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The conceptual framework that unifies programs at the Graduate School of Education is “Education for
Transformation.” The mission of the University of Massachusetts Lowell is to meet the needs of the
Commonwealth today and into the future by supporting the development of sustainable technologies and
communities through its teaching research, scholarship and engagement. The Graduate School of Education
(GSE) contributes to this mission by educating new teachers and by enhancing the professional development of
teachers already in the field so that they may assume leadership roles focused on transforming the lives of
children and the vitality of the region. The fundamental tenets of the school are excellence, equity,
collaboration, and inquiry.
The GSE's commitment to "Education for
Transformation" produces graduates
who:
This course cultivates transformation through the following
assignments:
demonstrate excellent knowledge,
judgment and skills in their professional
fields;
Readings, classroom discussions, and journal assignments
broaden participants’ knowledge and understandings of the
strengths and needs of English Language Learners (ELLs), the
principles of second language acquisition and second language
pedagogy, and effective strategies for sheltering content-area
instruction.
promote equity of educational
opportunity for all learners;
Developing instructional units and lessons that address the
needs of ELLs and other learners in mainstream classrooms
promotes equity and opportunity.
Graduate School of Education
University of Massachusetts Lowell
Teaching English Language Learners
(02.541.201)
Michaela Colombo, Ed.D.
3 graduate credits
Spring 2014
Monday 4:00- 7:30
Office Hours: Monday, Tuesday 2:30 – 4:00
and by appointment
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collaborate with other educators, parents
and community representatives to
support educational excellence;
Ongoing in-class collaboration with other educators enhances
participants’ abilities to create settings for learning that
support academic excellence. The field experience and
interview assignment foster collaboration with teachers,
community members, and students.
use inquiry and research to address
educational challenges.
The development of an instructional unit in participants’
content areas requires inquiry and the use of current research
on second language learning and teaching.
COURSE DESCRIPTION
Teaching English Language Learners is aligned with the standards set forth by the Massachusetts Department of
Education for SEI teacher endorsement. This syllabus borrows language directly from the approved course for in-
service teachers, and is adapted for pre-service teachers.
This course will prepare participants with the knowledge and skills to effectively shelter content instruction to
ensure that the growing population of Massachusetts’ English Language Learners (ELLs) can access the curricula,
“achieve academic success and contribute their multilingual and multicultural resources as participants and
future leaders in the 21st century global economy” (MA DESE, 2013). This course has three overarching goals,
which are clearly stated in the MA DESE course for in-service teachers. These goals are as follows:
1. To prepare pre-service teachers to enter the classroom ready to effectively carry out their responsibility
for the teaching and learning of ELLs as well as to understand the social and cultural issues that
contribute to and impact the education of ELLs.
2. To expand pre-service teachers’ knowledge of how language functions within academic content
teaching and learning, and how children and adolescents acquire a second language.
3. To provide pre-service teachers with practical research-based protocols, methods, and strategies to
integrate subject area content, language, and literacy development—per the expectations of the
Massachusetts English Language Development (ELD) World Class Instructional Design and Assessment
(WIDA) standards—and thus to support ELL students’ success with the 2011 Massachusetts Curriculum
Frameworks for English Language Arts and Literacy and Mathematics and other Massachusetts content
standards.
Consistent with the SEI Endorsement course for in-service teachers, this course for pre-service is divided into
two modules: 1) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom (12 hours), and
2) Academic Language and Literacy Development in the SEI classroom (33 hours). Module B will include portions
of sessions, readings, and online groupings that are grade span and subject specific. Using WIDA standards and
content-area Common Core/state standards, participants will work in content-similar groups with their content-
area grade level materials to develop instructional units that 1) make grade level content accessible to ELLs with
different levels of English proficiency and 2) develop academic language in specific content areas.
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Module A: ELLs: Their Worlds and Second Language Acquisition Process in the SEI Classroom
This module develops participants’ knowledge of the context and academic landscape in which ELLs learn in K-12
settings. The module begins with an exploration of demographic and achievement data of ELLs across the
Commonwealth. It builds participants’ understanding of the need for all educators to be responsible for the
education of ELLs, and provides information about the laws and regulations that are applicable to the education
of ELLs. The module also addresses the cultural and social aspects of the acquisition of English and the
achievement of ELLs, and discusses strategies for working with ELLs’ families and communities. Throughout the
module is a focus on identifying and building on the backgrounds of ELLs, and in particular their prior schooling,
literacy experiences and their familiarity with American school culture. Participants will be introduced to the
structural levels of language and to principles, theories, and processes of language acquisition, and they will
begin to explore various pedagogical implications. They will interview an experienced SEI teacher from a district
with a large percentage of ELLs to better understand the teachers build on the experiences of ELLs and reach out
to their families and communities.
Module A consists of 12 hours of face-to-face time. (Class meetings 1-4)
Class One: Examining data and policies as well as state and federal laws relevant to ELLs
Class Two: Exploring diversity within ELL populations, including gifted and talented ELLs, students with
limited or interrupted formal education (SIFE/SLIFE)
Class Three: Cultural and social aspects of teaching and learning in the SEI classroom
Class Four: Second language acquisition in the SEI classroom
Module B: Academic Language and Literacy Development in the SEI Classroom
Participants will learn about sheltering content in the SEI classroom to make content comprehensible and to
build the academic language of ELLs in specific content areas. Participants will also have the opportunity to
develop their SEI instructional skills. Module 2 will use WIDA language standards to demonstrate the
relationship between oral language, academic language, and literacy skills. Participants will focus on the
structure of language at three different levels: word/phrase, sentence, and discourse. Special emphasis will be
placed on the academic language in participants’ specific content areas. In Module 2, participants will learn how
to scaffold curriculum for ELLs at different levels of English language proficiency and literacy skill development.
Educators will learn how to teach reading, writing, speaking, and listening skills in the content area to enable
ELLs and all students to participate in the rigors of curriculum specified in the Common Core State Standards.
Particular focus will be given to reading of complex informational and literary texts, text-based questions,
writing from sources and using evidence to back up ideas, and building academic vocabulary and background
knowledge through discussion, reading, and writing.
