Department of Teaching, Learning & Sociocultural Studies – Summer ll 2010 Program in Language, Reading and Culture LRC 516- 002901 Foundations of Structured English Immersion (SEI)

Lucero, LRC Room: EDUC 530, College of Education Schedule: Monday-Thursday 8:00-11:00 am- July 12- August 4 Office: LRC, Room 519 5th Floor Office hours: Daily after class for 1 hour or

Department of Teaching, Learning & Sociocultural Studies – Summer ll 2010

Program in Language, Reading and Culture LRC 516- 002/901: Foundations of Structured English Immersion (SEI)

Instructor: Dr Herman R Lucero, LRC

Room: EDUC 530, College of Education

Schedule: Monday-Thursday 8:00-11:00 am- July 12- August 4

Office: LRC, Room 519 (5th Floor)

Office hours: Daily after class for 1 hour or by appointment

Telephone 626-3435 (direct)/621-1311 (msgs)

Email: hlucero@email.arizona.edu

Description

The Arizona Department of Education (ADE) requires that all individuals who seek teaching certification in the state on or after August 31, 2006, to have completed a course (3 semester hours) towards a 60 hour SEI endorsement in Structured English Immersion and the teaching of English Language Learners (ELLs) This course satisfies the initial 3 semester hour requirement The requirement for the SEI endorsement stems from a class

action lawsuit (Flores v Arizona) filed in Nogales, Arizona in 1992 and subsequent

passage by Arizona voters in November 2000 of Proposition 203 (English Language Education for Children in Public Schools)

This course is specifically designed for K-12 pre-service teachers who will have English learners as students in their classrooms We will consider, among other issues, the

historical and political context of education for ELLs and their families, the relationship between national and state education policy mandates and theories of first and second language acquisition, and sheltered instructional approaches to second language teaching

in academic settings We will also discuss the definition and application of structured English immersion methodology: what it means for the teacher and what it means for the students In addition, we will explore the implementation of the “Sheltered Instruction Observation Protocol” (SIOP) model developed by researchers and teachers affiliated with the Center for Applied Linguistics (CAL) and the National Center for Research on Education, Diversity, and Excellence (CREDE) Students will use the SIOP for

preparation of lesson plans for classroom presentations

In addition to consideration of the issues above, the principal goal of the course is to engage prospective teachers in thoughtful ways of planning and implementing a variety

of ELL teaching strategies that will promote the learning of academic content and the acquisition of English language and literacy among ELL students

This course will combine class lectures, individual student and group presentations and class discussions The daily schedule for topics to be covered is subject to change based

on class progress Students will be kept advised of changes

Required Readings

Echevarria, J & Vogt, M & Short, D.J Making Content Comprehensible for Secondary

English Learners: The SIOP Model Boston, MA: Allyn & Bacon

Additional readings are available on-line at the Arizona Department of Education website (www.ade.state.az.us) or provided as handouts in class

Recommended Additional Reading

Echevarria, J & Graves, A Sheltered Content Instruction: Teaching English-Language

Learners with Diverse Abilities, 3rd edition Boston, MA: Pearson, Allyn & Bacon

Policy on Attendance

This course covers basic issues in language acquisition and sheltered English content instruction; if you miss a lecture or discussion session you will miss information critical

to the effective teaching of English language learners Two absences will automatically reduce your grade by one letter After three absences, you will be asked to drop the course

Course Assignments and Requirements

1 Completion of readings, attendance and participation in class Please come to

class on time and be prepared to discuss the topic and readings for the day Part of

participation grade is completion of in-class assignments (15% of grade)

2 Course Goals I am interested in knowing what your expectations for the course are,

that is; what new knowledge and information you’d like to come away with, and your own goals for the course You will be provided time in class on the first day to write a couple of paragraphs detailing these goals (5% of grade)

3 Short Scholarly Reflections (10 reflections; 3 points each) on the readings and class

discussions, in which you can discuss, summarize, compare, contrast or critique the course readings Each reflection should cover readings and issues scheduled for the day it

is due For example, the first reflection is due on July 13th and should address the

Sheridan extract The syllabus indicates what the topic is to be addressed for a specific reflection Each paper should be at least 2 pages, typed and double-spaced Late papers will not be accepted See Aug 4 for Reflection #10 requirements (30% of grade)

