EDU 342_Master Syllabus_OL_Wittrock_2022-2023-Updated 8-22-23

Important Information Regarding the FTCE: The Florida Teacher Certification Exam (FTCE) is made up of 3 separate tests: 1) the General Knowledge (GK), 2) the Subject Area Exam (SAE), and 3) the Professional Education Exam (PEd). Education majors are required to pass all three sections before final internship . The GK test must be attempted prior to being registered for Block 2 courses. The GK must be passed prior to admittance into the education program (Block 3). The Subject Area Exam should be attempted prior to or during Block 3, and the Professional Educator Exam should be attempted prior to or during Block 3. It is extremely important that students plan, schedule, and prepare for these exams well in advance. More information can be found in your student handbook. Core Values: While all of the Saint Leo University core values are to be followed in all aspects of the course, two specific core values, respect and community, have been chosen to be directly addressed in course assignments and course topics. Community : Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change and to serve. Respect : Animated in the spirit of Jesus Christ, we value all individuals' unique talents, respect their dignity and strive to foster their commitment to excellence in our work. Our community's strength depends on the unity and diversity of our people, on the free exchange of ideas and on learning, living and working harmoniously. Statement of Policies for Undergraduate Education Syllabi Key Assignment Grading All Key Assignment standards (ESOL, FEAPs, RECs) criteria must be successfully passed with effective or highly effective to receive a passing grade for the course. Attendance Policy Example: Except for reasonable cause, students are expected to be present at all regularly scheduled class meetings. Refer to the Attendance Policy in its entirety in the   Saint Leo University Catalog .     Please notify the instructor by email or phone message if you are unable to attend a class. Absences will adversely affect your participation grade.     Missing three classes is just cause for failure .   Instructors insert your attendance policy. Instructors’ attendance policies and points for attendance may vary. Late Work Example: Late assignments will not be accepted unless you give a 72-hour advance notice is given to the instructor. Drop boxes for assignments will be closed at 11:59 pm of the day they are due. The drop box will be reopened to submit the assignment based on the agreed upon extension date. If you do not submit the assignment on time or give a 72-hour notice for an extension you will receive a “0” in the gradebook. Late assignments submitted without an extension request will be deducted 10% per day. Instructors insert your attendance policy here. Late work policies may vary by instructor. Policy on Incomplete Grades  In accordance with University policy, in order to be issued an   “Incomplete,” a student must submit a timely request to the course instructor, describe the extenuating circumstances (i.e., sudden illness, medical emergency, death in the family) and provide evidence of the situation. Additionally, the student must have successfully completed 75% of the

EDU 342 OL Master Syllabus_2023-2024 Syllabus Addendum (Library Info and SLU policy statements) Please see all the SLU Policies and Library Information in the Syllabus Addendum in the D2L course shell of this course. During your first class meeting you will be shown how to access this information in the D2L course shell. Dispositions Statement  The Saint Leo University Education Department expects all students to display appropriate teacher dispositions as defined by the Council for the Accreditation of Educator Preparation (CAEP): “Dispositions . The habits of professional action and moral commitments that underlie an educator’s performance.” (CAEP Glossary, downloaded May 15, 2017 from http://www.caepnet.org/glossary?letter=D)   As well as from the former National Council for the Accreditation of Teacher Education (NCATE):   Professional Dispositions.  Professional attitudes, values, and beliefs demonstrated through both verbal and non- verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development.” (NCATE Glossary, downloaded June 25, 2014 from http://www.ncate.org/Standards/UnitStandards/Glossary/tabid/477/Default.aspx ) The Education Department has aligned the SLU core values to the teacher dispositions that pre-service teachers should adhere for success in the teaching profession. Criteria for professional dispositions as related to the core values are provided in the Student Handbook. These dispositions are also expected to be observed in your campus classes and through your interactions with your peers and instructors. Any issues related to these dispositions, as observed by your course instructors, may call for a formal meeting between the student, course instructor, and any other interested parties. Guidelines Used in Developing Course Objectives Florida Educator Accomplished Practices: a .2.f: Maintains a climate of openness, inquiry, fairness and support (Assessed) a.2.c Conveys high expectations to all students a.3.d: The effective educator modifies instruction to respond to preconceptions or misconceptions. (Assessed) Reading Endorsement Competencies 2022 Addressed and Assessed Competency 1: Foundations of Reading Instruction Performance Indicator A: Oral Language 1.E.8 Understand instructional practices that develop authentic uses of English to assist English learners in learning academic vocabulary and content (e.g., cognates). 6

EDU 342 OL Master Syllabus_2023-2024 Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. Performance Indicators Addressed 3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context. 3.1.b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. 3.2.h Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and instructional technology).3.2 Standard 3: Effective Use of Resources and Technologies (Addressed and Assessed) Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. Performance Indicators Addressed 3.3.a Teachers will use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 3.3.b Teachers will use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. 3.3.c Teachers will use technological resources (e.g. Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels. Domain 4: ESOL Curriculum and Materials Development (Addressed and Assessed) Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. Performance Indicators Addressed 4.1.a Teachers will plan for integrated standards-based ESOL and language sensitive content instruction. 4.1.b Teachers will create supportive, accepting, student-centered classroom environments. 4.1.c Teachers will plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 9

EDU 342 OL Master Syllabus_2023-2024 Graded Item: Points Weight Participation / Attendance / Homework 320 20% ELL Needs Analysis 150 10% Analysis of Program Models 100 10% Modified ESOL Speaking Lesson Plan 100 15% Text Modification and Modified ESOL Reading Lesson Plan 150 20% Subject Area Content Technology Assignment 100 10% ELLs with Exceptionalities Assignment 100 5% Assessment Modification Assignment 100 10% Total 1,120 100% Grading Scale: A 94% to 100% Exceptional C+ 77% to 79% Above Average A- 90% to 93% Superior C 74% to 76% Average B+ 87% to 89% Excellent C- 70% to 73% Below Average B 84% to 86% Very Good D+ 67% to 69% Marginal B- 80% to 83% Good D 60% to 66% Poor F Below 60% Failure If any student earns and receives a C- in a required education program course, the student will have to retake the course in order to receive credit for it and complete the program of study. In addition, if the course is a blocked EDU course, the student will have to retake the course and earn a grade of C or higher in order to continue to the next block of education classes in his/her program. 12

EDU 342 OL Master Syllabus_2023-2024 language and speaking skills in English. Students must include a written 1-2-page reflection with detailed rationale for their selection of the modifications to the lesson plan demonstrating understanding of teaching strategies and techniques for developing and integrating ELLs’ English-speaking skills. Purpose: Teachers have an obligation to make instruction comprehensible and accessible for English Language Learners regardless of their level of English language proficiency. Addressing the needs of ELLs can be achieved through lesson plans and instruction that are modified for the needs of ELLs. This assignment provides practice in selecting a variety of modifications throughout the lesson plan. These modifications include the following; content and language objectives modified for all four proficiency levels, modifications to a text passage, and modifications the opening, procedure, closing of the lesson plan, and assessment modified for all four proficiency levels. These modifications must maintain academic rigor, support ELLs access to the academic core curriculum, and convey high expectations to all ELs. They must also demonstrate that you understand the stages of English language acquisition and can apply theories of second language acquisition by differentiating instruction for ELs at different levels of English language proficiency and prior education. Your detailed reflection will include a discussion of the modifications you made throughout the lesson for the varying levels of language proficiency. Your discussion and reflection on the lesson plan will be supported by SLA theory, WIDA Can-Do Descriptors, and what you have learned about the levels of language proficiency in the course and how to improve speaking and oral language skills of ELLs.  Submit the lesson plan according to the rubric.  Reflect on the modifications (1-2 pages) you added to the lesson plan and the speaking / oral language activities you incorporated into the lesson plan. Explain why you chose them from a theoretical or SLA research point of view . Be specific and give examples. You must cite the specific theory or research that supports your medications and you must include proper APA citations.  Included the modified assessments and original and modified text and any visuals you used in the lesson. Indicate which modification is intended for which level of proficiency. If your assessment is in the form of a rubric or checklist, include a template. Describe any manipulatives that cannot be photocopied or scanned. Remember assessments can be modified according to the WIDA-Can-Do Descriptors or by using the WIDA Standards Look Up for ideas and ways to differentiate. Important Considerations: Consider the WIDA standards and Can-Do Descriptors that you encountered earlier in the course. - Think about how you could make the original procedure and the language you use more comprehensible. - Keep in mind that not all ELLs are the same and each ELL has different learning needs. - Make sure that the modifications you choose are based on specific SLA theories. Think about the SLA theories and review Cummins Quadrants, BICS and CALP, and Krashen’s Monitor Model in Why TESOL. You should be prepared to justify the modifications with direct reference to SLA theories to support the modifications in your 1-2 page reflection. - Include a variety of modifications, not the same one over and over. - Include modifications that address listening, speaking, reading, and writing. - Avoid modifications that take the ELL away from the core curriculum. ELLs should not be working in isolation or separated from the rest of the class or group. Upload your ESOL Modified Speaking Lesson Plan to D2L by the due date indicated in the syllabus. 15