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Classes 5-13 (These may be 3.5 hour classes.)
Consistent with the State-approved course for in-service teachers, this course develops pre-service teacher’s
knowledge and skills in the topics of vocabulary, reading, and writing. Each module blends theory, modeling
and opportunities for practice. Participants use assessment instruments (WIDA) to plan ongoing assessment
and instruction for ELLs at each proficiency level. Participants will conduct observations in an SEI classroom and
will interview an SEI teacher. They will apply the strategies and theories they have learned within classes to
analyze practice and to reflect on strategies.
To provide pre-service teachers with additional practice in implementing lessons and analyzing lesson
effectiveness, participants will begin to demonstrate Capstone lessons (teaching vocabulary) during the final
hour of Class 7 and present topic specific lessons (reading and writing) during Classes 10 and Class 13. Class 14
will be dedicated solely to lesson implementation and analysis. Following each lesson presentation, the
participant presenter will receive the compiled feedback of her/his peers as well as constructive feedback from
the instructor. Based on this feedback the participant presenter will prepare a reflection paper describing what
she/he learned and what she/he might do differently when implementing the lesson again.
Class Five: Introduction to planning SEI units and lessons and the complexity of academic language
within content areas (vocabulary, sentence structure, and discourse) and planning and assessment for
ELLs in the SEI Classroom – Academic Vocabulary: More than Just Terms!
Class Six: Academic Vocabulary: Accessibility and ongoing development of academic vocabulary within
participant’s content areas for ELLs at each proficiency level
Class Seven: Academic Vocabulary – Application for ELLs at each proficiency level
Capstone Lesson Presentations- teaching vocabulary – Class presentations.
Class Eight: Reading: Connections between language domains and introduction to the complexity of
academic text
Class Nine: Developing strategies and scaffolds for teaching reading in English and using WIDA to assess
reading and inform practice
Class Ten: Reading strategies for ELLs at each proficiency level – Application
Capstone Lesson Presentations – teaching reading– Class presentations.
Class Eleven: Teaching writing to ELLs at different levels of English proficiency – beginning with WIDA
performance definitions
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Class Twelve: Developing strategies and scaffolds for teaching writing to ELLs at each proficiency level.
Class Thirteen: Teaching writing application (Capstone Lesson Presentations – Class presentations)
Class Fourteen: Capstone Lesson Presentations across topics and domains – Class presentations
Subject Knowledge as Aligned with the Department of Elementary and Secondary Education to Include
Second Language Learning and Teaching
The basic structure and functions of language
Second language acquisition factors as they affect access to the Massachusetts Standards
Socio-cultural, affective, political, and other salient factors in second language acquisition
Sheltered English immersion (SEI) principles and typologies:
General academic and domain-specific discourse practices relevant to the grade level,
English proficiency level, and content area
Implementation of strategies for coordinating SEI and English language development for ELLs
Federal and Massachusetts’ laws and regulations pertaining to ELLs.
Understanding of diversity and background of ELL populations, including family systems, and
communities, and the impact of these on teaching and learning
Theory, research, and practice of reading and writing for ELLs.
Practices and approaches for developing reading and writing and comprehension in
English for ELLs who are at different levels of English language proficiency.
The role of oral language development in literacy development for ELLs
Formative and summative assessments for ELLs.
Literacy and academic development
The role of vocabulary in accessing academic language
COURSE REQUIREMENTS – (RUBRICS ARE INCLUDED AT THE END OF THIS SYLLABUS)
Participants will meet course requirements through actively participating in class discussions and interactive
activities, successfully passing a quiz during week 4, by writing short analytic and application papers in response
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to prompts, journaling and by designing a content-based unit (based on Common Core and WIDA) that ensures
access to grade level content-area instruction for ELLs with different levels of English proficiency.
Class Participation (10% of grade for course)
A significant part of class time will consist of discussion of assigned readings, reactions and insights drawn from
the readings, and participation in interactive activities. A variety of grouping activities that are appropriate for
ELLs in sheltered classrooms will be demonstrated during classes, including think-pair share, carousels, talking
heads, jigsaw, three-step interview, round-robin brainstorming, three-minute review, and so on. The purpose of
using cooperative grouping in nearly all classes of this course is two-fold: 1) it enhances participants’ own
learning and 2) it models how to use grouping strategies within the sheltered classroom. You must be prepared
to explain your thinking based on assigned readings for each class, and should prepare at least two discussion
questions or points of interest for each class. You are also encouraged to share additional articles and activities
from the field of second language acquisition (from traditional and electronic sources) with the class. Classes will
begin promptly at 4:00. Please be sure to sign the attendance book each week. This course is web-enhanced and
it is an expectation that you will access and use the course website to submit all assignments.
No participant will be eligible for SEI endorsement if he or she misses more than one class in the area of
vocabulary, reading, or writing or misses the final class. All assignments will be submitted electronically to the
online drop box.
SEI Field Experience and Teacher Interview (15%)
You will conduct four observations in an SEI classroom from a partnering school district. This observation will
span at least four instructional periods. You will take and submit your notes from this observation. Based on
your observations and the reading you have done for this course, you will then conduct a large group interview
with teachers from a partnering school district who will come to our class as guests. (At the middle and
secondary levels, one interviewee will be a teacher of humanities, the other from the STEM fields.) You will
submit a 4-5 page paper analyzing your observations and the interview. [This will count towards class time.]
Short Papers – Analytic and Application (35%)
There are seven short papers that will be submitted for this course. The purpose of the short papers is to allow
you to analyze the connections between theory, research, and practice and to apply these to classroom
instruction. There are four analytic papers and three application papers. Each paper is worth five points.
Analysis Paper 1: Using one of the students provided, you will analyze the social-cultural, affective,
political and other factors in the case student’s acquisition of second language acquisition. 2-3 pages
Analysis Paper 2: This analysis paper will consists of two parts: 1) You will analyze an excerpt from your
content-area text for the structure and functions of language and 2) you will analyze an example of a
content-area lecture and for structure and functions of language. 3-4 pages
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Analysis Paper 3: Based on your observations and what you have learned in class, you will create a
matrix (a chart) analyzing the general academic and domain-specific discourse practices that are
relevant to your grade and content area with examples of how you would scaffold these across English
language proficiency levels.
