george mason university graduate school of education fast … · 2013-08-19 · edrd 525 emergent...

EDRD 525 Emergent Literacy for English Learners

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George Mason University

Graduate School of Education FAST TRAIN Programs

EDRD 525 Emergent Literacy for English Learners Fall 2013

August 26-December 9, 2013 Instructor: Dr. Mary Jane Boynton

Office Hours: Available at Parkside office by appointment or by e-mail

Office Location: Parkside Middle School 8602 Mathis Ave, Manassas, VA 20110 Office Phone: Cell #: 571-330-6288 (This is the best way to communicate: text or email)

E-mail Address: [email protected] or [email protected] COURSE DESCRIPTION : A. Prerequisites/Corequisites :

EDCI 516 or EDCI 519), and teaching experience in an ESL/bilingual/foreign language setting may significantly assist your acquisition of concepts presented in this course. Please e-mail me if you have any questions

B. University Catalogue Course Description: To describe this course, we will be developing instructional competencies in pre-literacy, examining emergent approaches for students from culturally and linguistically diverse backgrounds. Connecting language development (in a second language) with students’ phonemic awareness, phonics, spelling, vocabulary development, and comprehension and fluency. Examining reading/writing process and bi-literacy; theory and research on literacy; and effective teaching and assessment approaches for English language learners.


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C. Expanded Course Description:

This course provides an introduction to literacy, especially emergent reading/writing process in first and second languages. In addition, research on literacy and effective teaching and assessment approaches for emergent readers from diverse cultural and linguistic backgrounds are addressed as are critical differences and similarities between reading in a first and reading in a second language.

Foci for the course include the five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The theoretical framework for the class is socio- cultural and grounded in critical pedagogies that are applicable to effective learning, teaching and curriculum approaches for language minority students. Among the topics addressed are: the role of prior knowledge and L1; phonemic awareness and phonics; spelling to improve literacy skills, interaction between reading and writing; what the research says about teaching reading and writing strategies for English language learners (ELL); effective teaching and classroom practices for ELL; connections between oral language development and literacy development; writing for emergent readers; and bridging literacy in the language arts to content area literacy.

Note: In order for you to benefit most from your experiences in this course, it is imperative that you have access to students in a classroom setting.

LEARNER OUTCOMES: This course is designed to enable students to:

� Analyze recent research on first and second literacy and emergent literacy, especially from newer perspectives in literacy, for implications for teachers of students from culturally diverse and second language backgrounds.

� Explore connections between knowledge of linguistics, phonemic awareness, and phonics for English language teaching.

� Develop competence for teaching several sets of skills including the ability to identify and recognize words which leads to developing independent reading.

� Understand the nature of phonemic awareness and how this relates to reading and writing.

� Apply first and second language acquisition research to English literacy for second language learners.

� Describe developmental (emerging) stages of language, reading, spelling, and writing and suggest appropriate instructional techniques for each.

� Use scaffolding approaches to teach pre-reading, during-reading, and post-reading strategies.

� Differentiate instruction for developing students’ knowledge of language functions, vocabulary, grammar, and discourse styles.

� Develop instructional activities for use with students from culturally and linguistically diverse backgrounds.

� Incorporate a systematic approach to emergent writing that utilizes phonics, journals, and writing workshop.


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� Describe psycholinguistic, interactive, and critical models of literacy; first and second

language literacy and orality; and analyze text difficulty in a second language for students from culturally diverse and second language backgrounds.

� Identify major pedagogical approaches to the teaching of reading and writing and explain applicability to teaching second language learners of various ages and levels.

PROFESSIONAL STANDARDS: Relationship to Program Goals and Professional Standards: EDRD 525 addresses the following goals and professional standards:

INTASC NTES-T TESOL Core Values

Standard #1 Learner Development

Standard #1 Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledgeof subject matter, teaching and learning, and technology to facilitate experiences

Domain 1 – Language. 1a. Describing Language. 1b. Language Acquisition and Development.

Value # 1 Collaboration

Standard #2 Learning Differences

Standard #2 Design and Develop Digital Age Learning Experiences and Assessments

Domain 2 – Culture. 2a. Nature and Role of Culture. 2b. Cultural Groups and Identity.

Value #4 Research Based Practice

Standard #4 Content Knowledge

Standard #3 Model Digital-Age Work andLearning

Domain 3 – Planning, Implementing and Managing Instruction. 3a. Planning for Standards-Based ESL and Content Instruction. 3b. Managing and Implementing Standards-Based ESL and Content Instruction.

3c. Using Resources Effectively in ESL and Content Instruction.

Value #5 Social Justice


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Standard #5 Application of Content

Standard #4 Promote & Model Digital Citizenship & Responsibility

Domain 4 – Assessment.

4a. Issues of Assessment for ESL.

4b. Language Proficiency Assessment.

4c. Classroom-Based Assessment for ESL.

Standard #6 Assessment

Standard #5 Engage in Professional Growth & Leadership

Domain 5 – Professionalism.