EDU 342 OL Master Syllabus_2023-2024 using the WIDA Standards Look Up for ideas and ways to differentiate. Important Considerations: Consider the WIDA standards and Can-Do Descriptors that you encountered earlier in the course. - Think about how you could make the original procedure and the language you use more comprehensible. - Keep in mind that not all ELLs are the same and each ELL has different learning needs. - Make sure that the modifications you choose are based on specific SLA theories. Think about the SLA theories and review Cummins Quadrants, BICS and CALP, and Krashen’s Monitor Model in Why TESOL. You should be prepared to justify the modifications with direct reference to SLA theories to support the modifications in your 1-2 page reflection. - Include a variety of modifications, not the same one over and over. - Include modifications that address reading specifically. - Avoid modifications that take the ELL away from the core curriculum. ELLs should not be working in isolation or separated from the rest of the class or group. Upload your Text Modification and Modified ESOL Reading Lesson Plan to D2L by the due date indicated in the syllabus. Teaching Students with Exceptionalities (ESOL 5.1) Students will demonstrate and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. The pre-service teacher will develop awareness and the ability to recognize and teach students with disabilities and exceptionalities by seeking out a current research article that addresses the identification, instruction and assessment of ELL’s or ELL’s with exceptionalities (ESOL 5.1) This review should be 2-4 pages in length and including an explanation of how the information in the article would be incorporated into the student’s future classroom instruction or assessment of English Language Learners at varying levels of proficiency. This assignment must be uploaded to D2L by the assignment due date listed in the syllabus. Assessment Modification Assignment The pre-service teacher will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning ( ESOL 5.3 ). Utilizing an existing assessment from their current practicum placement in a content area (math, science, social studies, ELA), students will be asked to modify assessment materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge for the level of the ELL with whom they have been working with in their field placement. The student must take into consideration the varying linguistic, cultural, and educational backgrounds of ELLs and will adapt the learning environment to accommodate the differing needs and diversity of students. Students will be asked to provide a 1-2-page explanation of the lesson(s) and the learning goals the assessment will be covering, and provide a sample of the modified and original assessment, along with a rubric or checklist. Students will also include a discussion of how they will articulate the appropriateness of ELLs assessment to stakeholders (ESOL 5.3) and write a sample letter outlining the ELL student’s performance in the content area and demonstrate respect for the students’ cultural, linguistic and family background. You must submit the original assessment, and four modified assessments (one for each proficiency level 1- 4), a rubric or checklist, and a parent letter. 18

EDU 342 OL Master Syllabus_2023-2024 Discuss how the home language survey and WIDA Access 2.0 are used for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Discuss a variety of other assessments that are used to assess ELLs’ language and literacy skills and communicative competence. ( ESOL 5.2 ) Minimal to no discussion of the following; how the home language survey and WIDA Access 2.0 are used to identify, place, and measure language growth of ELLs, does not identify the 6 levels of language proficiency, no discussion of at least 3 other assessments that are used to assess ELLs’ language and literacy skills. Provides no data in the paper and does not discuss in detail how this data will inform future instruction of the ELL. Basic discussion of the following; how the home language survey and WIDA Access 2.0 are used to identify, place, and measure language growth of ELLs, Identifies the 6 levels of language proficiency, discusses less than 3 other assessments that are used to assess ELLs’ language and literacy skills. Provides basic information about the data in the paper and generally discusses how this data will inform future instruction of the ELL. General discussion of the following; how the home language survey and WIDA Access 2.0 are used to identify, place, and measure language growth of ELLs, Identifies the 6 levels of language proficiency, discusses at least 3 other assessments that are used to assess ELLs’ language and literacy skills. Provides some of the data in the paper and discusses in detail how this data will inform future instruction of the ELL. Discusses in detail the following; how the home language survey and WIDA Access 2.0 are used to identify, place, and measure language growth of ELLs, Identifies the 6 levels of language proficiency, discusses at least 3 other assessments that are used to assess ELLs’ language and literacy skills. Provides detailed data in the paper and discusses in detail how this data will inform future instruction of the ELL. 21

EDU 342 OL Master Syllabus_2023-2024 Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement. Provides less than 2 ways that the pre-service teacher can collaborate with the home, school and larger communities to foster communication and to support student learning and continuous improvement. Provides at less than 2-3 ways that the pre-service teacher can collaborate with the home, school and larger communities to foster communication and to support student learning and continuous improvement. Provides at least 4 ways that the pre- service teacher can collaborate with the home, school and larger communities to foster communication and to support student learning and continuous improvement. Provides at least 5 ways that the pre- service teacher can collaborate with the home, school and larger communities to foster communication and to support student learning and continuous improvement. Examines and uses data- informed research to improve instruction and student achievement Provides a minimal discussion of the data and how they will use the data to improve their instruction and increase student achievement. Provides a basic discussion of the data and how they will use the data to improve their instruction and increase student achievement. Provides a general discussion of the data and how they will use the data to improve their instruction and increase student achievement. Provides a detailed discussion of the data and how they will use the data to improve their instruction and increase student achievement. Points: out of 150 Comments: ESOL 2.2, ESOL 5.2, FEAP a.2.f are to be assessed in D2L ESOL Domain 2 Standard 2 Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. 0 Novic e Basi c Proficient Exceptional ESOL Domain 5 Standard 2: Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency 22

EDU 342 OL Master Syllabus_2023-2024 levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. FEAP a.2.f Maintains a climate of openness, inquiry, fairness and support Analysis of Program Models Name _________________________Date Completed ____________________________________ Students will be given an opportunity to create a digital presentation demonstrating knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs ( ESOL 3.1 ). In addition, students will compare at least 2 different ESOL program models using materials from the class and gathered through their own research. The student will present the design of the programs with a focus on specific resources and technologies ( ESOL 3.3 ) specific to the individual programs. The pre-service teacher will include the following in their presentation:  Discussion of at least 5 of the seminal laws related to ESOL  Compare at least 2 L2 teaching methods or program models  Discussion of current best practices related to L2 language and literacy instruction for each of the program models  Examples of culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels  Examples of a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills  Examples of technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 14 16 18 20 0 23

EDU 342 OL Master Syllabus_2023-2024 Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. ( ESOL 3.1 ) Provides minimal or discussion of at less than 3 laws or policies related to ESOL and discusses how the laws have improved teaching and learning for ELLs. Provides a basic discussion of at least 3 laws or policies related to ESOL and discusses how the laws have improved teaching and learning for ELLs. Provides a general discussion of at least 4 laws or policies related to ESOL and discusses how the laws have improved teaching and learning for ELLs. Provides a detailed discussion of at least 5 laws or policies related to ESOL and discuses how the laws have improved teaching and learning for ELLs. Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies and compare and contrast available materials, resources, technologies for the program model. ( ESOL 3.3 ) Provides a general list of 8-9 strategies, materials, resources, and technology programs that can be used in each program model. Provides a general list of 8-9 strategies, materials, resources, and technology programs that can be used in each program model. Provides a general list of 8-9 strategies, materials, resources, and technology programs that can be used in each program model. Provides a detailed list of at least 10 strategies, materials, resources, and technology programs that can be used in each program model. Compare at least 2 SLA teaching methodologies or program models and provides a visual presentation. Provides minimal to no comparison of 2 program models or SLA teaching methodologies with minimal to no information about each model or method including any benefits or drawbacks of the model. Provides a basic comparison of 2 program models or SLA teaching methodologies with basic information about each model or methodology including any benefits or drawbacks of the model. Provides a general comparison of 2 program models or SLA teaching methodologies with general information about each model / methodology including any benefits or drawbacks of the model. Provides a detailed comparison of 2 program models or SLA teaching methodologies with detailed information about each model / methodology including any benefits or drawbacks of the model. 24