Analysis Paper 4: You will analyze your content-area texts and content-area lectures/lessons to
determine the vocabulary (terms, academic words, and “mortar” words) to determine how these
vocabulary words provide access to or interfere with understanding. You will submit a matrix (chart)with
the words that students must know to access both texts and lectures, and a corresponding column to
illustrate how you will make these texts and lectures accessible to ELLs with different levels of English
proficiency.
Application Paper 1: In this paper you will discuss the factors of second language acquisition as these
affect students’ access to your content-area standards using one of three cases provided. 2-3 pages
Application Paper 2: In this paper you will place yourself in the position of SEI teacher and will discuss
the relevant SEI principles and typologies that you will encounter in this position. (The in-class interview
that you conduct with an SEI teacher will be useful to you in this assignment.) 1-2 pages
Application Paper 3: Matrix and narrative- You will create a matrix of theory/supporting research and
related practice for teaching ELLs. You must cite specific theories/research that underlie practice. You
will then write a 1-2 page narrative describing how you will use the specific strategies you have cited to
teach reading and writing in your specific content area and grade level to ELLs with different levels of
English proficiency.
Preparation and Design of a Sheltered Content-Based Unit in Participants’ Content Area (30%)
Participants will design a sheltered, content-area unit consisting of an introduction, WIDA performance indicators and four lessons using the SEI Endorsement Lesson Plan Template, which is available in the Resource Section of the Course. Participants may use a unit they have previously developed that they will rethink for ELLs. Your unit will clearly explain how you will 1) make content accessible (including both presentations and written content materials), 2) build academic language, and 3) assess ELLs with varying proficiencies in English. Each lesson should focus on one or more of the following topics:
a. vocabulary development b. reading c. writing d. oral language development
The completed unit should include each of the four topics.
Presentation of Lesson for Class Members (10%)
You will present an SEI lesson from your unit. Your presentation will include a brief description of how your
lesson fits into the unit and the assessment that you will use for the lesson. You will present an excerpt from the
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lesson to your peers. Based on the feedback from your peers and the instructor as well as your self-assessment
of your lesson, you will prepare a short reflection paper (approximately 2 pages) explaining what you thought
went well and what you would change in subsequent lessons.
Assignment Due Dates
Class Two 1/27 Quiz during class time- Laws and regulations governing the identification,
placement and instruction of ELLs (This is a mastery quiz. You must earn a
grade of at least 70% for SEI endorsement
Class Two 1/27 Application paper 1
Class Four 2/10 Analysis Paper 1
Class Five 2/24 Analysis Paper 2
Class Six 3/3 Analysis Paper 3 & Application Paper 2
Class Seven 3/10 Analysis Paper 4 – One complete lesson for the unit is due
Class Eight 3/24 Interview/Field Experience
Class
Thirteen
4/28 Application Paper 3
All assignments must be clearly written, grammatically correct, and formatted according to the American
Psychological Association (APA) style manual. Papers that do not conform to APA standards will be returned
unread. These papers may be resubmitted, but will be graded as late. Up to ½ point per day may be deducted
for late work. All assignments must be uploaded to the class online space.
PRIMARY REQUIRED TEXTS (MIDDLE AND SECONDARY):
Colombo, M. & Furbush, D. (2009). Teaching English language learners: Content and language in middle and
secondary classrooms. Thousand Oaks, CA: Sage Publications.
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA:
Jossey-Bass.
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(ADDITIONAL READINGS ARE LISTED IN THE DESCRIPTION OF EACH CLASS.)
ACCOMODATIONS
This course adheres to the University's policy to provide reasonable accommodations for persons with
disabilities and for religious reasons. The policy can be accessed at:
http://www.uml.edu/equal/Accommodations/accomodations.html
http://www.uml.edu/student-services/disability/Services.html
Please notify me in writing regarding any potential conflicts between your religious observances and class
meetings and assignment due dates.
ACADEMIC INTEGRITY
Students are expected to adhere to the University’s policies for Academic Integrity. These can be accessed at:
http://www.uml.edu/catalog/undergraduate/policies/academic_dishonesty.htm
PLAGIRISM
If your work shows evidence of plagiarism, the instructor will invoke the Graduate School Policy that can be
found at:
http://www.uml.edu/catalog/graduate/discipline/default.htm
COURSE WORK MINIMUM REQUIREMENT
Students enrolled in a three credit course are expected to not only fully participate in scheduled classroom,
online and/or field work instruction, but also to complete a minimum of six hours out of class work each week
throughout the semester. Courses which are "accelerated" including summer courses, have increased weekly
classroom, online and/or field work time and the expectation for increased weekly out of class work.
Beginning Week 4, participants should bring their content-area materials to class.
All readings should be completed prior to the class. Please come prepared to discuss the readings.
GRADING PROCEDURES (RUBRICS ARE IN COURSE RESOURCE FOLDER):
You will be graded on a scale of 100 points, which will be awarded as follows
Class Participation 10
Observation/Interview 15
Content-Based Unit 30
Analytic and Application Papers 35
Lesson Presentation 10
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COURSE GRADING STRUCTURE
Grade GPA GSE
point structure
Comment
A+ 4.0 99-100 Work of the highest professional standard demonstrating independent and
exemplary performance
A 4.0 96-98 Excellent work demonstrating independent and high quality performance.
A- 3.7 91-95 Very good work, carefully executed, but requiring some areas of
improvement.
B+ 3.3 86-90 Good work, indicating careful thought and attention to the task, yet
requiring several areas of improvement.
B 3.0 80-85 Work of graduate standard, but omissions exist or careful analysis is not in
evidence.
Below Graduate Standard
B- 2.7 76-79 Effort is evident, but work indicates lack of understanding of the demands of
the task
C+ 2.3 70-75 Poor quality work with little attention to detail and the demands of the task.