Standard #9 Professional Learning and Ethical Practice

http://www.ccsso.org/intasc

http://www.iste.org/standards http://cehd.gmu.edu/values/


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REQUIRED TEXTS: Herrera, S.G., Perez, D.R., & Escamilla, K. (2010). Teaching reading to English language

learners: Differentiated literacies. Upper Saddle River, NJ: Pearson Education. Hedgcock, J. S. & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and

contexts. London: Routledge 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 Education

Recommended Reading: Adams, M.J., Foorman, B.R., Lundberg, I., & Beerler, T. (1998). Phonemic awareness in young

children: A classroom curriculum. Baltimore, MD: Paul H. Brookes Publishing Co. Cooper, J.D. & Kiger, N.D. (2009). (7th ed.). Literacy: Helping students construct meaning.

Boston, MA: Houghton Mifflin Co. Cunningham, P.M. (2005) (4th ed.). Phonics they use: Words for reading and writing. Boston, MA:

Pearson Education, Inc. Fox, B.J & Hull, M.A. (2002). Phonics for the teacher of reading. Upper Saddle River, NJ: Merrill

Prentice Hall. Schmidt, P. & Ma, W. (2006). 50 literacy strategies for culturally responsive teaching, K-8.

Thousand Oaks, CA: Corwin. Franklin, E. (). Reading and writing in more than one language: Lessons for teachers. Alexandrina,

VA: TESOL. Portalupi, J. & Fletcher, R. (1998). Craft Lessons: Teaching writing K-8. Portland, ME:

Steinhouse Publishers. Ganske, K. (2000). Word journeys: Assessment,-guided phonics, spelling, and vocabulary

instruction. NY: The Guilford Press. Spandel, V. (2004). Creating young writers: Using the six traits to enrich process in primary

classrooms. Boston, MA: Pearson. Leslie, L. & Caldwell, J. (2006). Qualitative reading inventory-4. Boston, MA: Pearson.


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Mallow, F. & Patterson, L. (1999). Framing literacy: Teaching /learning in K-8 classrooms.

Norwood, MA: Christopher-Gordon Publishers. Igoa, C. (1995). The inner world of the immigrant child. New York: Saint Martin's Press. Vasquez, O. (2003) La clase magica: Imagining optimal possibilities: In a bilingual community of

Learners. Mahwah, NJ: Lawrence Erlbaum Associates


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COURSE REQUIREMENTS AND ASSIGNMENTS

1. Assignment descriptions: Class Participation (15 points) This course is designed to be face-to-face sessions with possible on-line sessions (if required). Weekly attendance, consistent participation, and regular completion of assigned readings will earn you the full 15 points for class participation. For each session that you are absent, three points will be deducted from your class participation points up to a total of 15 points. Two tardies/early departures equal one absence. Attendance will be taken beginning of the first session. Brief lectures/notes and/or PowerPoint presentations help to structure the course. Students will be actively involved through in-class small group activities and discussions, class discussions, and student presentations. Students are expected to communicate with the instructor and each other through reflective writing and BlackBoard discussions professionally. Phonics Self-Study and Reflection (5 points) Phonemic awareness, phonics, spelling, and vocabulary instruction for English language learners of all ages and literacy levels should be guided by a developmental perspective, always valuing the knowledge that students bring with them from their first languages and experiences. Research on early literacy development informs us that phonemic awareness and knowledge of phonics have position effects on children’s ability to read and comprehend text. As such, phonics instruction is only one of many components in a balanced classroom literacy program. Effective phonics instruction should not only lead to independence in reading, but should also be linked to children’s reading and writing. In order for you, the teacher, to instruct and support children, especially ELL, as they learn and apply phonics to reading and spelling, you need to understand how written English uses the 26 letters of the alphabet to represent as many as 44 different speech sounds. In this course you will engage in self-study, supported by courses readings and class discussion to improve your knowledge of phonemic awareness, phonics and spelling development. The goal is providing you with instructional tools to improve your skill in guiding ELL in developing phonemic awareness, phonics, spelling, vocabulary, reading, and writing knowledge. At the beginning of the course you will take an on-line phonics test: http://english.glendale.cc.ca.us/phonics.html Because students’ backgrounds and needs will vary greatly, you will identify your own areas of need and engage in self-study and create a plan of independent study for improving your own level of


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knowledge. Based on your results and plan of study, you should write a reflection, noting your performance on the on-line test and how you plan to increase your awareness (i.e., through independent study), and reflecting on how this will inform your teaching of phonics to ELLs. Your reflection should be no more than 2 pages double spaced, size 12 Time or Times New Roman font. Post the document under phonics test tab-safe assign-Bboard, after carefully proofreading and saving as your last nameSelfStudyReflection.doc (e.g., AbramsTerrySelfStudyReflection.doc). Scoring Rubric for Phonics Self-Study and Reflection can be found at the end of the Syllabus. Text Analysis (5 points) In your teaching role you will be asked by students, parents, other teachers and administrators, to select texts for ELLs. It is important that you use objective criteria to select developmentally appropriate texts for your students. Using the guidance provided on pps 109-111 in H & F, complete a text analysis. Adapt the charts on p 111 to guide your analysis. Emergent Writing Project (20 points) During this course we will examine various writing samples to explore students’ strengths and needs in writing. We will also consider the following questions: • What is already developed and going well? (i.e. What does the child appear to know?) • What is developing? (i.e. What does the child appear to be ready to learn?) • What would you plan to teach this child next and how will you implement these ideas? The overall purpose of the assignment is to demonstrate your knowledge of the writing process, to train your eye to recognize the development of writers, and to learn to plan instruction for meeting the varied levels of ELL needs. You will need to identify three (3) students at the beginning of the course to collect writing samples from throughout the course. It would be beneficial to select WIDA level 1-Entering or WIDA level 2-Beginning students as you may see more growth during the progression of this course and can do peer comparisons.