EDU 342 OL Master Syllabus_2023-2024 Visual representation of C&C Visual representation was lacking in vital areas and was confusing to the viewer. A basic visual representation missing important elements of content of design. A general visual representation allowing for the viewer to understand the C&C. Professional visual presentation allowing for a clear and concise evaluation by the viewer. Narrative portion of the text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. Lacking in expected quality of University writing. Limited command of conventions. 3- 5 errors. Models expected quality of University writing. Good command of conventions. 1-2 errors. Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. Points: out of 100 Comments: ESOL 3.1 and ESOL 3.3 are to be assessed in D2L ESOL Domain 3 Standard 1: Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. 0 Novice Basic Proficient Exceptional ESOL Domain 3 Standard 3: Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. Modified ESOL Speaking Lesson Plan Name _________________________Date Completed ____________________________________ 25

EDU 342 OL Master Syllabus_2023-2024 The Modified ESOL Speaking Lesson Plan assignment provides the teacher candidate with an opportunity to know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English- speaking skills. The pre-service teacher will support ELLs’ access to the core curriculum by teaching language through academic content and develop ELLs' L2 speaking skills for a variety of academic and social purposes and provide instruction that builds upon ELLs’ oral English to support learning to read and write in English. Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. ( ESOL 3.2 ). The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum and convey high expectations to all students (FEAP a.2.c). This assignment will require the teacher candidate to modify an existing lesson plan of their choice for varying levels of ELL proficiency. The pre-service teacher will do so by adapting the learning environment for ELLs from diverse linguistic and cultural backgrounds and with differing academic needs. Students will incorporate into the lesson plan a variety of teaching strategies, techniques, and resources to increase and improve oral language and speaking skills in English. Students must include a written 1-2-page reflection with detailed rationale for their selection of the modifications to the lesson plan demonstrating understanding of teaching strategies and techniques for developing and integrating ELLs’ English-speaking skills. Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 3 4 5 6 0 Content objectives are clear and aligned to the state standards. Limited modification. Levels missing Basic modification at less than 4 levels General modification at all 4 levels Professional modification at all 4 levels Language objectives are included for all four proficiency levels. Limited description of language objectives Basic description of language objectives at less than 4 levels General description of language objectives at all levels Professional description of language objectives at all levels Objectives convey high expectations to all students. (FEAP a.2.c) Limited objectives. Basic objectives with lower expectations. General objectives with the appropriate expectations. Professionally designed objectives with the high expectations. Instructional modifications to the lesson opening respond to preconceptions or misconceptions of ELLs and are planned for all four levels of English language proficiency. Limited modifications with little consideration for the ELL’s at some levels. Basic modifications with consideration for the ELL’s at some levels. General modifications with consideration for the ELL’s at all levels. Professional modifications with high levels of consideration for the ELL’s at all levels. 26

EDU 342 OL Master Syllabus_2023-2024 Lesson plan includes differentiation / strategies for students with reading difficulties and or dyslexia. Limited differentiation / strategies for students with reading difficulties and or dyslexia. Basic differentiation / strategies for students with reading difficulties and or dyslexia. General differentiation / strategies for students with reading difficulties and or dyslexia. Outstanding differentiation / strategies for students with reading difficulties and or dyslexia. Procedure includes plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. Limited plan accounting for little diversity and not based in the curriculum. Basic multi-level plan accounting for some diversity and based in the curriculum. General multi- level plan accounting for diversity and based in the curriculum. Outstanding multi-level plan accounting for high levels of diversity and based strongly in the curriculum. Plan reflects Saint Leo core values of respect and community by providing comprehensible input and appropriate language use in modification of activities. Poor use of language in the modifications that reflects St. Leo Core Values of respect and community Basic use of language in the modifications that reflects St. Leo Core Values of respect and community General use of language in the modifications that reflects St. Leo Core Values of respect and community Professional use of language in the modifications that reflects St. Leo Core Values of respect and community. Instruction is differentiated based on an assessment of student learning needs and recognition of individual differences in students. Limited degree of differentiation based on the individual student needs. Basic degree of differentiation based on the individual student needs. General degree of differentiation based on the individual student needs. Professional degree of differentiation based on the individual student needs. Plan indicates that pre- service teacher knows, understands, and can apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. Limited demonstration of a few of the applications provided in the category description. Basic demonstration of some of the applications provided in the category description. General demonstration of most of the applications provided in the category description. Professional demonstration of ALL applications provided in the category description. 27

EDU 342 OL Master Syllabus_2023-2024 Reading/literacy instruction is appropriately differentiated for students at different levels of English language proficiency according to the corresponding stages of English language acquisition. Limited differentiation of instruction for students at different levels utilizing few accepted stages of English Language acquisition. Basic differentiation of instruction for students at different levels utilizing some accepted stages of English Language acquisition. General differentiation of instruction for students at different levels utilizing most accepted stages of English Language acquisition. Professional differentiation of instruction for students at different levels utilizing all accepted stages of English Language acquisition. Instruction is appropriately differentiated for English language learners from diverse backgrounds and various levels of prior education corresponding to current theories of second language acquisition. Limited differentiation for some ELL’s Basic differentiation for some ELL’s taking into account backgrounds and prior learning levels and incorporates current theory for support. General differentiation for ALL ELL’s taking into account backgrounds and prior learning levels and incorporates current theory for support. Professional differentiation for ALL ELL’s taking into account a wide range of backgrounds and prior learning levels and incorporates current theory for support. Lesson plan demonstrates that the pre-service teacher knows, manages, and implements a variety of teaching strategies and techniques for developing and integrating the ELLs’ English speaking, reading, writing skills. The lesson plan and materials indicate that the pre-service teacher supports ELLs’ access to the core curriculum by teaching language through academic content. ( ESOL 3.2) Lacking demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Basic demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. General demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Professional demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Modifications of the closing are made for ELLs at all four levels of English language proficiency. Assessment is lacking. Basic assessment for some ELL’s at some language levels. General assessment for ALL ELL’s at all language levels. Professional assessment for ALL ELL’s at all language levels. 28

EDU 342 OL Master Syllabus_2023-2024 Assessments and testing conditions are modified to accommodate learning styles and varying levels of knowledge of ELLs. Limited modification of testing environment Basic modification of testing environment to accommodate some ELL’s General modification of testing environment to accommodate all ELL’s Professional modification of testing environment to accommodate all ELL’s 13 14 15 16 Reflection portion of the text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. Reflection includes minimal to no discussion for the modifications and how speaking skills were enhanced in the lesson. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. Reflection includes a basic discussion for the modifications and how speaking skills were enhanced in the lesson. Lacking in expected quality of University writing. Limited command of conventions. 3-5 errors. Reflection includes a general discussion for the modifications and how speaking skills were enhanced in the lesson. Models expected quality of University writing. Good command of conventions. 1- 2 errors. Reflection discusses in detail the specific reasons for the modifications and how speaking skills were enhanced in the lesson. Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. Points: out of 100 Comments: 29

EDU 342 OL Master Syllabus_2023-2024 Subject Area Content Activity Name _________________________Date Completed ____________________________________ The pre-service teacher will understand and apply instructional practices that develop authentic uses of English to assist English to assist English learners in learning academic vocabulary and content (e.g., cognates) ( REC 1.E.8 ). The pre-service teacher will demonstrate knowledge of selecting and adapting a wide range of standards-based materials, resources, and technologies for ELLs (ESOL 4.2). The pre-service teacher will create a digital presentation using a presentation tool of their choice (PowerPoint, Prezi, etc.) addressing the teaching of vocabulary to ELL students within a specific content area. Students will focus on one specific content area (Math, Science, Social Studies, or ELA) and describe potential challenges in the content area, address challenges related to specialized language within the content area, incoporate specific teaching strategies and instructional practices, as well as how they can incorporate technology into the teaching of the subject area. Pre-service students must include at least 3-5 technology tools and present how they can be utilized in content area instruction for varying levels of ELL proficiency. Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 0 Description of potential challenges in the content area and strategies to address the challenges. Limited description of challenges faced by the individual content area teacher with few valuable strategies for addressing them. Basic description of challenges faced by the individual content area teacher with some valuable strategies for addressing them. General description of challenges faced by the individual content area teacher with valuable strategies for addressing them. Professional description of challenges faced by the individual content area teacher with highly valuable strategies for addressing them. 30

