NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
Today, we have English Language Learners in most K-12 classrooms, and it is imperative that all teachers know and understand effective instruction methods for language diverse classrooms. This course will focus on a holistic approach to teaching in language diverse classrooms. We will learn about effective strategies in classroom environment/set-up, scheduling, lesson planning, instruction, and content delivery methods that support the English language development and literacy of all students in a multilingual classroom.
This course will be useful to all K-12 teachers, particularly K-5 teachers in all subject areas.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
The required text: Classroom Instruction that Works with English Language Learners, 2nd Edition by Jane D. Hill and Kristin B. Miller is available for $22 to $25 (new/used) on Amazon.
Text, Classroom Instruction that Works with English Language Learners, 2nd Edition, is approximately $23 from Amazon.com
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Introduce yourself in 500 to 750 words (2 to 3 pages). Include your background, experience in education, and reasons for taking this course. Please include your prior knowledge, understanding, and experience of English Language Learners.
Describe the Thinking Matrix. What is it? How can an instructor use a Thinking Matrix and why is it useful for EL instruction?
Create a Thinking Matrix for a specific task aligned with a Common Core standard. (See example on page 30)
Read pages 118 - 159. In two to three pages (500 to 750 words), response to the following questions:
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #10: (500 Level ONLY)
Implement the lesson that you created in assignment #7 in your classroom/with a group os students. (If you are not teaching or it is summer, find youth in your community or another classroom to work with).
Submit your lesson along with a 2-page description of what worked well and what could be improved.
Indicate your permission to THI by pasting one of these statements into your email: "I do give The Heritage Institute permission to publish this Lesson Plan in The Heritage Institute Lesson Plan Library, a feature available only to active Learners taking THI courses.”OR
Another assignment of your own design, with your instructor’s prior approval.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Stacey Shaw, M.Ed. has years of experience as an instructor at the middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish.
Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.
Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey is currently working on her Doctorate of Education at Lewis and Clark College.
EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
Helman Ph.D, Lori, Literacy Development with English Learners: Research-Based Instruction in Grades K-6 (Solving Problems in the Teaching of Literacy) The Guilford Press, 2009, paperback, 271 pages, ISBN 978-1606232422. Current research in best-practices for ELL’s is given along with extremely effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are broken down, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Kress Ed.D, Jaqueline E, The ESL/ELL Teacher’s Book of Lists 2 edition, Jossey-Bass; 2008, paperback, 384 pages, ISBN 978-0470222676. This is a must-have resource for teaching ELL/ESL students at the K-8 levels. The comprehensive ready materials save a lot of time and give great ideas for covering the concepts that ELL’s need to master.
Peregoy, Suzanne F, and Boyle Owen F, Reading, Writing, & Learning in ESL, 5th Edition, Allyn & Bacon, 2008, paperback, 480 pages, ISBN 978-0205626847. This edition provides a wealth of practical strategies for effective instruction and literacy strategies for English learners in the ESL, bilingual, and general education classrooms. Real-life scenarios are used to illustrate concepts, enhance readability, and make the text user-friendly
Rea, Denise M, and Mercuri, Sandra P, Research-Based Strategies for English Language Learners: How to Reach Goals and Meet Standards, K-8, Heinemann, 2006, paperback, 128 pages. ISBN 978-0325008103. This book addresses standards through four proven, effective scaffolds for learning: modeling, contextualizing, thinking about thinking, and reframing information. This text includes lesson plans and suggestions on implementation, as well as a review of the research supporting each lesson and scaffold.
Samway, Katharine, Teaching English Language Learners: Grades 6-12: Strategies That Work (Theory and Practice) Scholastic Teaching Resources, 2008, paperback, 320 pages, ISBN 978-0439926485. Taking a unique approach to addressing the instructional needs of ELL’s , this book provides real situations and issues that teachers may encounter when working with ELLs, and offers grade-level appropriate solutions, teaching approaches, and activities to address them.