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Written Report for Emergent Writing Project

Cover Page Part 1 – Introduction and Background Provide an introduction to the project. Indicate number of samples, any general characteristics of the sample (grade level, language and literacy levels, L1, special needs, e.g., gifted and talented-GT or learning disabled-LD) other pertinent information.

Part II – Analysis (three or more student samples) Prepare your responses to the following questions for each sample, where appropriate you may address common strengths or needs:

1. What has already developed and going well? (i.e., What does the child appear to know?)

2. What is developing? (i.e., What does the child/children appear to be ready to learn?)

3. What would you plan to teach the child/children next and how will you implement these ideas?

Part III – Writing Activities (at least two activity ideas) Activity Framework

A. Rationale – Justify why you believe the activities are appropriate for students. In this section you MUST incorporate appropriate references (3-5 from different sources) to the research on emergent writing for ELL. Be brief but specific in explaining why the activities are needed. Also, be sure you refer to the data.

B. Objectives (at least one for writing, at least one for language) C. WIDA ELP Standards D. Procedures (Explain the step-by-step process for implementing the activities. Be brief, but

specific) E. Assessment – For each activity, briefly describe one way to evaluate growth in writing as a result

of the activity. Be brief, but specific. F. Follow-up – State, in future, how you can build on students’ emergent writing development in L1

and L2. Be sure you address L1 and L2. G. References (all references must conform to APA specifications). Be sure to also include

appropriate references for any student resources (materials, texts, etc.).

Scoring Rubric for Emergent Writing Project can be found at the end of the Syllabus.


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Journal Assignment and Reflection (10 points) You will choose a type of journal to create and keep during your participation in this course. You can either keep a blog on Blackboard or write your weekly journal in a word document (divided by topic or date). The main goal of this assignment is to provide you with a practical experience that you can use to develop fluency through writing practice with your English language learners (ELLs). Other goals include the following: to experience a new teaching technique that will develop your ELLs writing fluency, reflect on your experiences during the course of this class, and model one of the many types of journals that can be used as writing practice. To complete this journal assignment, follow the steps below:

1. Choose the type of journal that you would like to create. Be sure to secure a partner if you choose to create a buddy journal via e-mail.

2. During the first three months of the course, complete a minimum of twelve (12) entries. You will need to design your own writing prompts based on the type of journal you chose. You can reflect on the classes, on the readings or on your own teaching situation and how it relates to what you are learning in this course.

3. One of your journal entries needs to include a review of an academic article. There is a folder in your course site marked as Academic Article Review. There you will find a reference list for articles to look up in the on-line database through the GMU library system. There are also a number of other articles uploaded for you to choose from. Try to pick one that no one else has reviewed in order to extend the breadth of learning as a class. We will set up a sign-up sheet so that when you have reviewing articles you can see which articles you classmates have already selected. Once you have selected your article you will include it beside you name on the sign-up sheet.

4. Include a one-paragraph description/reflection that explains how you could use journal writing and/or learning logs in your classroom.

The journal will be graded using the following criteria: • The journal contains twelve (12) entries (one of those is the academic article review). • The writing prompts are appropriate for the purpose of the journal. • The entries are thoughtful, functional, and purposeful and show reflection on what you are

learning in the course. • The one-paragraph description/reflection is thoughtful and provides support for practical

implementation of journal writing for ELLs. Scoring Rubric for Journal Assignment and Reflection can be found at the end of the Syllabus.


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LEA Field Project (15 points) The experiences and language children bring into the classroom should be used in supporting literacy development. The Language Experience Approach (LEA) has been used to help develop students’ emerging literacy through connecting oral language and print, signaling relations between graphemes and morphemes, supporting initial reading and writing. For this assignment you will guide students in using the LEA framework to develop phonemic awareness, phonics, or vocabulary in a field project, and report on your experiences.

Written Report for LEA Field Project Follow this format in preparing your written report. Use the headings and sub-headings as indicated below to organize your report. Cover Page Part I- Introduction and Background (briefly describe, one page) A. School community, classroom setting (grade level, demographics, special needs, students’

interests and background, and overall language and literacy needs of population) - DO NOT USE REAL NAMES (pseudonym)

B. Strengths and Needs a. LI- Language and literacy strengths and needs b. L2- Language and literacy strengths and needs c. Students’ knowledge from family and cultural background d. Formal or informal assessment information, if available (if you do not have access to any

assessment information note this in your report) Part II- Objectives A. Stimulus Experience (What experience will you provide to develop students’ emerging

literacy?) B. Rationale for Stimulus (Why did you choose this stimulus? What is the connection to

students’ interests, strengths, or needs?). You should refer to course readings and research for support.

C. Literacy Objectives (at least one language and one reading objective) D. WIDA ELP Standards


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Part III- LEA Lesson Framework A. Introduction of Stimulus: Be brief but specific in explaining how you introduced students to

the stimulus? B. Recording students’ language: (How did you elicit students’ comments about the experience?

How did you encourage language from all students? Did you use any special coding to identify students’ individual language contributors? Did you record students’ language verbatim?)

C. Teacher Readings (first and second): Briefly describe how you read ELLs’ language. How did you prepare students for your reading? Did you provide special instructions about to listen? How to look at print? Did you conduct an exact reading of their language? Did you connect phonemic awareness or vocabulary strategy lesson?