EDU 342 OL Master Syllabus_2023-2024 Description of specialized academic language in the content area. The pre- service teacher will Understand and apply instructional practices that develop authentic uses of English to assist English learners in learning academic vocabulary and content. ( REC 1.E.8 ) Limited to no description of specialized language within a specific content area. Includes limited or missing instructional strategies for addressing the academic language that develop authentic uses of English to assist ELs in learning academic vocabulary and content. Basic description of specialized language within a specific content area. Includes basic instructional strategies for addressing the academic language that develop authentic uses of English to assist ELs in learning academic vocabulary and content. General description of specialized language within a specific content area. Includes general instructional strategies for addressing the academic language that develop authentic uses of English to assist ELs in learning academic vocabulary and content. Professional description of specialized language within a specific content area. Includes valuable instructional strategies for addressing the academic language that develop authentic uses of English to assist ELs in learning academic vocabulary and content. Description of content specific teaching techniques and how to select and adapt a wide range of standards-based materials, resources, and technologies for ELLs in the content area. (ESOL 4.2) Basic description of teaching techniques, materials, resources, and no technology tools. The description offers basic or minimal examples for implementation. Basic description of teaching techniques, materials, resources, and less than 4 technology tools. The description offers few examples for implementation. General description of teaching techniques, materials, resources, and at least 4 technology tools. The description offers highly valuable examples for implementation. Professional description of teaching techniques, materials, resources, and at least 5 technology tools. The description offers highly valuable examples for implementation. Multimedia Presentation Below expectation presentation. Not visually engaging. Basic presentation. Not very visually engaging. General presentation. Somewhat visually engaging. Highly professional presentation. Dynamic and visually engaging. 31

EDU 342 OL Master Syllabus_2023-2024 Narrative portion of the text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. No use of APA. Lacking in expected quality of University writing. Limited command of conventions. 3-5 errors. No use of APA. Models expected quality of University writing. Good command of conventions. 1-2 errors. Correct APA citations. Models the highest standards of University writing. Outstanding command of conventions. Zero errors. Correct APA citations. Points: out of 100 Comments: ESOL 4.2 and REC 1.E.8 to be assessed in D2L ESOL Domain 4 Standard 2: The pre-service teacher will demonstrate knowledge of selecting and adapting a wide range of standards-based materials, resources, and technologies for ELLs 0 Novice Basic Proficient Exceptional REC 1.E.8 Understand and apply instructional practices that develop authentic uses of English to assist English learners in learning academic vocabulary and content. 32

EDU 342 OL Master Syllabus_2023-2024 Text Modification and Modified ESOL Reading Lesson Plan The Text Modification and Modified ESOL Reading Lesson Plan assignment provides the teacher candidate with an opportunity to understand, and apply concepts, research best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELs. The pre-service teacher will understand the stages of English acquisition for English learners and differentiate the lesson using evidence-based reading instruction for students at different levels of English proficiency ( REC 4.2 ) and differentiate reading instruction for Els across various levels of literacy development based on their L1 literacy level ( REC 4.10 ) The pre-service teacher will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELs’ learning ( ESOL 2.3 ) and understand and apply current theories of second language acquisition to differentiate reading instruction for English learners of diverse backgrounds and various levels of prior education ( REC 4.3 ). The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum ( ESOL 4.1 ) This assignment will require the teacher candidate to modify an existing reading text and modify an existing ELA lesson plan for varying levels of EL proficiency. The pre-service teacher will do so by adapting the learning environment (i.e. text passage, objectives, materials, procedures, and assessments) for ELs from diverse linguistic and cultural backgrounds and with differing academic needs. Students will incorporate into the lesson plan a variety of appropriate instructional and teaching strategies, techniques, and resources to increase and improve reading and acquisition skills in English ( UCC 3 ). The pre-service teacher will convey high expectations to all students and modify instruction to respond to any preconceptions or misconceptions ( FEAP a.3.d) Students must include a written 1-2 page reflection with detailed rationale for their selection of the chosen text modifications and modifications to the lesson plan demonstrating understanding of the components of literacy, and application of theories of second language literacy development to support ELLs’ learning ( ESOL 2.3 ). You MUST teach this reading lesson, have it observed by your CT or US and upload the observation form, and submit the modified texts used in the lesson. Name _________________________Date Completed ____________________________________ Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 4 5 6 7 0 Content objectives are clear and aligned to the state standards. Limited modification. Levels missing Basic modification at less than 4 levels General modification at all 4 levels Professional modification at all 4 levels Language objectives are included for all four proficiency levels. Limited description of language objectives Basic description of language objectives at less than 4 levels General description of language objectives at all levels Professional description of language objectives at all levels 33

EDU 342 OL Master Syllabus_2023-2024 Objectives convey high expectations to all students. Limited objectives. Basic objectives with lower expectations. General objectives with the appropriate expectations. Professionally designed objectives with the high expectations. Instructional modifications to the lesson opening respond to preconceptions or misconceptions of ELLs and are planned for all four levels of English language proficiency. (FEAP a.3.d) Limited modifications with little consideration for the ELL’s at some levels. Basic modifications with consideration for the ELL’s at some levels. General modifications with consideration for the ELL’s at all levels. Professional modifications with high levels of consideration for the ELL’s at all levels. Lesson plan includes differentiation / strategies for students with reading difficulties and or dyslexia. Limited differentiation / strategies for students with reading difficulties and or dyslexia. Basic differentiation / strategies for students with reading difficulties and or dyslexia. General differentiation / strategies for students with reading difficulties and or dyslexia. Outstanding differentiation / strategies for students with reading difficulties and or dyslexia. Procedure includes plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. ( ESOL 4.1 ) Limited plan accounting for little diversity and not based in the curriculum. Basic multi-level plan accounting for some diversity and based in the curriculum. General multi- level plan accounting for diversity and based in the curriculum. Outstanding multi-level plan accounting for high levels of diversity and based strongly in the curriculum. Plan reflects Saint Leo core values of respect and community by providing comprehensible input and appropriate language use in modification of activities. Poor use of language in the modifications that reflects St. Leo Core Values of respect and community Basic use of language in the modifications that reflects St. Leo Core Values of respect and community General use of language in the modifications that reflects St. Leo Core Values of respect and community Professional use of language in the modifications that reflects St. Leo Core Values of respect and community. Reading instruction is differentiated for ELs across various levels of literacy development based on their L1 literacy skills ( REC 4.10 ) Limited differentiation of reading instruction for ELs across various levels of literacy development based on their L1 literacy skills. Basic differentiation of reading instruction for ELs across various levels of literacy development based on their L1 literacy skills. General differentiation of reading instruction for ELs across various levels of literacy development based on their L1 literacy skills. Professional degree of differentiation based on the individual student needs. 34

EDU 342 OL Master Syllabus_2023-2024 Plan indicates that pre- service teacher knows, understands, and can apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction and implement strategies appropriate for the instruction of English Language Learners in a supportive learning environment. ( UCC 3 ) Limited demonstration of a few of the applications provided in the category description. Basic demonstration of some of the applications provided in the category description. General demonstration of most of the applications provided in the category description. Professional demonstration of ALL applications provided in the category description. Reading/literacy instruction is appropriately differentiated for Els at different levels of English language proficiency according to the corresponding stages of English language acquisition and includes evidence-based reading instruction. ( REC 4.2 ) Limited differentiation of instruction for students at different levels utilizing few accepted stages of English Language acquisition. The lesson does not include evidence-based reading instruction. Basic differentiation of instruction for students at different levels utilizing some accepted stages of English Language acquisition. The lesson does not include evidence- based reading instruction. General differentiation of instruction for students at different levels utilizing most accepted stages of English Language acquisition and includes evidence-based reading instruction. Professional differentiation of instruction for students at different levels utilizing all accepted stages of English Language acquisition and includes evidence-based reading instruction. Text is modified for ELL proficiency levels 1-4 and appropriate textual modifications are applied to the text and submitted with lesson plan. ( ESOL 2.3 ) Text is modified for less than 3 ELL proficiency levels and minimal textual modifications are applied to the text and submitted with lesson plan. Text is modified for less than 3 ELL proficiency levels and basic textual modifications are applied to the text and submitted with lesson plan. Text is modified for 3 ELL proficiency levels and general textual modifications are applied to the text and submitted with lesson plan. Text is modified for ELL proficiency levels 1-4 and appropriate and detailed textual modifications are applied to the text and submitted with lesson plan. 35