4 Quizzes There will be 3 quizzes given during the course which will count for 10

points each These quizzes may include true-false, multiple choice and short answer questions (30% of grade)

5 Lesson Plan preparation and presentation Lesson plan presentations will be done in

groups of 4 students Each group will be required to prepare and present a 40-55 minute 2

lesson using the SIOP model The lesson must include a minimum of 10 sheltered

strategies (20% of grade)

Grading Criteria

On-time Attendance, Participation, etc 15 points

Scholarly Reflections (10 @ 3 pts each) 30 points

Lesson Plan Preparation and Presentation 20 points

Total 100 points

A = 93-100 B = 85-92

C = 77-84 D = 76-69 E = Below 69

3

July 12  Overview of course and

introduction to course issues, discussion of academic expectations

English Immersion(SEI)

Statistics

Data for ELLs ( AIMS Analysis )

Required:

 Educational Leadership: The Case for Structured English Immersion by Kevin Clark, www.ade.state.az.us, Office of English Language Acquisition Services (OELAS), Articles of Interest.

 Chapter 1, pages 1-16, E, V, & S.

In-Class Goals Paper (Completed in class)

July 13

Jul 14

Historical review of the

education of English Language

Learners:

 The 1C Americanization

Program in Tucson and other Arizona cities/towns.

(Dr Lucero’s research)

Back the Schools” (from the

Chicano Civil Rights Movement)

State of Arizona educational

policy and English Language

Learners

Arizona Revised Statues 15-751-756

Required:

 Sheridan, “Mexicans and the Public School

System, “(handout) This is a chapter from

the book Los Tucsonenses:The Mexican Community by Tom Sheridan

Required:

 ARS 15-751-756 (handout)

 Proposition 203 (handout)

 The Condition of English Language Learners

in Arizona 2005 (Jeff MacSwan)

(handout)

Reflection #1 due Jul

13 on Sheridan

Reflection #2 -Short writing assignment in class “What were the issues and concerns of the students?

Reflection #3 due Jul

15 on Prop 203 and the MacSwan article

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July 14

(cont’d) State educational policy and English language learners

Application of Proposition 203 to:

 Native American schools

 Charter Schools

Required readings: (scan these)

 Flores v Arizona, Findings of Fact and

Conclusions of Law (handout)

 Flores v Arizona, www.ade.state.az.us,

Office of English Acquisition Services, Other Useful Links.

July 15

Jul 15

(cont’d)

State educational policy and

English language learners

continued:

 Identification of English

Language Learners (ELLs)

& Placement

 Arizona English Language

Learner Assessment (AZELLA)

 Arizona English Language

Proficiency (ELP) Standards

Quiz

Group assignments for Jul 19

Required:

 www.ade.state.az.us , Office of English

Acquisition Services, Structured English

Immersion Program Models Task Force

 www.ade.state.az.us , Office of English

Acquisition Services, Arizona English

Language Proficiency (ELP) Standards.

Read the Preface to Eng Lang Prof (ELP) Stds and the Cover Sheets to Arizona Eng Lang Prof Stds for Listening, Speaking, Reading, and

Writing Scan the ELP standards.

Closed book/closed notes May be taken in groups of no more than 4 students Only 1 set

of answers to be turned in.

Reflection #4 due Jul

15 on the SEI Program Model

July 19  Federal educational policy

and court decisions affecting English Language Learners.

 Title VI of the Civil Right

Act of 1964

 Equal Educational

Opportunities Act of 1974

 Lau v Nichols

 Castaneda v, Picard

 No Child Left Behind

(NCLB)

 Pyler v Doe

 AZ SB1070/HB2281

Activity: Group presentations

on the various laws and rulings.

Required:

 Education and Civil Rights of English

Language Learners, (handout)

 Title III of NCLB (Language Instruction for Limited English Proficient and Immigrant

Students), (handout)

 NCLB (handout)

 Plyer v Doe (handout)

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July 20 Theoretical Foundation of

Language Acquisition

Introduction to Language

Acquisition Theories

Activities: Analysis of Learning

Theories.

of the Wild Child”

Discussion: Critical Period

Hypothesis and teaching methods

observed in the video.