C 2.0 65-69 Work of very poor quality, indicating no understanding of the depth of
analysis required.
F 0.0 Below 65 Serious neglect or evidence of cheating.
COURSE SCHEDULE/TOPICS
CLASS ONE
Reading: Colombo & Furbush, Chapter 1
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Class Topics: ELLs and Their Worlds - Examining Data and Policies Relevant to ELL
Teaching Philosophy for Teaching ELLs (Think-Write-Pair-Share)
An overview of ELLs in MA Schools
An overview of typologies of SEI instruction in Massachusetts Schools and the role of the SEI teacher
Federal and Massachusetts laws and regulations pertaining to ELLs (small group discussion with cases)
Review and evaluate school policies in selected MA districts (small group, Numbered Heads)
RETELL materials for Session 1 will be presented.
Objectives 1. Define participant’s responsibilities for completing the SEI endorsement course and obtaining the SEI teacher
endorsement, explain connections to practicum and Pupil Performance Assessment.
2. Understand and acknowledge the importance of sharing responsibility for the instruction and academic
achievement of ELLs.
3. Demonstrate a working knowledge of the demographics and academic achievement of ELLs in Massachusetts
and their implications for ELL instruction.
4. Identify relevant federal and state laws pertaining to ELLs and explain their implications for teaching and
learning of ELLs.
CLASS TWO
Reading:
Colombo & Furbush, Chapter 3
DeCapua & Marshall, Serving ELLs with Limited or Interrupted Education: Intervention that Works (available in
Resource Folder)
Connie Belin and Jacqueline N. Blank, International Center for Gifted Education and Talent
Development. 2008. Identifying gifted and talented English language learners, grades K-12. Ann
Arbor, MI: University of Michigan Press.
Class Topics: ELLs and Their Worlds
Understanding the diversity and background of ELL populations, including family systems, and
Communities and their impact on teaching and learning
12
Sociocultural, affective, political, and other salient factors in second language acquisition
Class Interview with guest SEI teacher: Building on the backgrounds of ELLs
The RETELL Session 2 Handouts (Student profiles and analyzing culture) will be used in this class.
You will base your responses on two of the case study students in Chapter 3. (Partner work – Large
group sharing)
Objectives
1. Compare and contrast schooling, literacy, and educational approaches in other countries and cultures.
2. Analyze how ELLs and their families are impacted by adjusting to a new educational environment
3. Identify the appropriate teaching and support responses for ELLs, given their different social, cultural and
educational contexts and experiences.
4. Identify the heterogeneity among ELLs, the needs of different subpopulations of ELLs, and appropriate
educational settings, instructional planning, and supports in the classroom.
5. Recognize and affirm that language does not impact cognitive ability and that ELLs may possess strong
cognitive, creative and social skills, and abilities at all stages of English proficiency.
6. Explain elements of culturally responsive practice in classrooms and how teachers can promote a culture of
access and inclusion.
CLASS THREE
Reading: Colorín Colorado. (2007). How to Reach Out to Parents of ELLs. Retrieved from
http://www.colorincolorado.org/educators/reachingout/outreach/
Harper, C. & de Jong. (2004). Misconceptions about teaching English-language learners. Journal of
Adolescent & Adult Literacy 48 (2): 152-162.
Class Topics: Cultural and Social Aspects of Teaching in the SEI Classroom
Examining Participants’ cultures and cultural differences
Considering multiple perspectives
Misconceptions about teaching ELLs (Jigsaw)
Familiarity with Aspects of Culture (RETELL manual, Session 3)
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Objectives
1. Compare and contrast the cultural viewpoints of families, how ELLs cope with the often contrasting cultures
of home and school, and how this might impact teaching and learning.
2. Explain how ELL home, family, community linguistic and cultural practices may support academic literacy
experiences in Massachusetts Schools.
3. Explain the importance of outreach to ELL families, and understand strategies for communication that are
linguistically and culturally relevant.
4. Describe how to deliver appropriate support services and instruction to particular ELL student populations
(e.g., immigrants and refugees).
5. Describe and apply knowledge of social and cultural student variables to Case Study Students (in Chapter 3
and the appendix of the course textbook).
6. Apply awareness of your cultural assumptions to analyze implications for teaching.
7. Apply knowledge of attitudes, practices, and strategies for creating a culturally inclusive and welcoming
classroom environment.
CLASS FOUR
Reading: Colombo & Furbush, Chapter 2
Class Topics: Second Language Acquisition in the SEI Classroom
What do you know about second language acquisition? (KWL)
Second language acquisition theories (Behaviorist, Innatist, and Interactionist)
Instructional implications of second language theories (i.e., Cummins, Krashen)
Stages of second language acquisition and factors that influence it
Second language acquisition factors as they affect access to the Massachusetts standards
Initial analysis of content-area materials based on structure and function of language as it is used in your
content area (completed in small groups)
WIDA proficiency levels (apply to case study students)
Objectives
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1. Identify and explain key theories of first language acquisition, in particular, Behaviorist, Innatist, and
Interactionist.
2. Describe stages of second language development.
3. Demonstrate familiarity with fundamental theories and understandings related to SLA (Cummins, Krashen,
Canale and Swain)
4. Demonstrate an understanding of the length of time it takes for ELLs to develop academic proficiency in
English and how effective SEI and ESL/ELD instruction can accelerate this process.
5. Understand the significance of various key factors on SLA (i.e., age, prior schooling in the L1, L1 literacy level,
familiarity with school culture and discourses, metalinguistic/metacognitive awareness, motivation and
personality.
6. Explain when to emphasize fluency and communication and when to emphasize explicit error correction using
the case study ELLs.
7. Distinguish between myths and facts related to SLA.
8. Define sociocultural, political, and ideological with regard to SLA.
9. Demonstrate knowledge of sociocultural, political, and ideological factors that can affect second language
development (e.g., social distance, social and cultural capital, race/ethnicity, and identify)
10. Describe how to create classroom environments that reduce the environmental “affective filter.”
CLASS FIVE
Reading: Colombo & Furbush (2009) Chapters 5 & 6
Coleman, R. & Goldenberg, C. (2010) What does research say about effective practices for ELLs? Kappa
Delta Pi Record, 46(2), (60-65).