EDU 342 OL Master Syllabus_2023-2024 Instruction is appropriately differentiated for English language learners from diverse backgrounds and various levels of prior education corresponding to current theories of second language acquisition. (ESOL 2.3) Limited differentiation for some ELL’s. Student does not provide or provides a limited discussion of SLA theory to support ELLs in their reflection. Basic differentiation for some ELL’s taking into account backgrounds and prior learning levels and incorporates current theory for support. Student provides a basic discussion of SLA theory to support ELLs in their reflection. General differentiation for ALL ELL’s taking into account backgrounds and prior learning levels and incorporates current theory for support. Students includes SLA theory to support ELLs in their reflection. Professional differentiation for ALL ELL’s taking into account a wide range of backgrounds and prior learning levels and incorporates current theory for support. Students includes SLA theory to support ELLs in their reflection. Lesson plan demonstrates that the pre-service teacher knows, manages, and implements a variety of teaching strategies and techniques for developing and integrating the ELLs’ English reading skills. The lesson plan and materials indicate that the pre- service teacher supports ELLs’ access to the core curriculum by teaching language through academic content. Lacking demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Basic demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. General demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Professional demonstration of an understanding of the importance of differentiated instruction to support language objectives through the academic content. Modifications of the closing are made for ELLs at all four levels of English language proficiency. Assessment is lacking. Basic assessment for some ELL’s at some language levels. General assessment for ALL ELL’s at all language levels. Professional assessment for ALL ELL’s at all language levels. Assessments and testing conditions are modified to accommodate learning styles and varying levels of knowledge of ELLs. Limited modification of testing environment Basic modification of testing environment to accommodate some ELL’s General modification of testing environment to accommodate all ELL’s Professional modification of testing environment to accommodate all ELL’s 36

EDU 342 OL Master Syllabus_2023-2024 1-7 7-12 13-19 20- 26 Reflection 1-2 page written reflection discusses in detail the specific reasons for the text modifications based on current SLA theory and how reading instruction was differentiated to enhance reading skills in the lesson through the modifications ( REC 4.3 ). Written text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. 1-2 page written reflection does not discuss in detail the specific reasons for the text modifications based on current SLA theory and how reading instruction was differentiated to enhance reading skills in the lesson through the modifications Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. 1-2 page written reflection minimally discusses the specific reasons for the text modifications based on current SLA theory and how reading instruction was differentiated to enhance reading skills in the lesson through the modifications Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. 1-2 page written reflection discusses in general the specific reasons for the text modifications based on current SLA theory and how reading instruction was differentiated to enhance reading skills in the lesson through the modifications Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. 1-2 page written reflection discusses in detail the specific reasons for the text modifications based on current SLA theory and how reading instruction was differentiated to enhance reading skills in the lesson through the modifications Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. Observation – Provides documentation of observation by CT or US. Provides no documentation or observation form. Provides no documentation or observation form Provides observation from CT or US. Provides observation from CT or US. Points: out of 150 Comments: ESOL 2.3. ESOL 4.1, FEAP a.3.d, REC 4.2, REC 4.3, REC 4.10, UCC 3 are to be assessed in D2L ESOL Domain 2 Standard 3: Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning. 0 Novice Basic Proficient Exceptional ESOL 4.1 Procedure includes plan for multilevel classrooms with 37

EDU 342 OL Master Syllabus_2023-2024 learners from diverse backgrounds using a standards-based ESOL curriculum. FEAP a. 3.d The effective educator modifies instruction to respond to preconceptions or misconceptions. REC 4.2 Understand the stages of English acquisition for English learners and differentiate evidence-based reading instruction for students at different levels of English proficiency. REC 4.3 Understand and apply current theories of second language acquisition to differentiate reading instruction for English learners of diverse backgrounds and various levels of prior education. REC 4.10 Differentiate reading instruction for English learners across various levels of literacy development in their first language. UCC 3 Students will incorporate into the lesson plan a variety of appropriate instructional and teaching strategies, techniques, and resources to increase and improve reading and acquisition skills in English 38

EDU 342 OL Master Syllabus_2023-2024 Teaching ELLs with Exceptionalities Article Review Name _________________________Date Completed ____________________________________ Students will demonstrate and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. The pre-service teacher will develop awareness and the ability to recognize and teach students with disabilities and exceptionalities by seeking out a current research article that addresses the identification, instruction and assessment of ELL’s or ELL’s with exceptionalities ( ESOL 5.1 ) This review should be 2-4 pages in length and including an explanation of how the information in the article would be incorporated into the student’s future classroom instruction or assessment of English Language Learners at varying levels of proficiency. Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 14 16 18 20 0 Topic related to the identification and/or instruction of ELL’s with exceptionalities. The topic related specifically to the description and added a deep and valuable insight into the course materials. A basic connection between the topic and description. Limited insights. A general connection between the topic and description. Allowed for valuable understanding. The topic related specifically to the description and added a deep and valuable insight into the course materials. Articles identified for research paper Use of peer reviewed research journals Article was written by an expert in the field who is focused on this area of research. Article was not peer reviewed. Article held limited research value. Article was not peer reviewed. Article written by an expert who is not a researcher but is connected to the field. Article is peer reviewed. Article was written by an expert in the field who is focused on this area of research. Article is peer reviewed. Presentation of Information 39

EDU 342 OL Master Syllabus_2023-2024 - Summarized Limited or no summary of the article. Reader left wondering. Basic summary. Left the reader somewhat unclear about the author’s intent. General summary that offered a complete overview. Expert summary of the article which allowed the reader full access the primary and foundational concepts. - Linked to teaching ELLs with exceptionality’s Student shows understanding and applies current theories of second language acquisition to provide a strong and supportive educational environment (ESOL 5.1) Limited or no analysis. No original insights provided. Basic analysis that offered few original insights. General analysis of the article that offered valuable insights. Expert analysis that incorporated the student’s understandings of other course content into original understandings. Narrative portion of the text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. Models expected quality of University writing. Good command of conventions. 1-2 errors. Lacking in expected quality of University writing. Limited command of conventions. 3- 5 errors. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. Points: out of 100 Comments: ESOL 5.1 to be assessed in D2L ESOL Domain 5 Standard 1: The pre-service teacher will develop awareness and the ability to recognize and teach students with disabilities and exceptionalities by seeking out a current research article that addresses the identification, instruction and assessment of ELL’s or ELL’s with exceptionalities 0 Novice Basic Proficient Exceptional 40

EDU 342 OL Master Syllabus_2023-2024 Assessment Modification Assignment The pre-service teacher will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning ( ESOL 5.3 ). Utilizing an existing assessment from their current practicum placement in a content area (math, science, social studies, ELA), students will be asked to modify assessment materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge for the level of the ELL with whom they have been working with in their field placement. The student must take into consideration the varying linguistic, cultural, and educational backgrounds of ELLs and will adapt the learning environment to accommodate the differing needs and diversity of students . Students will be asked to provide a 1-2-page explanation of the lesson(s) and the learning goals the assessment will be covering, and provide a sample of the modified and original assessment, along with a rubric or checklist. Students will also include a discussion of how they will articulate the appropriateness of ELLs assessment to stakeholders (ESOL 5.3) and write a sample letter outlining the ELL student’s performance in the content area and demonstrate respect for the students’ cultural, linguistic and family background . You must submit the original assessment, and four modified assessments (one for each proficiency level 1- 4), a rubric or checklist, and a parent letter. Name _________________________Date Completed ____________________________________ Criteria Ratings Unsatisfactory Developing/Needs Improvement Effective Highly Effective 0 14 16 18 20 0 41