D. Students’ Readings (first and second): Briefly describe how you engaged students in reading their own language. How did you conduct the readings? Indicate what type of reading engagement (echo, choral, partner, shared, individual, etc.). How did you reconnect students to print? How did you connect to phonemic awareness or vocabulary?

E. Transition to Strategy Lesson: What did you do in order to prepare students for the strategy lesson in phonemic awareness or vocabulary? Did you give them a purpose for reading, writing, etc.? How did you connect this to the experience?

F. Strategy mini-lesson: Briefly describe how you conducted the strategy lesson (What did you do or say? What did students do or say” How did you reconnect students to print?

Part IV- Assessment and Follow-up A. Assessments: Briefly indicate 2 ways (one for language, and one for reading or writing, etc.)

you would assess the effects of your LEA on students’ phonemic awareness or vocabulary development. Be brief, but specific.

B. Follow-up- State, in the future tense, how you can build on this LEA to continue development of emergent literacy in LI and L2. Be sure you indicate LI and L2.

Part V- References (all references must conform to APA specifications). Be sure to also include appropriate references for any student resources (materials, texts, etc.).


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Part VI- Self-Reflection

Self-Reflection Guiding Questions for LEA Field Project Written report: Your responses should be written as complete sentences. 1. Were the objectives met? How do you know? 2. Did you alter the instructional plan during the lesson? Why? 3. What effect did your lesson have on the students? Were the students productively engaged? 4. What part(s) of the lesson did students appear to enjoy most? Did they least enjoy? 5. What were the strengths of the lesson? 6. After teaching the lesson, do you feel your objectives were appropriate for the students? Should you alter your objectives for some students? If, yes why? 7. If you had the opportunity to teach this lesson again to this same students, what would you

differently? Why? 8. Do you believe that any additional assessments are needed? Additional follow-up activities

needed? 9. Do you believe your instruction has had an impact on the student(s) literacy development in

L1 or L2? How? 10. How has this experience influenced your thinking about emergent literacy instruction for

ELLs? 11. What did you learn that will be of help to your own planning future literacy lessons for

emergent ELLs? Scoring Rubric for the LEA Field Project can be found at the end of the Syllabus.


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2. Assignment and examination weighting (percents, points):

Assignment Due Date Points Class Participation On-Going 15

Phonics Self-Study & Reflection Sept 9, 2013 5 Text Analysis Sept 30, 2013 5

Emergent Writing Project Nov 4, 2013 20 Journal Assignment & Reflection On-going &

Nov 18, 2013 10

Language Experience Approach (LEA) Field Project Dec 2, 2013 15 Writing & Spelling Analysis Dec 9, 2013 30 Fieldwork Logs & Evaluation Dec 9, 2013 F/P

TOTAL POINTS 100 pts

3. Grading policies (and grading scales appropriate for UG or GR level): At George mason University course work is measured in terms of quantity and quality. A credit normally represents one hour per week of lecture or recitation or not fewer than two hours per week of laboratory work throughout a semester. The number of credits is a measure on quantity. The grade is a measure of quality. The university-wide system for grading graduate courses is as follows:

Grade GRADING Grade Points Interpretation A+ 100 4.00 Represents mastery of the subject through effort beyond

basic requirements. A 94-99 4.00 A- 90-93 3.67 B+ 85-89 3.33 Reflects an understanding of and the ability to apply

theories and principles at a basic level. B 80-84 3.00 C* 70-79 2.00 Denotes an unacceptable level of understanding and

application of the basic elements of the course. F** Below 69 0.00 NOTE: * “C” is not satisfactory for a licensure course. ** “F” does not meet requirements of the Graduate School of Education For more information see: http://jiju.gmu.edu/catalog/apolicies/gradstandards.html


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Incomplete (IN): This grade may be given to students who are in good standing but who may be unable to complete scheduled course work for a cause beyond reasonable control. The student must then complete all the requirements by the end of the ninth week of the next semester, not including the summer term, and the instructor must turn in the final grade by the end of the 10th week. Unless an explicit written extension is filed with the Registrar’s Office by the faculty deadline, the grade “IN” is changed by the registrar to an “F”. Faculty may grant an incomplete with a contract developed by the student with a reasonable time to complete the course at the discretion of the faculty member. The faculty member does not need to allow up to the following semester for the student to complete the course. A copy of the contract will be kept on file in the FAST TRAIN office. ESL Students & The Professional Development Portfolio and Elementary Students and The Anthology: The Professional Development Portfolio and the Anthology is a collection of carefully selected materials and targeted reflections that provide a record of teaching experiences and growth. It documents a teacher candidate’s knowledge, skills, and ability to teach. As a performance-based document, the portfolio synthesizes learning from the teacher candidate’s coursework and school-based experiences and includes multiple sources of data that should be gathered and developed in the teaching and learning process. 4. Other expectations (e.g., attendance, writing requirements);

A. This course is designed to be face-to-face sessions with possible on-line sessions (if

required). Weekly attendance, consistent participation, and regular completion of assigned readings will earn you the full 15 points for class participation. For each session that you are absent, three points will be deducted from your class participation points up to a total of 15 points. Two tardies/early departures equal one absence. Attendance will be taken beginning of the first session.