Review of Content-specific Common Core Standards
Class Topics: Sheltering Content in an SEI Classroom – Planning Units of Instruction – Focus on the Role of
Vocabulary
Introduction to planning grade-level units of instruction based on Common Core and
differentiated across English proficiency levels
Review of content-area materials for the complexity of academic language
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Applying principles of SEI to teaching content to ELLs at different proficiency levels (Review of
principles of SEI
An overview of SEI lesson plan format and components (key vocabulary – more than just terms,
language objectives based on WIDA, connections to prior learning or background building,
assessment based on WIDA standards (jigsaw)WIDA supports for building comprehensibility and
assessing ELL’s content-area understanding (review in content-similar small groups)
The role of vocabulary in the SEI lesson (theory/research, three tiers of vocabulary, selecting academic
words to teach)
Objectives:
1. Identify components of the SEI program model & instructional components for Massachusetts ELLs.
2. Identify strategies for making content comprehensible
3. Distinguish between content objectives and English language objectives and provide examples of each from
your content area.
4. Explain why ELLs (with the exception of beginners who will benefit from significant and often bilingual
support) will benefit from SEI instruction.
5. Explain how explicit instruction in vocabulary, reading, writing, listening and speaking will help to accelerate
the English language acquisition process.
6. Navigate the WIDA ELD proficiency levels and list of effective supports for instruction.
7. Explain the relationship of vocabulary to: language subsystems, four language domains, essential shifts
relating to literacy and the Common Core standards, WIDA’s Functional Components of Academic Language,
Oracy, Sheltered Educational theory and practice.
CLASS SIX
Reading: Selections from Zwiers (to be jigsawed), Review Chapter 2 (Colombo & Furbush) language sub-systems
Class Topics: Accessibility and Ongoing Development of Academic Vocabulary within Participant’s Content
Areas for ELLs at Each Proficiency Level
Tiers of Vocabulary – Presentation and application (selecting vocabulary words to teach) – model and
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practice with content-area materials (carousel)
Why pre-teach: A seven step process for pre-teaching vocabulary (modeling)
Pre-teaching vocabulary in small groups (practice)
Differences between teaching vocabulary to native English
Review of language subsystems
Bricks and mortar of vocabulary (Zwiers)
WIDA (word, sentence, discourse level)
Common Core and vocabulary
Strategies for teaching vocabulary (e.g., 7-step process for pre-teaching, four corners exploration, word
wheels, lexical arrays, word forms) (model and practice)
Objectives
1. Explain the importance of vocabulary as a predictor of success for all students.
2. Explain considerations and implications for ELLs related to vocabulary.
3. Identify key vocabulary words/phrases in a student text and assign words to tiers.
4. Pre-teach new vocabulary words in your content similar groups.
5. Demonstrate an understanding of the importance of oral language development as a foundation for literacy
development.
CLASS SEVEN
Reading: Colombo & Furbush, Chapter 8
Kinsella, K. (2005). Teaching academic vocabulary. In Aiming High RESOURCE: Aspirando a lo Mejor.
Santa Rosa, CA: Sonoma County Office of Education. Retrieved from
http://www.scoe.org/docs/ah/AH_kinsella2.pdf (available in online resource section of this
course)
Class Topic: Academic Vocabulary – Application for ELLs at Each Proficiency Level
Review reading in small groups – take aways
Teaching vocabulary strategies (e.g., word parts, word walls in use, sentence frames, using cognates,
kinesthetic and visual strategies, stick vocabulary) model and practice
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Capstone Lesson Presentations- teaching vocabulary – Four participants will present.
Unit check in (Participants will have drafted a brief overview of their units, their unit assessment using
WIDA Performance Indicators, and a vocabulary lesson that is scaffolded for ELLs with different levels
of English proficiency using WIDA supports)
Objectives
1. Use interactive strategies within your small content-similar groups within the class time.
2. Use WIDA tools as they pertain to vocabulary and oral language development to support ELLs at different
proficiency levels to meet the Common Core State Standards.
3. Discuss oracy and vocabulary challenges of ELLs with specific learning needs include SIFE, ELLs with
disabilities, long-term and gifted ELLs.
4. Support your content-similar small group members as they practice in class.
5. Practice and apply teaching strategies to help ELLs analyze words (word families, word parts, morphemes,
parts of speech, etc.)
CLASS EIGHT
Reading: Colombo & Furbush, Chapter 4
Calderón, M. (2007). Teaching reading to English language learners, grades 6-12: Vocabulary
development, the foundation for reading in the content areas, 29-45. Thousand Oaks, CA: Corwin Press.
Class Topic: Reading: Connections between language domains and introduction to the complexity of
academic text
An overview of the reading process
Components of reading (phonemic awareness, phonics, fluency) (Apply to case study ELLs)
Complex texts and ELLs
Reading and academic success
Differences between literacy and oracy (Cummins- social vs. academic language)
Background knowledge (analysis of case study students in small groups)
Identifying features of academic texts (modeling, practice in small content-similar groups)
Strategies for improving reading comprehension of ELLs (e.g., Think Aloud, Talk Aloud, Reciprocal
18
Teaching, Partner Reading) (model, practice, and debrief)
Objectives
1. Explain the relationship of reading to the language subsystems, language domains, shifts relating to literacy
and the Common Core Standards, WIDA’s Functional Components of Academic Language, oracy, sheltered
educational theory and practice.
2. Explain the relationship between discrete reading skills (i.e., phonics, phonemic awareness, decoding,
vocabulary, fluency) and reading comprehension. Identify particular challenges for ELLs.
3. Explain the importance of reading comprehension as a predictor of success for all students
4. Practice modeled strategies in small content-similar groups and reflect on the effectiveness of these
practices in the SEI classroom.
5. Apply interactive strategies in our small content-similar groups within the class period.
6. Analyze content area texts for linguistic demand to identify potential areas of challenge for ELLs affecting
reading comprehension.