EDU 342 OL Master Syllabus_2023-2024 Provides a content specific and standards-based assessment that is directly linked to the standards, language, and content objectives in the lesson. In addition, provides appropriate modifications to the assessment for ELL proficiency levels 1- 4 to address language acquisition and based on WIDA. ( ESOL 5.3 ) Original assessment is content specific, standards-based and partially linked to the standards, language, and content objectives in the lesson. Modifications to the assessment are limited or not provided for ELL proficiency levels 1- 4 to address language acquisition, but are not based on WIDA. Original assessment is content specific, standards-based and partially linked to the standards, language, and content objectives in the lesson. Modifications to the assessment are limited or not provided for ELL proficiency levels 1- 4 to address language acquisition, but are not based on WIDA. Original assessment is content specific, standards-based and generally linked to the standards, language, and content objectives in the lesson. Modifications to the assessment are provided for ELL proficiency levels 1- 4 to address language acquisition and based on WIDA. Original assessment is content specific, standards-based and directly linked to the standards, language, and content objectives in the lesson. Modifications to the assessment are provided for ELL proficiency levels 1- 4 to address language acquisition and based on WIDA. Modification of assessment materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge. Modification of materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge are general are not limited or missing. Modification of materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge are basic. Modification of materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge are general. Modification of materials, assessments and testing conditions to accommodate learning styles and varying levels of knowledge are highly effective. Adapts the learning environment to accommodate the differing needs and diversity of students. Reflection explains in detail with less than 3 examples how the learning environment is adapted to accommodate the differing needs and diversity of students. Reflection explains in detail with less than 3 examples how the learning environment is adapted to accommodate the differing needs and diversity of students. Reflection explains in detail with at least 3 examples how the learning environment is adapted to accommodate the differing needs and diversity of students. Reflection explains in detail with 3 or more examples how the learning environment is adapted to accommodate the differing needs and diversity of students. 42

EDU 342 OL Master Syllabus_2023-2024 Includes sample parent / guardian letter outlining the ELL student’s performance in the content area and assessment and demonstrates respect for the students’ cultural, linguistic and family background. Sample parent / guardian letter is unsatisfactory and does not outline the ELL student’s performance in the content area and assessment. The letter lacks a demonstration of respect for the students’ cultural, linguistic and family background. Sample parent / guardian letter is basic and minimally outlines the ELL student’s performance in the content area and assessment. The letter minimally demonstrates respect for the students’ cultural, linguistic and family background. Sample parent / guardian letter is general and outlines the ELL student’s performance in the content area and assessment. The letter demonstrates respect for the students’ cultural, linguistic and family background. Sample parent / guardian letter is detailed and outlines the ELL student’s performance in the content area and assessment and demonstrates respect for the students’ cultural, linguistic and family background. Provides a 1-2- page reflection of the lesson and the learning goals the assessment will be covering, and provides a sample of the modified and original assessment, along with a rubric or checklist. Provides an unsatisfactory and less than 1-page reflection of the lesson and the learning goals the assessment will be covering, and provides a sample of the modified and original assessment, along with a rubric or checklist. Provides a basic and less than 1- page reflection of the lesson and the learning goals the assessment will be covering, and provides a sample of the modified and original assessment, along with a rubric or checklist. Provides a general 1-page reflection of the lesson and the learning goals the assessment will be covering, and provides a sample of the modified and original assessment, along with a rubric or checklist. Provides a detailed 2-page reflection of the lesson and the learning goals the assessment will be covering, and provides a sample of the modified and original assessment, along with a rubric or checklist. Provides in the 1-2- page reflection a discussion of how they will articulate the appropriateness of ELLs assessment to stakeholders (ESOL 5.3) Reflection is limited or does not include discussion or examples of how they will articulate the appropriateness of ELLs assessment to stakeholders. Reflection includes a basic discussion with less than 3 examples of how they will articulate the appropriateness of ELLs assessment to stakeholders. Reflection includes a general discussion with at least 3 examples of how they will articulate the appropriateness of ELLs assessment to stakeholders. Reflection includes a detailed discussion with 3 or more examples of how they will articulate the appropriateness of ELLs assessment to stakeholders. 43

EDU 342 OL Master Syllabus_2023-2024 Narrative portion of the text satisfies all aspects of the written conventions (cohesion, grammar etc.) including adherence to current APA format and style. Does not model expected quality of University writing. Struggled with conventions. 5+ errors. Lacking in expected quality of University writing. Limited command of conventions. 3-5 errors. Models expected quality of University writing. Good command of conventions. 1-2 errors. Models the highest standards of University writing. Outstanding command of conventions. Zero errors. APA citations. Points: out of 100 Comments: ESOL 5.3 is to be assessed in D2L ESOL Domain 5 Standard 3: Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders 0 Novice Basic Proficient Exceptional RTI: Tiered Level Instruction Level 1: Differentiated Instruction for All learners Tier 1: Problem-solving begins among teachers, parents, and administrations (conferences and interventions) . In this tier, universal screenings (Assessment Grid, RTI Log, and Teacher Observations) are used to help identify students that can benefit from interventions. In some cases, a student will demonstrate little or no positive response to the interventions. If progress monitoring indicates a need for more intensive interventions, a Tier 2 Referral may be considered. Tier 2: Problem-solving team forms and intensifies interventions and progress monitoring . Tier 2 interventions are provided in addition to the quality instruction provided in Tier 1. The interventions are designed to prevent or alleviate challenges. Tier 3: Extended problem-solving team individualizes targeted interventions and conducts more frequent progress monitoring . ***Consideration for ESE eligibility is based on intensity of services needed to make meaningful education progress. 44

EDU 342 OL Master Syllabus_2023-2024 RTI Action Network: http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model Examples of Educational Technology Devices and Assistive Technology (for ESE purposes) Educational Technology Devices: Interactive whiteboards  Teachers can use them to work in groups  They are interactive and students can write on them  Teachers can use them to project digital material  Can be used in all curriculum areas Drill–practice software  For individual student use  Can be aligned to specific skills  Use diverse formats to attract student attention Integrated learning systems  Comprehensive instructional programs that may network through schools  Can incorporate instruction for a variety of objectives  Material presented in a linear format Reading and math programs  Cover several grade levels  Sequenced in presentation  Allow students to progress at an independent level iPad  Application can be used for all students  Enhance various curriculum based skills Examples of Assistive Technology: For vision:  Eyeglasses  Large-print books  Books on tape  Magnifying glass  Tape recorder  Cassettes  Stereo headphones  Lighting contrasts  Talking calculators  Self-sticking notes  Highlighters  Color-blind aides  Computer with speech output or feedback  Letter- or word-magnification software  Talking electronic dictionary, thesaurus, spell checker  Video magnifiers  Voice-output screen-reading software  Voice amplification or voice projector  Screen readers For communication  Communication boards 45

EDU 342 OL Master Syllabus_2023-2024  Communication books  Eye-gaze or eye-pointing systems  Simple voice-output devices  Word cards or word manipulatives  Word window  Writing guides  Voice-output devices with levels  Voice output with icon sequencing  Communication software (allows for communication boards and visual displays)  Word prediction, abbreviation, or expansion options to reduce keystrokes  Software that allows communication via pictures and symbols  Head-pointing devices  Touch screens  Translating devices: voice language (e.g., English) to output different voice language (e.g., Spanish) For access  Adapted common tools (e.g., big pencils)  A roller-ball (or tracker-ball) pointing device with a separate button for clicking  Adapted handles (e.g., pencil grips)  Built-up stylus  T-bar to assist with typing  Switches  Head pointers  Joysticks  Typewriter  A mouth stick to press keys on the keyboard  Foot pedals or hardware switches instead of a mouse to operate a technology device  Tilt board  Voice input or output devices  Voice-recognition software (turns the spoken word into the typed word)  Eye-controlled computer-input devices  Computer-access modification software or hardware 46

EDU 342 OL Master Syllabus_2023-2024 Field Experience Hours Log EDU 342 Complete this form each time that you report to the field experience. Upload this form to D2L with the Field Experience Hours Log Dropbox. You must complete 25 hours in EDU 342. This is part of your overall required practicum hours. Name of Student: Course: Section: Semester/Year: SLU Professor Name and Email: School Name: State: Is this where the field experience will take place: YES NO Classroom’s Teacher’s Name and Contact Info (where FE will take place): 47

