph (f)(6)(i)(G). A final rule with clarifications on the restriction can be found in a pdf file located at: http://www.immigration.gov/graphics/lawsregs/fr121102.pdf. Within this document, refer to Section IX on page 9 with the subject header “Online and Distance Education Courses.” To comply with immigration regulations, an F-1 holder within the U. S. may need to engage in an on-campus experiential component for this course. This component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on- campus lecture or lab activity, or other on-campus experience integral to the completion of this course. If such an on-campus activity is required, it is the student’s responsibility to do the following: (1) Submit a written request to the instructor for on-campus experiential component within one week of the start of the course. (2) Ensure that the activity on campus takes place and the instructor documents in writing with a notice sent to the International Advising Office. The UNT International Advising Office has a form available that you may use for this purpose.

Because the decision may have serious immigration consequences, if an F-1 student is unsure about his or her need to participate in an on-campus experiential component for this course, s/he should contact the UNT International Advising Office at 940-565-2195 or email [email protected] to get clarification before the one week deadline.

11 The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

12 1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum. 2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners. 3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program. 4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners. 5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology. 6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Sage Hall 152) offers one-on-

13 one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

Teacher Education & Administration Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7- Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

SPOT: The Student Peceptions of Teaching (SPOT) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from

14 students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams. If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at coe- [email protected]. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org.

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find

15 support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages

XIV. BIBLIOGRAPHY

Abedi, J. (Ed.). (2007). English language proficiency assessment in the nation: Current status and future practice. Davis, CA: University of California, School of Education Allington, R. (2009). What really matters in response to intervention: Research-based designs. Boston: Allyn and Bacon Beck, I., McKeown, M., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford Bear, D. R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with English learners: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall Bradley, D. K. (2007) Instructional assessment of English language learners in the K-8 classroom. Boston: Pearson/Allyn and Bacon Brown, H. D. (2007). Principles of language learning and teaching (4th ed.). White Plains, NY: Pearsn Education/ Longman Cadiero-Kaplan, K. (2007). The literacy curriculum and bilingual education. NY: Peter Lang Cummins, J. (2009). Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple voices for Ethnically Diverse Exceptional Learners, 11, 38-56 Dias-Rico, L. T., & Weed, K. Z. (2010). The cross-cultural, language and academic development handbook: A complete K-12 reference guide (4th ed.). Boston: Allyn and Bacon Graves, M. (ED.). (2009). Essential readings on vocabulary instruction. Newark, DE: International Reading Association Helman, L., Bear, D., Templeton, S., Invenizzi, M., & Johnston, F. (2011). Words their way with English learners: Words study for spelling, phonics, and vocabulary instruction (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall Freeman, Y., & Freeman, D. (2009). Academic language for English language learners and struggling readers. Portsmouth, NH: Heinemann. Longman. (2003) Longman children’s picture dictionary. White Plains, NY: Pearson ESL Opitz, M., & Guccione, L. (2009). Comprehension and English language learners: 25 oral readings statregies that cross proficiency levels. Portsmouth, NH: Heinemann Rhodes, R. L. Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. NY: Guilford Uribe, M., & Nathenson-Mejia, S. (2008). Literacy essentials for English language learners: Successful transitions. NY: Teachers Colleague Press