DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS (Subject to Modifications)

SEMESTER: Fall 2017

I. COURSE TITLE: LITERACY DEVELOPMENT FOR ENGLISH LANGUAGE LEARNERS

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

II. INSTRUCTOR: Dr. Angela RandallOFFICE LOCATION: MH 204 HPHONE NUMBERS: 940 565 2065 (office)EMAIL ADDRESS: angela.randall@unt.eduOFFICE HOURS:

III. RESOURCES AND MATERIALS: 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 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.

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

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

IV. COURSE DESCRIPTION

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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.

V. ASSESSMENT & MEASUREMENT

This grading scale for this course is:

o 900-1000 points Ao 800-899 points Bo 700-799 points Co 600-699 points Do 599 points and below F

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

Discussion Question-Introduction 60 points (1x60)

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Discussion Question-Book Analysis

80 points (2x40)

Discussion Question-50 Strategies260 points (4x65)

Visual Aids 450 points (5x90)Visual Aids- Make A Story 100 Points (1x100)Book Analysis 50 points (2x25)

SPOT- Extra Credit 10 Points (1x10)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. All assignments except for Discussion Question Posts will be accepted up to 5 days late but there will be – 5 for the first day it is late and -10 for each day after that it is late. For example: Monday -5, Tuesday -10, Wednesday -10, Thursday -10, Friday -10. 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. You cannot receive credit for any part of the discussion post points if your post is not turned in on Sunday. The point of the discussion is to be part of the discussion with your peers and do so you must contribute before and not after.

Visual Aids: Students will read and summarize the content presented in the chapters in a unique way. Students will submit their work using the assigned visual aid style for each chapter focusing only on the focus items. At the bottom of each visual aid is the rationale in which you will choose one of the ELPS 74.4 (c) 1-5 that best supports the content. These will be graded using a rubric. More specific instructions will be included in the assignments in BB. Assignments are due on Sunday by 9:00 pm.

Book Analysis: It is important as a teacher to be familiar with current books for the classroom. If we want our students to read for pleasure, then we as teachers must model this behavior. We need to show a love for reading beyond just for academic learning. We need to show a love of reading for pleasure. Children who read are exposed to rich vocabulary that is not used in everyday language. While a rich vocabulary is important for ALL students it is particularly important for ELL students.

For each book analysis assignment, you will need to find a current book no older than 2015. I am sorry if you have current favorites but the point is for you to stretch yourself and get out of your comfort zone and discover new books for your students. You can aim the level of the book at the age of the student you wish to teach. However just

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because you wish to teach at the high school level does not mean you may not find a book that is for elementary students. I read children’s books to my undergrad students all the time and they love them. I assume that high- school students and middle school students would still love a children’s book to be read to them.

What you will do: Choose a book that is CURRENT and of high quality. Whatever the book is you have chosen you need to read it. You will then do a write-up on the book. This document needs to include the below items and be done in this format:

1. Picture of the book2. Title3. Author and Illustrator4. Date5. Awards if any6. Paragraph summarizing the book7. Paragraph explaining why you believe this is a good book for ELL students and

how this would help them develop a love for reading.

Each week there is a book analysis will be followed up with sharing your book analysis as a discussion question and responding to 10 of your peers’ posts.

Discussion Questions: Students will post and respond to 7 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. Discussion Questions are due on Sunday by 9:00 pm and Peer Responses are due on Monday by 9:00 pm. Late posts and responses are not graded.

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VII. COURSE ASSIGNMENTS & DEADLINES

Week 1, Due on 8/20 & 8/21 Becoming familiar with the course materialsAssignment: Discussion Question: Introduction

Week 2, Due on 8/27 Assignments: Visual Aid: Ch. 2 Power Point

Week 3, Due on 9/3 & 9/4 Assignments: Discussion Question: Chapter 27

Week 4, Due on 9/10 Assignments: Visual Aid: Ch. 3 Prezi

Week 5, Due on 9/17 Assignments: Book Analysis 1

Week 6, Due on 9/24 & 9/25 Assignments: Discussion Question: Book Analysis 1

Week 7, Due on 10/1 Assignments: Visual Aid Ch. 4 Free Choice

Week 8, Due on 10/8 & 10/9 Assignments: Discussion Question: Chapter 6

Week 9 Due on 10/15 Assignments: Visual Aid: Ch. 7 Make A Story

Week 10, Due on 10/22 & 10/23 Assignments: Discussion Question: Chapter 5

Week 11, Due on 10/29 Assignments: Visual Aid: Ch. 6 Active Participation

Week 12, Due on 11/5 Assignments: Discussion Question: Chapter 12

Week 13, Due on 11/12 Assignments: Visual Aid: Ch. Free Choice

Week 14, ______Due on 11/19 Assignments: Book Analysis 2Week 15__________________________________Due on 11/26__ Assignment: No assignment from Thanksgiving week

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Week 16, Due on 12/3 Finals Week Assignments: Discussion Question: Book Analysis 2

VIII. COMPETENCY- BASED LEARNING OBJECTIVES:

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Competencies Teachers of young students:

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Oral LanguageCh. 1 Herrera

understand the importance of oral language, know the developmental process of oral language and provide a variety of instructional opportunities for your students to develop listening and speaking skills.

Phonological and Phonemic AwarenessCh. 3 Herrera

understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Alphabetic PrincipleCh. 4 Herrera

understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle 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 Development and PracticeCh. 6 Herrera

understand that literacy develops over time and progress from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students;’ literacy.

Word analysis and DecodingCh. 5Herrera

understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve their word analysis and decoding abilities.

Reading FluencyCh. 7 Herrera

understand the importance of fluency to reading comprehension and provide many opportunities for students to improve their reading fluency.

Reading ComprehensionCh. 6 Herrera

understand the importance of reading for understanding, know the components of comprehension and teach young students strategies for improving their comprehension.

Development of Writting Ch. 8 Herrera

understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

understand how young students use writing conventions and how to help students develop those conventions.

Assessment and Instruction of Developing Literacy Ch. 9 Herrera

understand the basic principles of assessment and use a variety of literacy assessment practices to plan implement literacy for young students.

Research and inquiry SkillsCh. 6 Herrera

understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills

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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 to address each assignment and assessment• Participate in forums using the discussion tool • Ask questions about any particular assignment before it is due• Submit assignments on time and on the due dates.

Learner Interaction and EngagementThe 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: cleardesk@unt.edu, 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 clearhelp@unt.edu.

Navigation and On Demand Help and Learning CatalogWhen 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.

Additionally, the hardware and software necessary in your computer to use Blackboard effectively are:

PC: Windows 7Mac: 0S 9 or 0SXInternet access with compatible web browser Headset and microphone Java: Version 1.6 0 Update 18 or more recentWord Processor and WORD Application to transmit files

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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.

Xl. COURSE POLICIES

AttendanceAttendance 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 and Mondays 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 WorkLate 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 DatesIf 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. COMMUNICATIONEagle ConnectAll 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.

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Other Forms of CommunicationTo 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.

NetiquettePlease 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 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 IntegrityStudents 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

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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 ConductExpectations 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) POLICYDisabilities 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

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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 international@unt.edu to get clarification before the one week deadline.

The Educator as Agent of Engaged Learning:

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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.

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.

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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-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 & AdministrationDepartmental 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-

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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 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.

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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-tao@unt.edu. 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 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 (4 th ed.). White Plains, NY: Pearsn Education/ Longman

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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 (4 th 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.

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