EDU 342 OL Master Syllabus_2023-2024 Student Characteristics (Check all that apply): Special Needs Students ELLs Other Community type Urban Rural Other State the type of Activity that you are going to be involved with: Date Time in Time Out Number of hours What did you today? (1-2 sent). For ex. “I observed Mrs. Smith conducting a cooperative learning reading comprehension lesson.” Teacher’s Signature Total Number of Hours: Signature of Student Signature of Faculty Comments from Faculty: 48

EDU 342 OL Master Syllabus_2023-2024 Lesson Plan Format Elementary Education EDU_____ Name Date: Lesson Title: Method: Grade & Subject: Number of Students: Review your assignment rubric before and after planning your lesson. 49

EDU 342 OL Master Syllabus_2023-2024 Use the rubric as a checklist to be sure you have included each required element. As You Begin:  Effective teachers use prior learning experiences to scaffold concept development. Your lesson is part of a bigger picture! The learning that happened in class last week sets the stage for what you will do today, and what you do today will build a framework for what students can learn tomorrow!  Before planning your lesson, talk with your Cooperating Teacher!  Indicate how this lesson connects with previous and subsequent lessons and/or data: Sequence Two Days Before Day Before Day Following Two Days Following Date/Day Concept/Content Planned Differentiation: Describe how you could modify the following four elements of instruction to meet the needs of all learners in your classroom. (Required for each lesson plan at all internship levels.) https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf Content Process Product Learning Environment All Learners Enrichment Vocabulary: List vocabulary that students will encounter in this lesson along with a brief, grade-appropriate definition. (Indicate in lesson procedural steps how you will address vocabulary, including modifications for ELL and ESE.) State Standard/s: Write out the standard/s (Florida Standards). Objective/s: Write exactly what you expect the students to know and/or be able to do in this lesson (the specific new 50

EDU 342 OL Master Syllabus_2023-2024 skill learned, not the activity done). Lesson objectives, instruction, and assessment must align. Assessing Student Understanding: Describe and attach the measurable assessment you will use to document the level of mastery for each student. (This is the formal/summative assessment, not the lesson activity.) Modified Assessment/s (ELL, gifted, ESE and RTI): Describe how you will modify the assessment to meet the needs of your diverse learners: English Language Learner Objective and Assessment Modifications Refer to the WIDA grade-appropriate descriptors found at: https://wida.wisc.edu/teach/can-do/descriptors . Language Objectives Level 1 -- PP Level 2 -- EP Level 3 -- SE Level 4 -- IF Assessment Level 1 -- PP Level 2 -- EP Level 3 -- SE Level 4 -- IF Materials : List everything you will need to implement this lesson. 51

EDU 342 OL Master Syllabus_2023-2024 Sequence of Lesson Procedures: Describe the lesson in bulleted or numbered steps. OPENING (Hook/Gain attention) BODY (Label the Multisensory methods used during the lesson; I do, we do, you do ) Steps of cooperative learning and specific strategies must be clearly identified during this portion of the lesson: CLOSING Modifications/Accommodations: Modifications for opening for ELLs Modifications for body for ELLs Modifications for closing for ELLs Describe how you will differentiate for ESE, gifted, and those students with reading difficulties and or dyslexia. Technology - Identify/cite the following web resources: 1. Technology used to plan the lesson: 2. Technology used to teach the lesson: 3. Technology that students can use to practice the content as an extension: Lesson Evaluation 52

EDU 342 OL Master Syllabus_2023-2024 (Refer to your course syllabus/instructor’s directions for the format of your lesson reflection. Some EDU courses require essay format, following a specific rubric) Reflections on Teaching & Learning: Your Lesson Evaluation should include EACH of the following: Decisions about the plan  Why did you choose to use these specific teaching strategies?  Which parts worked and which did not? Why? How does this impact your next lesson?  What multisensory methods or strategies did you incorporate into the lesson?  Describe the modifications you made to the lesson for diverse students (ESE, gifted, and those with reading difficulties and/or dyslexia) and the impact on student achievement. Evaluation of Student Response and Learning  How did the students respond to your lesson while you were teaching? Give specific examples.  How engaged were students during this lesson? Discuss what YOU did/planned that invited student engagement.  Based on evidence, how many students met the objectives appropriately? Analyze the specific results. What will you suggest and/or do for those who did not meet the benchmarks you set? How does this data inform instruction? Evaluation of Differentiated Instruction  How did your strategies for differentiating instruction help all indicated subgroups of diverse learners? (Refer to the planned differentiation section of your template)  What would you continue to do? What might you do differently? Self-analysis of Teaching Performance  What teaching behaviors/skills did you use successfully?  How might you incorporate these successful strategies within future lessons?  What are the skills you want to improve upon based on feedback and/or your own analysis? How will you work on these? Collaboration/Indirect Collaboration  Describe if there was any co-teaching, who was involved and what responsibilities were shared.  Describe if there was collaboration/ consultation required for the successful planning of this lesson. With whom did you consult? What assistance was provided? Discuss results of formal assessment, including specific data related to mastery of objective and suggestions for future planning Explain how your use of a student assessment demonstrated that you met your learning objective(s) What is your most significant learning from this experience? 53

EDU 342 OL Master Syllabus_2023-2024 Course Schedule Module 1-Week 1 English Learners and Levels of Proficiency Objectives When you complete this week, you should be able to  Identify the ELL proficiency levels according to WIDA  Identify reasonable instructional expectations for ELs at different levels of proficiency.  Identify the instructional implications for ELs with differential home/school L1/L2 literacy levels? Assignments 54 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths - Chapter 1 Review Why TESOL? Chapters 1 through 4 and the syllabus Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths Preface Post initial response to Discussion Question 1a Thursday 11:59 PM EST/EDT of Module 1-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 1-Week 1

EDU 342 OL Master Syllabus_2023-2024 Module 1-Week 2 Language Acquisition and Development: Research and Theory Objectives When you complete this week, you should be able to:  Identify the stages of first and second language acquisition, cognitive styles, personality traits, motivations, and social distance as they apply to language acquisition to inform your practice and instruction.  Apply knowledge of the internal systems of grammar and identify errors in language acquisition.  Conduct an ELL student needs analysis / interview with an ELL(s)  Identify important cultural aspects, student’s strengths and needs and associated barriers of your ELL. Assignments Module 2- Week 1 Language Acquisition and Development: Theory and Practice  Demonstrate knowledge of a wide range of variables that will impact second language acquisition.  Identify major errors often made by ELLs and develop strategies for error correction.  Apply knowledge of why primary language, culture, and life experience are all vital components of second language acquisition.  Apply knowledge of culturally responsive instruction and the importance making home school connections. 55 Items to be Completed: Due No Later Than: Read Why TESOL? Chapters 15, 16, and 17, 20 Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths - Chapter 2 Post initial response to Discussion Question 1b Thursday 11:59 PM EST/EDT of Module 1-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 1-Week 2 Work on ELL Needs Analysis Assignment Due Sunday 11:59 PM EST / EDT of Module 3 – Week 2

EDU 342 OL Master Syllabus_2023-2024 Assignments Module 2-Week 2 Language Teaching Methodologies Objectives When you complete this week, you should be able to:  Demonstrate knowledge of the evolutionary development of seminal language methodologies, and the theory and techniques of language teaching methodologies.  Identify the pros and cons for each of the presented methodologies and integrate these understandings into teaching of ELLs. Assignments 56 Items to be Completed: Due No Later Than: Read Why TESOL? Chapter 20 Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths -Chapter 3 Read Helping Struggling Students Become Good Language Learners (link provided on the Reading page) Post initial response to Discussion Question 2a Thursday 11:59 PM EST/EDT of Module 2-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 2-Week 1 Work on ELL Needs Analysis Assignment Due Sunday 11:59 PM EST / EDT of Module 3 – Week 2 Items to be Completed: Due No Later Than: Read Ariza, WHY TESOL?- Chapter 21 Read Language Teaching Methodologies ( Richards, J. and Rodgers, T (1986) CUP Cambridge) A guide to learning English (internationalschooltutors.de) Post initial response to Discussion Question 2b Thursday 11:59 PM EST/EDT of Module 2-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 2-Week 2 Work on ELL Needs Analysis Assignment Due Sunday 11:59 PM EST / EDT of Module 3 – Week 2