7. Take into account elements of a literacy-rich environment for ELLs, including the CCSS evaluation of text
complexity to appropriately match reader and text based on Case Study ELLs.
CLASS NINE
Reading: Chapter 9 (Colombo & Furbush), Review WIDA Performance indicators for Reading and Writing in
Your Content Area
Class Topic: Developing strategies and scaffolds for teaching reading in English and using WIDA to assess
reading and inform practice
Using WIDA Tools
Teaching text organization and genre characteristics
Strategies for improving ELLs’ reading comprehension (e.g., close reading, double-entry journals,
Numbered Heads) (model, practice in small groups, and debrief)
Formative Assessments for Reading (presentation, application, carousel)
Objectives
1. Use WIDA instructional planning tools (reading) to support ELLs at different proficiency levels to meet
Common Core standards as they develop English proficiency.
19
2. Discuss reading comprehension challenges of ELLs with specific learning needs including SIFE, ELLs with
disabilities, long-term ELLs, and gifted ELLs.
3. Recognize the implications of cultural variations in the organization of oral and written discourse for student
learning and output.
4. Create appropriate formative assessments for reading comprehension and reading skill development and
receive feedback from your content-similar peers.
5. Practice the reading comprehension strategies modeled in this session and debrief with regard to
effectiveness.
6. identify the features of academic language in text.
CLASS TEN
Reading: August, D. & T. Shanahan, Eds. (2006). Executive summary from Developing literacy in second-
language learners: Report of the National Literacy Panel on language-minority children and youth, 3-8.
Mahwah, NH: Lawrence Erlbaum Associates. Retrieved from
http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf
Class Topic: Reading strategies for ELLs at each proficiency level – Application
Reading at all proficiency levels: WIDA and ACCESS
Linguistic characteristics of text
Teaching students strategies for analyzing text and genre with examples of expository text, narrative,
poetry
Close reading with text-dependent questions (modeling and practice)
Double-entry Journals for ELLs (modeling and practice)
Capstone Lesson Presentations – teaching reading– Four participants will present.
Unit Check-in- content-area unit lesson for reading and oral language development
Objectives
1. Practice strategies for developing reading comprehension with peers in class.
2. Describe potential successes and challenges in applying the reading comprehension strategies that you have
learned.
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3. Provide constructive feedback to presenters of Capstone Lessons.
CLASS ELEVEN
Reading: Colombo & Furbush (2009). Review Chapter 9
Class Topic: Teaching writing to ELLs at different levels of English proficiency – beginning with WIDA
performance definitions
How writing differs from spoken language
Modeling and practice of strategies (e.g., Role, Audience, Format, Topic (RAFT), Joint Construction,
Language Experience Approach (LEA)
Using WIDA’s Can-Do Descriptors to analyze passages of student writing (from Session 12 in the SEI
Teacher Endorsement Course, RETELL) (small groups – jigsaw)
Unit check-in content-area unit lesson plan for writing
Objectives
1. Explain the relationship of writing to reading, essential shifts relating to literacy and the Common Core
standards, WIDA’s Functional Components of Academic Literacy.
2. Explain the importance of writing skills as a predictor of success for all students.
3. identify typical elements of the writing process as taught in MA schools.
4. Plan and deliver instruction (to peers within the course) that explicitly teaches writing strategies that focus
on audience, purpose, text type and structures, grammatical forms, vocabulary usage, and the effective use of
vocabulary.
5. Practice cooperative writing strategies for the SEI classroom with peers within the course.
CLASS TWELVE
Reading: Brisk, M.E., Horan, D.A., & McDonald, E. (2007). A scaffolded approach to learning to write. Inclusive
Pedagogy for English Language Learners: A Handbook of Research-Informed Practices, eds L.S.
Verplaetse & N. Migliacci, pp. 15-22. New York: Routledge
21
Class Topic: Developing strategies and scaffolds for teaching writing to ELLs at each proficiency level.
Writing challenges for different populations of ELLs (SIFE, ELL with disabilities, gifted and talented
students, well-schooled newcomers (KHWL)
Need for explicit instruction
Differentiating writing assignments/tasks based on case study ELLs using WIDA standards and Can Do
Indicators
Strategies for teaching writing to ELLs (e.g., combining sentences and peer response (modeled and
practiced)
Making differentiation explicit using WIDA Performance Indicators
Objectives
1. Take into account when planning writing instruction, any known differences in discourse patterns between
ELLs’ native language and English.
2. Use WIDA tools to analyze students’ writing samples and plan writing lessons for ELLs with different levels of
English language proficiency at your grade level and in your content area.
3. Address writing challenges for ELLs at various proficiency levels, considering appropriate error-correction,
selection of targeted aspects of language for focused feedback (e.g., checklists, rubrics, portfolios,
modifications, and accommodations and grading), and a variety of formative assessments.
4. Apply writing strategies that will develop control of English grammatical structures, writing conventions, and
appropriate word usage as well as the craftsmanship of writing across a variety of genres for a variety of
purposes. Share these in small content-similar groups and provide feedback to peers.
CLASS THIRTEEN
Reading: Colombo & Furbush (2009). Chapter 10, 11, 12, or 13 depending on content-area
Class Topic: Teaching writing-application
Model and practice of writing strategies for ELLs with different levels of English proficiency (Write
Around, Sentence Combining, Peer Response Groups)
Formative assessments based on Performance Indicators
Capstone Lesson Presentations – Four participants will present.
Objectives
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1. Describe successes and challenges that you anticipate when implementing these writing strategies in your
content area unit.
2. Provide feedback to colleagues who present the Capstone Lessons.
3. Practice strategies with content-similar peers in the class.
CLASS FOURTEEN
Reading: Coltrane, B. English language learners and high-stakes tests: An overview of the issues. Washington DC: Center for Applied Linguistics.