Group assignments for Jul 21

Required readings:

 Learning Theories (handout)

 Stages of Second Language Acquisition

(handout)

Reflection # 5 on articles due on Jul 20

Take notes on teaching methods used

to teach “Genie” to speak To be turned

in

Jul 21

Jul 22

Theories of 2nd language

acquisition & development

Intro to 2 nd Language Acq

 Contributions of Krashen and

Cummins

 Factors that Affect Second

Language Acquisition

 Research Summary…for SEI

Activity: Group presentations

on the Crawford article and

Research Summary.

Activities: Practice with 2 nd

Language Acquisition Theory

Required:

 Crawford, “Basic research in language

acquisition,” (handout)

 Research Summary and Bibliography for Structured English Immersion Program Models, www.ade.state.az.us, Office of English Acquisition Services, Structured English Immersion Program Models.

Jul 22

(cont’d)

Quiz Closed book/closed notes May be taken in groups of no more than 4 students per group Only 1 set of answers to be turned in.

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July 22

(cont’d) Introduction to Sheltered English Content Instruction

 Sheltered Instruction v

“Effective” Instruction.

 Academic Standards

 The SIOP

Activity: Review of Case Study

in groups.

Required readings:

 Teaching Diverse Learners- Sheltered

English Instruction ( handout)

 Chapter 1, pages 17-22, E, V & S

 www.ade.state.az.us , Academic Standards,

Scan academic standards for your area of interest for future preparation of a lesson

plan in this class.

Reflection #6 on chapter1, pages 17-22 due Jul 26.

July 26

Jul 27

Jul 28

Sheltered Instruction

Observation Protocol (SIOP)

 Lesson plans formats.

 Video SIOP Components:

 Lesson Preparation

 Building Background Teaching Scenarios, pg 43 & 71

Activities: Writing Content and

Language Objectives, Building

Background

Sheltered Instruction

Observation Protocol (SIOP)

Components:

 Comprehensible Input

 Strategies

 Interaction Teaching Scenario, pg 88,108,135

 Video

Activities: Questioning

techniques and grouping of

students

SIOP Model components

continued:

Components:

 Practice and Application

 Lesson Delivery

 Review and Assessment

Teaching Scenarios , pg 152,166,

185

 Video

lesson plan on the Water Cycle/Language Arts (will

be the same grouping for Jul 29)

Required:

 Chapters 2-3 (including the Teaching Scenarios), E, V & S

 Scan pages 236-241for SIOP Lesson Plan formats.

 SIOP Summary (handout)

Required:

 Chapters 4-6 (including the Teaching Scenarios), E, V & S

 Bloom’s Taxonomy (handout)

 Class Profile (handout)

Required

 Chapters 7-9, E, V & S (including the Teaching Scenarios)

 Internet research on the Water Cycle

 Academic Standards, 6 th Grade Science Water Cycle /Language Arts

 Lesson Plan self evaluation (handout)

 Rubric for grading lesson plans (handout)

 Student evaluation of lesson presentations (handout)

Reflection #7 due Jul

26, Chapters 2 & 3

Reflection #8 due Jul

27 on Chapters 4-6

Reflection #9 due Jul

28 on Chapters 7-9

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Jul 29

Jul 29

(cont’d)

Aug 2

Aug 3

Aug 4

SIOP Group Lesson Plan

Preparation

Quiz

Group lesson plan presentations of

a 40-55 minute lesson.

Group lesson plan presentations of

a 40-55 minute lesson.

Group lesson plan presentations of

a 40-55 minute lesson

Individual reflections on the class

to be about 2/3 minutes

Academic standards for group lesson.

Closed book/closed notes May be taken in groups of no more than 4 students Only 1 set

of answers to be turned in.

Copy of the lesson plan to Instructor before you present.

Please note: you may retrieve your graded Lesson Plan from the LRC office pickup box (in Room 512) by Aug 9 They will be inside a large envelope with our class number on it

Or, you may bring me a self-addressed, stamped envelope and I can mail it to you.

Student evaluation of lesson presentations.

Student evaluation of lesson presentations.

Student evaluation of lesson presentations Reflection #10 Summary of your class participation,

attendance, understanding of course materials, and questions remaining.

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