Regular and active participation is an essential part of this course. For the face-to-face sessions, we will depend heavily on discussions and workshop practical group-works, so it is imperative that teacher/students come well prepared with class readings to gain the most benefit and be an active participant in these practical workshops.

B. The quality and timeliness of your assignments are important. Please keep the following in

mind as you participate in this course:

Quality: Your assignments should be well-written and spell-checked before being submitted, and must follow all APA requirements. Clarity and conciseness are essential. Make sure that you support your statements with reliable sources (e.g., peer-reviewed/refereed journal articles, scholarly books, course texts, etc.).


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Timeliness: All assignments must be turned in within the week they are due. Please note specific due dates for assignments. Late assignments will receive a 20% grade reduction for each missed deadline.

C. Your current teaching status

To fulfill the requirements of this course, you will need direct access to students and instructional materials in ESL, foreign language, and/or immersion classrooms. English language learners must be present. There should be at least 10 students in this classroom; or five students if you are working with small group. Here are some possible scenarios:

You are currently teaching in an ESL/FL/Immersion on a part- or full-time basis. You can work with these students to meet course requirements.

You are currently teaching in a classroom where no ESL/EFL students are represented. You will need to talk with a teacher who has ESL/EFL students in the classroom and arrange to teach or observe those students.

You are NOT currently teaching in a classroom with 10 or more students. You will need access to curriculum and assessment materials and students. Some options include:

o Volunteer to help a teacher in a situation as described in #1 above with assessment activities in exchange for information for your course projects. The can be any fieldwork setting.

o Work as a substitute teacher in a situation as described in #1 on a short or long-term basis. Work with the needs of these students to meet course requirements.

5. Performance Based Assessment (PBA) Requirements: All FAST TRAIN licensure courses have required PBAs. The required PBAs for this course are: 1. Writing and Spelling assessment; 2. Field Experience Log and Evaluation Forms. These PBAs must be posted to TaskStream where they will be reviewed and graded. [See FAST TRAIN Resources website at: http://fasttrain.gmu.edu/assets/docs/fast_train/PBA_ESOL-FieldworkGuidelines.pdf].


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1. Writing and Spelling Analysis – Performance Based Assessment (30 points)

SUBMIT THIS ASSIGNMENT TO TASKSTREAM

This assignment requires you to apply your knowledge of literacy development and literacy content for ELL students through an in-depth assessment of one child’s literacy and design and implement an instructional program for an ELL child in your classroom or field setting. You must collect writing work samples and administer the Developmental Spelling Assessment (DSA) to identify the stages of developmental spelling. You will create a research-based action plan for working specifically with this ELL student and implement the plan in the classroom. You will use post-assessment student performance data to reflect on the effect of the teaching activities on student performance. You will examine samples of writing (minimum 3 across time) to explore ELL students’ strengths and needs in writing. Be sure your samples are dated. The samples should include different types of writing and should not be from the same source e.g. journal writing. While you may collect samples from a larger group you will assess ONE ELL child for this assignment. Based on these samples you will assess the child’s writing ability. This will include the developmental levels as well as specific examples of their strengths in form, function and process. Your paper’s sections entail:

1. Background knowledge on the sample student (cultural, physical, social characteristics, etc). 2. Instructional materials. Describe what you have used in your instruction (standard-based

ELL and content instruction, student centered). 3. Activities’ design. 4. Analysis of Ell’s writing skills (deep analysis of both L1 & L2 w/ evidence). 5. Types of assessments used. Show your multiple assessments collected (summative and

formative). You will consider the following questions: • What is already developed and going well? • What does the child appear to know and be able to do? • How do they appear to understand language as a system? • Are there similarities/differences in their writing across content areas? • What is developing? • What is the child ready to learn? • What do you plan to teach this child next? • How did you implement your action plan and what effect did your teaching have on student

learning?


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Developmental Spelling Based on the writing samples collected and information from administration of the DSA as well as other observational data you may collect, identify the student’s developmental spelling level as well as word study strategies they use. If needed be sure to obtain permission to administer the DSA to a small group of students although you will only analyze the responses from your target student for this assignment. Use Words Their Way or Words Journeys or other resources to develop spelling activities for each stage of development preliterate (pre-phonetic or phonetic), letter name, within-word, syllable juncture and derivational constancy. Consider the following questions as you conclude your assignment: • What have you learned about developmental spelling approaches and more specifically, using it to guide ELL spelling development in English? • Can a similar philosophy of a graphophonic (letter-sound connection) inform L1 literacy development? Why or why not? • What effect did your learning plan have on the student’s language development? Scoring Rubric for the Writing & Spelling Analysis can be found at the end of the Syllabus. You must submit this assignment to Taskstream where the assignment will be scored and you will receive feedback from your instructor.