Retrieved fromhttp://www.cal.org/resources/digest/digest_pdfs/0207coltrane.pdf
The basics of standardized testing
ACCESS and measuring English proficiency
MCAS (PARRC Assessment) and ELLs including accommodations and examples based on case study ELLs
Capstone Lesson Presentations with peer feedback
Objectives
1. Describe the characteristics of WIDA’s ACCESS for ELLs’ assessment.
2. Describe the linguistic accommodations in assessments for English learners.
3. Review the Capstone lesson presentations, providing suggestions for improving the lessons.
Final Assignment: Reflection on lesson based on feedback from peers and the instructor
RUBRIC – ANALYSIS PAPER
POSSIBLE 5 POINTS
5 3-4 1-2 0
23
Analysis is evident and
multiple specific examples
are provided to demonstrate
understanding.
Analysis is evident, but some
of the examples are general.
Some analysis is evident, but
misconceptions are evident.
Paper is not
submitted.
Citations are used where
appropriate.
Citations are sometimes
used.
Citations are lacking.
The paper is technically
sound with regard to writing.
The paper has several
technical/mechanical errors,
but these do not interfere
with readability.
Technical/mechanical errors
interfere with readability.
In Paper 1, the writer makes
clear and consistent
connections between the
factors of second language
acquisition and one of the
Case Study ELLs.
The writer makes
connections between the
factors of second language
acquisition and one of the
Case Study ELLs, but these
connections are somewhat
vague.
Few connections are made
or misconceptions are
evident.
In Paper 2, the writer
submits the text that is
analyzed. The paper clearly
describes text structures and
functions with specific
examples from the text.
Text structures and functions
are described, but the
descriptions and/or
examples are general.
Text structures and functions
are noted, but areas of
misconception are evident.
Analysis Paper 3 consists of a
matrix with words from the
participant’s academic text
and strategies for making
this language accessible to
ELLs at different levels of
English proficiency. At least 8
words are included.
Strategies are provided for
each level of English
language proficiency
The matrix contains fewer
than 8 words. Strategies are
not provided for each level of
English language proficiency
or the strategies provided
are not effective for the
specified level of English
proficiency.
The matrix contains fewer
than 5 words and/or
strategies are not
appropriate for proficiency
levels.
RUBRIC – APPLICATION PAPERS 1- 4
POSSIBLE 5 POINTS
5 3-4 1-2 0
24
The paper clearly
demonstrates the
author’s understanding
of theory/research as
well as her ability to
apply research to
practice.
The paper suggests the
author’s understanding
of theory/research, but
the application to
practice is somewhat
vague.
Some understanding is
present, but
misconceptions are
evident in the
application of
theory/research to
practice.
Paper is not submitted.
DESCRIPTION/RUBRIC
PREPARATION AND DESIGN OF A SHELTERED CONTENT-BASED UNIT IN PARTICIPANTS’ CONTENT AREA (30%)
Participants will design a sheltered, content-area unit consisting of an introduction and five lessons that will be
implemented over the span of not less than a week. The introduction will be written as narrative and will:
include a description of the course the participant is teaching or preparing to teach (subject, grade, size
of class, number of native English speaking students, number of ELL students). You should plan for ELLs
at beginning to bridging proficiency levels.
describe the unit, and its alignment with MA state curriculum frameworks (Common Core) and WIDA.
Include performance indicators (PI) for all levels of English proficiency for unit assessments. Each PI
should include a language function, a content stem, and a support.
describe the assessments, your purpose for choosing these types of assessments to measure ELLs’
progress in content and language, and the ways in which you will use assessments to inform instruction.
provide a rationale for each lesson (How does each lesson connect to the unit, shelter, and scaffold
academic language?)
demonstrate the lesson sequence and lesson interrelatedness.
Each lesson within the unit will
conform to the format provided in class
develop language and content skills in at least two of the four areas addressed in the course: oral
language development, reading comprehension, writing, and vocabulary.
contain specific content and language objectives from the Massachusetts Curriculum Frameworks and
WIDA. In order to provide students with timely feedback on their progress, unit components will be
collected during the semester. The entire unit will be submitted for final grading at the end of the
semester.
25
CONTENT AREA RUBRIC
26-30 20-25 15-19 < 15
Content Unit Overview
A description of the design of an
original sheltered, content-area unit
consisting of an introduction and
discussion of planning and
implementing a standards-based unit
with five lessons. The unit plan is
contextualized: all activities are
focused on a clear and relevant
content area. Strong connections are
made to the Massachusetts content
area curriculum framework and WIDA
standards. WIDA performance
indicators are clearly written for unit
assessment. The rationale for the
content and language objectives of the
unit is clearly explained and aligned
with a clear description of the student
population.
Writing is grammatically sound and
with few technical errors.
A description of the design of an
original sheltered, content-area
unit consisting of an
introduction and discussion of
planning and implementing a
standards-based unit with five
lessons. The unit plan is
contextualized: all activities are
focused on a clear and relevant
content area. Connections are
made to the Massachusetts
content area curriculum
framework and WIDA standards,
but these are sometimes vague.
WIDA performance indicators
are used for unit assessment,
but the performance indicators
lack clear language function,
content stem or support. The
rationale for the content and
language objectives of the unit
is explained and aligned with a
clear description of the student
population.
Writing is grammatically sound
and with few technical errors.
A description of the design of
an original sheltered,
content-area unit consisting
of elements of an
introduction and some
discussion of planning and
implementing a standards-
based unit with five lessons.
The unit plan is partially
contextualized: most
activities are focused on a
clear and relevant content
area. Connections to the
Massachusetts content area
curriculum framework and
WIDA are inconsistent or
vague. WIDA performance
indicators are not used for
the unit assessment or they
are used without specificity.
The rationale for the content
and language objectives of
the unit is explained and
aligned with a description of
the student population.
Technical errors do not
interfere with meaning.
The overview does
not meet the
minimal standards
described.
Lesson Plans
The lesson plan template is used. Each
language domain is included at some
point in the unit. (The Capstone Lesson
will contain two domains.)
The lesson plan template is
used. Each language domain is
included at some point in the
unit. (The Capstone Lesson will
contain two domains.)