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2. Fieldwork Logs & Evaluation – Performance Based Assessment (P/F)

SUBMIT THIS ASSIGNMENT TO TASKSTREAM

Complete a minimum of 20 hours of fieldwork in your classroom as you complete the Writing and Spelling Analysis assignment. Have your supervisor or cooperating teacher fill out the required form and submit to TaskStream. Failure to submit the fieldwork logs will result in an “F” for the course. The Field Experience Record and Field Experience Evaluation Form can be found at the end of the Syllabus and uploaded to BlackBoard. REMEMBER: All students are expected to upload completed assignments in the “Assignments” tab of the source website on or before the date that they are due. Early assignments will only be accepted within the week (i.e., see “Course Schedule”) that they are due. Assessment rubrics will be found at the end of this syllabus. TASKSTREAM REQUIREMENTS Every student registered for any curriculum and instruction course with a required performance-based assessment is required to submit this assessment, Writing & Spelling Analysis and Fieldwork Logs & Evaluation, to TaskStream (regardless of whether a course is an elective, a onetime course or part of an undergraduate minor). Evaluation of the performance-based assessment by the course instructiona will also be completed in TaskStream. Failure to submit the assessment to TaskStream will result in the course instructor reporting the course grade as Incomplete (IN). Unless the IN grade is changed upon completion of the required TaskStream submission, the IN will convert to an F nine weeks into the following semester.


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GMU POLICIES AND RESOURCES FOR STUDENTS a. Students must adhere to the guidelines of the George Mason University Honor Code (See

http://oai.gmu.edu/honor-code/).

b. Students must follow the university policy for Responsible Use of Computing (See http://universitypolicy.gmu.edu/policies/responsible-use-of-computing/).

c. Students are responsible for the content of university communications sent to their George

Mason University email account and are required to activate their account and check it regularly. All communication from the university, college, school, and program will be sent to students solely through their Mason email account.

d. The George Mason University Counseling and Psychological Services (CAPS) staff

consists of professional counseling and clinical psychologist, social workers, and counselors who offer a wide range of services (e.g., individual and group counseling, workshops and outreach programs) to enhance students’’ personal experience and academic performance (Se http://caps.gmu.edu/).

e. Students with disabilities who see accommodations in a course must be registered with the

George Mason University Office of Disability Services (ODS) and inform their instructor, in writing, at the beginning of the semester (See http://ods.gmu.edu/).

f. Students must follow the university policy stating that all sound emitting devices shall be

turned off during class unless otherwise authorized by the instructor.

g. The George Mason University Writing Center staff provides a variety of resources and services (e.g., tutoring, workshops, writing guides, handbooks) intended to support students as they work to construct and share knowledge through writing (See http://writingcenter.gmu.edu/).

PROFESSIONAL DISPOSITIONS Students are expected to exhibit professional behaviors and dispositions at all times. CORE VALUE COMMITMENT The College of Education & Human Development is committed to collaboration, ethical leadership, innovation, research-based practice, and social justice. Students are expected to adhere to these principles: http://cehd.gmu.edu/values/). For additional information on the College of Education and Human Development, Graduate School of Education, please visit our website http://gse.gmu.edu/).


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PROPOSED CLASS SCHEDULE This schedule may be changed at the discretion of the instructor or as needs of the students or the FASTTRAIN program dictate. Date Topic Readings Assignments Due

8/26 Introductions & review of syllabus Phonics self-study and Reflection What is literacy? (H & F, pg 46).

Read syllabus carefully

9/2 No class due to LABOR DAY 9/9 Building Phonemic Awareness

and Phonic Skills Issues, concerns, and dilemmas

Hedgcock & Ferris – Chapter 1 Herrera et al. – Chapter 1 & 2

Phonics Self-Study and Reflection DUE: Sept 9, 2013

9/16 Building L2 literacy Phonemic awareness and phonics skills – issues for ELLs Text Analysis Developing ELLs’ phonemic awareness and print orientation: L1 & L2 considerations

Hedgcock & Ferris – Chapter 2 Herrera et al. – Pg 198-202 Bear et al. – Chapter 1

9/21 Phonic skills and spelling development for ELLs Stages of Spelling development Spelling assessment and stages of spelling development Linking spelling and cross-linguistic transfer

Hedgcock & Ferris – Pg 109-111 (Text analysis) Herrera et al. – Chapter 3

9/30 Linking spelling and vocabulary development Bridging L1 to L2 language and word knowledge

Herrera et al. – Chapter 4 Bear et al. – Chapter 2 & 4

Text Analysis DUE: Sept 30, 2013

10/7 Bridging L1-L2 language and word knowledge Stages of spelling development Syllable juncture and derivational constancy

Bear et al. – Chapter 3 & 5

10/14 Vocabulary strategies for ELLs Linking vocabulary and comprehension

Herrera et al. – Chapter 5 Bear et al. – Chapter 6 Hedgcock & Ferris – Chapter 8

10/21 THIS CLASS WILL BE ONLINE Research in reading: L1 & L2 considersations

10/28 Literature, comprehension, and ELL literacy Connecting language, literacy, and academic achievement

Herrera et al – Chapter 5 Bear et al. – Chapter 7

11/4 Writing for/with ELLs Stages of writing development Creating an oral base for reading

Hedgcock & Ferris – Chapter 5 (review) & Chapter 6 & 7 Herrera et al. – Chapter 6

Emergent Writing Project DUE: Nov 3, 2013

11/11 No class due to VETERNS DAY


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11/18 Bridging language Development of phonics, spelling, and writing

View Blackboard for this week’s reading article

Journal Assignment and Reflection DUE: Nov 18, 2013

11/25 Developmental spelling assessment Reading and writing in content areas for ELLs SIOP and CALLA models

Herrera et al. – Chapter 8 Bear et al. – Chapter 2 Hedgcock & Ferris – Chapter 9

12/2 Non-fiction reading WIDA standards/TESOL standards Formative and summative assessments for ELLs

LEA Field Project DUE: Dec 2, 2013

12/9 Writing & Spelling Analysis & Fieldwork Forms DUE: Dec 9, 2013


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ASSIGNMENT RUBRIC(S):

Scoring Rubric for Phonics Self-Study and Reflection

Meets/Exceeds Standards

(A) = 3 pts

Partially Meets Standards

(B) = 2 pts

Attempts Standards

(C) = 1 pt

TOTAL POINTS

Phonics Test Reports results on test, including

detailed rationale for development of self-

study.

Mentions test and development of self-

study.

Mentions test or self-study without linkage.

Plan of Study Reports thoroughly on quality of self-

study plan development and implementation.

Describes study plan and implementation.

Mentions study plan and/or

implementation.

Implications for Teaching

Report shows deep reflection on the

impact the test and self-study on future

teaching.

Report mentions the impact of self-study

and testing experience on teaching.

Report draws few implications from self-study and/or

testing experience on teaching.

Total points/categories = final point score


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Scoring Rubric for Emergent Writing Project

Meets or Exceeds Standards

(A) = 3 pts


(B) = 2 pts

Attempts Standards

(C) = 1 pt

TOTAL POINTS

Content and Critique

Provides clear, detailed description of analysis of students’ current, developing, and potential writing strengths and needs.

Provides description & general analysis of

students’ current, developing, and potential writing

strengths and needs.

Provides vague OR not specific

description of students’ current, developing, and potential writing


Applications/ Activities

Recommends highly appropriate & specific instruction; connects activities to students’ current developing,

and potential writing strengths and needs.

Recommends appropriate

instruction; broadly connects activities to

students’ current developing, and potential writing


Recommends instruction that is

vague AND/OR not clearly connected to

students’ current developing, and potential writing


Research-Base Uses relevant research & course readings to support critique and

instruction.

Uses research & course readings to

support critique and instruction; some

sources do not clearly support

critique AND/OR instruction.

Uses few & irrelevant research & course readings to support critique

and instruction.

Writing Develops a concise, coherent critique with no errors in writing or

APA style.

Develops a critique that needs more

elaboration, coherence OR

contains some errors in writing or APA

style.

Develops a critique that needs

elaboration, lacks coherence AND contains many

errors in writing and APA style.



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Scoring Rubric for Journal Assignment and Reflection

Category Meets or Exceeds Standards

(A) = 3 pts


(B) = 2 pts

Attempts Standards

(C) = 1 pt

TOTAL POINTS

1 Journal contains 12 or more entries and the

description/reflection.

Journal is missing one entry and the

description/reflection.

Journal is missing several entries.

2 All of the writing prompts are

appropriate for the purpose of the

journal.

Most of the writing prompts are


journal.

Few of the writing prompts are


journal.

3 All entries are thoughtful, functional

and purposeful.

Most entries are thoughtful,

functional, and purposeful.

Some entries are thoughtful,

functional, and purposeful.

4 One academic article is reviewed. Direct

connections to current or future teaching are made. Connections to

other courses readings are explicit.

One academic article is reviewed. Direct

connections to current or future teaching are

made.

No article is reviewed.

Total points/categories = Final point score


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Scoring Rubric for LEA Field Project

Meets or Exceeds Standards

(A) = 3 pts


(B) = 2 pts

Attempts Standards

(C) = 1 pt

TOTAL POINTS

Procedures Correctly implements all components of the

project and correctly performs LEA and

strategy lesson.

Implements components of the project and performs LEA and strategy lesson with

minor errors in procedures.

Some components incorrectly or

incompletely carried out.

Details and Rationale

Provides clear, detailed description for each activity AND sound

research-based rationale for using w/ELL.

Provides general or broad description of

some activities AND/OR unspecified

research base for rational for using

w/ELL.

Provides a limited or vague description of

some activities AND/OR

unspecified rationale for using w/ELL.

Reflection Provides clear, specific analysis of impact

instruction has on self & students.

Provides analysis of impact instruction has on self and students.

Comments on instruction w/ no clear analysis of

impact of instruction on self AND/OR

students.

Language and Literacy

Prepares appropriate instruction consistent w/research base and appropriate for ELL

emergent language and literacy development.

Prepares instruction, some elements do not reflect clear research base, OR appropriate

for ELL emergent language and literacy

development.

Prepares instruction, research base

consistently unclear, AND/OR most

elements are not appropriate for ELL

language and literacy

development.

Writing Develops a concise, coherent critique with no errors in writing or APA style. All references used are appropriate and cited

correctly.

Develops a critique that needs more elaboration, coherence OR contains some errors in writing

or APA style. Most references used are

appropriate and cited correctly.

Develops a critique that needs

elaboration, lacks coherence AND

contains many errors in writing and APA

style. Some references used are

appropriate and cited correctly.



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Writing & Spelling Analysis Scoring Rubric

Category

TESOL Domai

1

2

Score 3

n Approaches Standard

(UnmetMeets Standard Exceeds Standard

Understand and apply cultural values and beliefs in the context of teaching and learning to describe the target student

2

Candidates provide weakdescription of the child and fail to include any cultural values that may have an effect on student learning

Candidates provide a minimaldescription of the child with some explanation of cultural values that that reflects their knowledge of students’ culture and how it impacts student learning

Candidates provides cultural, physical,environmental and social characteristics of the child that clearly demonstrate knowledge of the student’s culture and how it impacts student learning

Knowledgeable about and able to use a variety of assessment procedures to assess ELLs language skills in the writing analysis

4a

Candidates note theimportance of assessments but fail to institute multiple assessments across content.