The lesson plan template is
used. At least three language
domains are included at
some point in the unit. (The
Capstone Lesson will contain
two domains.)
The lesson plans do
not meet the
minimal standards
described.
26
The content and language objectives
for each lesson are aligned with the
content-area frameworks and WIDA.
The lesson provides a clear assessment
of both content and language for each
level of English language proficiency.
Lessons follow the logical order
described in the overview.
Lessons include a variety of strategies
to connect to the experiences of ELLs
and to make content accessible to
ELLs.
Lessons include a variety of strategies
that scaffold academic language.
The lesson shows strong evidence of
thoughtful grouping configurations
that allow for an optimal environment
for students to gain access to the
content.
Each lesson contains an assessment.
Assessments are appropriate and
clearly described.
Writing is grammatically sound and
nearly without technical errors.
The content and language
objectives for each lesson are
aligned with content-area
frameworks and WIDA. The
lesson provides an assessment
of content and language, but
the assessment is not specific to
each level of English proficiency.
All but one of the elements
listed below are strong.
Each lesson includes content
and language objectives.
Lessons include a variety of
strategies to connect to the
experiences of ELLs and to make
content accessible to ELLs.
Lessons include a variety of
strategies that scaffold
academic language.
The lesson shows strong
evidence of thoughtful grouping
configurations that allow for an
optimal environment for
students to gain access to the
content.
Each lesson contains an
assessment. Assessments are
appropriate and clearly
described.
Writing is grammatically sound
and errors do not interfere with
readability.
The content and language
objectives for each lesson
are aligned with the content-
area frameworks and WIDA.
The lesson provides
assessment of both content
and language, but is not
differentiated according to
English proficiency levels. All
but two of the elements
listed below are strong.
Each lesson includes content
and language objectives.
Lessons include a variety of
strategies to connect to the
experiences of ELLs and to
make content accessible to
ELLs.
Lessons include a variety of
strategies that scaffold
academic language.
The lesson shows strong
evidence of thoughtful
grouping configurations that
allow for an optimal
environment for students to
gain access to the content.
Each lesson contains an
assessment. Assessments are
appropriate and clearly
described.
Grammatical errors interfere
with readability.
27
INTERVIEW – FIELD EXPERIENCE REPORT
The purpose of the interview-field experience report is to help you gain an understanding of the diversity and
background of ELL populations, including their family systems and their communities, and to understand the impact
of these factors on teaching and learning. You will work in small groups to generate interview questions based on
your reading and our class discussions about ELL populations. During Class 2 we will have two guest speakers from
a partnering school district; both speakers are seasoned SEI teachers. One speaker will be a teacher of humanities,
the other is from the STEM fields. You will have the opportunity to conduct a group interview with the teacher from
your content area. The goal of the interview is to learn as much as possible about the factors that impact teaching
and learning from the perspective of the teacher. Next you will observe an SEI classroom (in your content area) for
at least two instructional periods. You will submit a 4-5 page paper analyzing these experiences (interviews and
observation), explaining what you have learned about ELLs and about the factors that influence their learning. You
will submit all observation notes with the paper.
RUBRIC
For purposes of confidentiality please use pseudonyms for teachers, students, and school.
POSSIBLE POINTS = 15
14-15
The paper demonstrates an
understanding of the
interrelationship between social
cultural factors and the impact on
teaching and learning. The author
provides clear, specific, and
descriptive data from the interview
and the observation. The analysis is
based on readings, class materials,
and discussion. In analyzing the
observation, the author clearly
describes approaches, methods,
procedures the teacher used and
the results of these on ELLs. The
author also notes missed
opportunities as appropriate and
suggests practices that might have
been more effective.
11-13
The paper somewhat shows
an understanding of social
cultural factors and the
impact these have on
teaching and learning. The
author provides descriptive
data from the interview and
the observation. The analysis
is based on readings, class
materials, and discussion. In
analyzing the observation,
the author describes
approaches, methods,
procedures the teacher used
and the results of these on
ELLs. The author also notes
missed opportunities as
appropriate.
8-10
The paper demonstrates
some awareness of social
cultural factors and the
impact these have on
teaching and learning. The
author’s use of data from the
interview and the observation
are often vague and general.
The analysis is partially based
on readings, class materials,
and discussion. In analyzing
the observation, the author
describes approaches,
methods, procedures the
teacher used and the results
of these on ELLs, but the
description is somewhat
vague.
<7
The paper shows
misconceptions
with regard to the
impact of social and
cultural factors on
teaching and
learning. The
author’s description
of the observation is
vague and general.
The analysis may be
connected to course
readings, but lacks
specificity.
Writing
Writing is clear and logical.
The writing is mostly clear
and logical. Some passages
may not be clear.
The quality of the writing
obscures meaning in several
passages of the paper.
The writing lacks
clarity and logical
organization.
Mechanics
Paper has no more than one or two
small mechanical errors.
The paper has no more than
a few technical errors and
these do not interfere with
meaning.
Mechanical errors do not
interfere with meaning.
Mechanical errors
interfere with
meaning.
28
LESSON PRESENTATION RUBRIC FEEDBACK FORM
To be completed by Peers and Instructor (Peer comments will be compiled by instructor) The instructor’s
sheet will show the grade for this assignment. This rubric is from the Facilitator’s Manual for the SEI
Endorsement Course (Session 16).
Student Presenter _____________________________ Content Area/Lesson ___________________________
Observer: __________________________________
Please rate the presenter from 0-5 (5 being the highest points that a presenter can earn.
Lesson Points Comments
The lesson segment present clearly addressed stated
lesson content area and language objectives
The presenter incorporated a best-practice strategy for
developing ELLs’ vocabulary, reading or writing skills.
The strategy included was__________________
The presenter effectively implemented the target strategy.
The presenter demonstrated use of general SEI strategies
discussed in this course (i.e., clear language and content
objectives, comprehensible input, opportunities for
interaction, adequate scaffolds/supports such as
manipulatives, visuals, etc.)
List the strategies used:
Additional Comments
Final Score/2 = Grade for the lesson presentation (10 total possible points)