Candidates use multiple appropriate assessmentmeasures and collect morethan one writing sample intwo content domains

Candidates use multiple assessments that that are both formative and summative measures and collect several writing samples in multiple content domains

Assess ELL’s language skills in L1 and L2 using multiple sources of information

4b

Candidate fails to include ananalysis of student’s writing ability

Candidates provides a description of ELL’s writing skills in either L1 or L2 and shows evidence of strengths and weaknesses of language skills in this area

Candidates provide a detaileddescription of ELL’s writing skills in both the L1 and L2 and gives extensive evidence of the strengths and needs in each area

Plan standards based ESL and content instruction in the writing instructional plan that is developmentally sound and pedagogically appropriate

3a

Candidates show awarenessof standards based ESL and content instruction but do notaddress learning needs individually within the writing instructional plan

Candidates plan somestandards based ESL and content instruction that use instructional models appropriate to individual student needs in the writing instruction plan

Candidates systematically designstandards based ESL and content instruction that is student centered and require students to work collaboratively to meet learning objectives in the writing instruction plan


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Category

TESOL Domai

1

2

Score 3



Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content area material in the writing instructional plan

3b

Candidates note the need forauthentic uses of academic language in ESL and content-area learning but do not incorporate these into the writing instructional plan

Candidates plan activities,tasks, and assignments that develop authentic uses of academic language in the writing instruction plan to help students meet content- area learning objectives

Candidates design and implement a variety of activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning material in the writing instructional plan. Candidates collaborate with non-ESL classroom teachers to develop these authentic language activities.

Knowledgeable about and able to use a variety of assessment procedures to assess ELLs language skills in the spelling analysis

4a

Candidates note theimportance of assessments but fail to institute multiple assessments across content.

Candidates use multipleappropriate assessment measures and collect more than one spelling sample in two content domains

Candidates use multiple spellingassessments that are both formative and summative measures and collect several spelling samples in multiple content domains

Assess ELL’s spelling skills using multiple sources of information

4b

Candidate fails to include ananalysis of student’s spellingability from the DSA

Candidates provides a basicdescription of ELL’s spelling skills with some connection to the instructional plan

Candidates provide a detaileddescription of ELL’s spelling including results and analysis of the DSA and makes deep connections to the instructional plan

Plan standards based ESL and content instruction in the spelling instructional plan that is developmentally sounds and pedagogically appropriate

3a

Candidates show awarenessof standards based ESL and content instruction but do not address learning needs individually within the spelling instructional plan

Candidates plan somestandards based ESL and content instruction that use instructional models appropriate to individual student needs in the spelling i i l

Candidates systematically designstandards based ESL and content instruction that is student centered and require students to work collaboratively to meet learning objectives in the spelling instruction plan


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Category

TESOL Domai

1

2

Score 3



Incorporate activities, tasks, and assignments that develop authentic uses of language as students learn academic vocabulary and content area material

3b

Candidates note the need forauthentic uses of academic language in ESL and content-area learning but do not incorporate these into the spelling instructional plan

Candidates implement activities, tasks, and assignments with the target student that develop authentic uses of academic language in the spelling instruction plan tohelp students meet content- area learning objectives

Candidates design and implement a variety of activities, tasks, and assignments that develop authentic uses of academic language as students access content-area learning material in the spelling instructional plan. Candidates collaborate with non-ESL classroom teachers to develop these authentic

Demonstrate an understanding of the purposes of assessment as they relate to ELL’s and use results appropriately

4a

Candidates demonstrateoverall awareness that there are various purposes of assessment but do not draw valid conclusions

Candidates identify andexplain the different purposes of assessment and provides overall connections to ESL research

Candidate provides conclusions thatidentify and explain different purposes of assessment and draws clear connections to ESL research


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Field Experience Record

To the Cooperating Teacher:

Please sign signature column to indicate that the student completed field experience in your classroom. Please make any additional comments on

the back of this sheet. Thank you for your time, effort and support in this endeavor.

Student's Signature: Date:

8/19/2013

Date Grade Subject or Action School Hours

Observed

Teacher Signature


Field Experience Evaluation Form (for courses that do not require a teaching evaluation form)

Mason Student:__________________________________ G Number: ___________________________________ Course: ___________________________________ Semester: ___________________________________ Cooperating Teacher:______________________________ Title: ___________________________________ Years Experience: _________________________________ Degree/License: _________________________________ Comments:

PERSONAL AND PROFESSIONAL QUALITIES

Excellent Above Average

Average Below Average

Communication Skills

Dependable

Punctual

Professional Qualities

Demonstrates knowledge of child development

Demonstrates knowledge of content necessary for successful teaching

Understands how students differ in their approaches to learning

Can create learning experiences that make subject matter meaningful

Uses a variety of instructional or assessment strategies

Understands individual/group motivation to create a positive learning environment

Uses effective verbal and non‐verbal communication strategies

Plans activities using knowledge of subject matter, students, community and curriculum goals

Engages in critical reflection to improve fieldwork experience

Fosters positive relationships with colleagues, students, and families


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george mason university graduate school of education fast … · 2013-08-19 · edrd 525 emergent...

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