EDU 342 OL Master Syllabus_2023-2024 Module 3 – Week 1 Language Education Programs for English Learners  Identify language program models using specific components of each in comparison and contrast to other models  Define what it means to have a “low-risk and safe environment” for ELLs and offer suggestions for the development of a low-risk and safe environment.  Utilize a wide range of criteria to identify struggling students, to describe specific areas of struggle, and to plan interventions for support associated with program models for teaching ELLs.  Create a learning environment that is focused on group work and that is inclusive for the ELL. Assignments M o d u l e 3 - W e e k 2 Lesson Plannin g and Instruc tion for ELLs O When you complet 57 Items to be Completed: Due No Later Than: Review Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Read Chapter 4 Read Exhibit 3. Definitions of models for language instruction educational programs, pp. 7-11 (link provided on the Reading page) View Specially Designed Academic Instruction in English (SDAIE) Post initial response to Discussion Question 3a Thursday 11:59 PM EST/EDT of Module 3-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 3-Week 1 Submit Analysis of Program Models Assignment Sunday 11:59 PM EST/EDT of Module 3-Week 1 Work on ELL Needs Analysis Assignment Due Sunday 11:59 PM EST / EDT of Module 3 – Week 2

EDU 342 OL Master Syllabus_2023-2024 Assignments e this week, you should be able to:  Construct content and language objectives aligned to standards and varying proficiency levels.  Identify and distinguish between academic language forms and functions.  Provide comprehensible input and demonstrate understanding of the phases of a lesson plan.  Design classroom learning activities that engage and motivate all learners by utilizing a variety of strategies to construct connections to your ELL’s life and organizing curriculum through thematic instruction. Module 4-Week 1 Lesson Design: Strategies for Oral Language Development & Speaking Skills in the Content Classroom Objectives When you complete this week, you should be able to:  Identify the conditions for oral language learning and demonstrate knowledge of language registers and the stages of oral language development and characteristics of each level  Identify the differences between academic and social language as it relates to oral language development.  Demonstrate knowledge of and apply strategies, including technology to scaffold oral language development and use in the content classroom.  Utilize various methods to assess speaking skills of ELLs. Assignments Module 4-Week 2 Lesson Design: Strategies for Teaching Vocabulary to ELLs Objectives When you complete this week, you should be able to:  Identify academic language in text.  Demonstrate knowledge of the characteristics of effective vocabulary instruction and identify the steps in direct vocabulary instruction.  Develop and apply interactive strategies to increase vocabulary development in ELLs including technology.  Utilize various methods to assess vocabulary development of ELLs. 58 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapters 10 and 12 Read the following resources: Educating English Language Learners: Implementing Instructional Practices. By Jacqueline Vialpando, Jane Yedlin, Caroline Linse, Margaret Harrington, and Geraldine Cannon. 2005. National Council of La Raza https://www.brown.edu/academics/education-alliance/publications/educating- english-language-learners-implementing-instructional-practices and click on the PDF to download the article. Additional Reading: English Learner Toolkit , U.S. Department of Education, 2015. https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/eltoolkit.pdf Post initial response to Discussion Question 3b Thursday 11:59 PM EST/EDT of Module 3-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 3-Week 2 Submit ELL Needs Analysis Assignment Sunday 11:59 PM EST/EDT of Module 3-Week 2 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapters 5 and 6 Read Teaching Listening and Speaking: From Theory to Practice (link provided on Reading page) Post initial response to Discussion Question 4a Thursday 11:59 PM EST/EDT of Module 4-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 4-Week 1 Submit Modified ESOL Speaking Lesson Plan and Reflection Sunday 11:59 PM EST/EDT of Module 4-Week 1

EDU 342 OL Master Syllabus_2023-2024 Assignments Module 5-Week 1 Lesson Design: Developing Literacy in English Language Learners with a Focus on Reading Objectives When you complete this week, you should be able to:  Identify teaching approaches in literacy and provide a wide array of literacy practices and strategies to support ELL literacy development, both in and out of school including technology.  Compare and contrast literacy development for mainstream students and ELLs.  Identify various genres of text including both social and academic text, and plan for a wide range of challenges, including transfer issues, within the ELA content area for ELLs with varying language backgrounds.  Apply knowledge of analyzing and modifying texts for varying levels of language proficiency and utilize various methods to assess literacy development of ELLs. 59 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapter 7 Post initial response to Discussion Question 4b Thursday 11:59 PM EST/EDT of Module 4-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 4-Week 2

EDU 342 OL Master Syllabus_2023-2024 Assignments Module 5- Week 2 Lesson Design: Strategies for Teaching and Developing Writing with ELLs Objectives When you complete this week, you should be able to:  Identify the registers of writing and how writing develops with ELLs.  Identify challenges of teaching writing to ELLs and implement writing accommodations including strategies to scaffold ELLs through the writing process using academic standards-based writing instruction.  Demonstrate the ability to teach writing through active and communicative teaching and learning including technology.  Understand various methods to assess writing development of ELLs. Assignments Module 6-Week 1 Resources and Technology Objectives When you complete this week, you should be able to:  Define and describe specific challenges with regard to technology faced by teachers of ELLs. 60 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapter 8 and Review Chapter 7 Read Developing Literacy in Second Language Learners Post initial response to Discussion Question 5a Thursday 11:59 PM EST/EDT of Module 5-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 5-Week 1 Plan a date to teach the Text Modification and Modified ESOL Reading Lesson Plan and Reflection Sunday 11:59 PM EST/EDT of Module 7-Week 2 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapter 9 Additional readings are included in the module. Post initial response to Discussion Question 5b Thursday 11:59 PM EST/EDT of Module 5-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 5-Week 2

EDU 342 OL Master Syllabus_2023-2024  Design instruction that utilizes technology in the content area classroom.  Utilize specific teaching strategies to support technology in the classroom. Assignments Module 6- Week 2 Differentiation and ELLs: Utilizing Response to Intervention (RTI) Objectives When you complete this week, you should be able to:  Demonstrate knowledge of the RTI process and the RTI Tiers  Demonstrate knowledge of how to differentiate for ELLs using RTI  Describe some of the primary issues related to students with limited or interrupted formal education (SLIFE) and methodologies that can be applied to offer support for students with limited or interrupted formal education. 61 Items to be Completed: Due No Later Than: Read Preparing ELLs to be 21st-Century Learners (link provided on Reading page) Read General ESL Resources (link provided on Reading page) Post initial response to Discussion Question 6a Thursday 11:59 PM EST/EDT of Module 6-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 6-Week 1 Submit Teaching Subject Area Content with Technology Activity Sunday 11:59 PM EST/EDT of Module 6-Week 1

EDU 342 OL Master Syllabus_2023-2024 Assignments Module 7- Week 1 Differentiation and ELLs: Teaching ELLs with Exceptionalities Objectives When you complete this week, you should be able to:  Define and describe methods for identifying and assessing English language learners with disabilities.  Define and describe methods for identifying and assessing English language learners who may be gifted and talented.  Utilize current research to inform the practice of educating English language learners with exceptionalities. Assignments Items to be Completed: Due No Later Than: Read Serving English Language Learners with Disabilities (link provided on Reading page) Read Identifying and Supporting Gifted ELLs (Yaafouri, 2019) (link provided on Reading page) 62 Items to be Completed: Due No Later Than: Read What is RTI? http://www.rtinetwork.org/learn/what/whatisrti Read Response to Intervention in Reading for English Language Learners http://www.rtinetw-ork.org/learn/diversity/englishlanguagelearners Read http://www.rtinetwork.org/connect/discussion/topic?id=594 Watch Janette Klingner: Response to Intervention with English Language Learners http://www.rtinetwork.org/professional/videos/podcasts/janette - klingner what - do - we - need - to - consider - when - implementing - response - to intervention - with - english - language - learners Review WIDA: Response to Instruction & Intervention (RtI²) for English Language Learners https://wida.wisc.edu/sites/default/files/resource/RtI2-for-ELLs.pdf Post initial response to Discussion Question 6b Thursday 11:59 PM EST/EDT of Module 6-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 6-Week 2 RTI Quiz Sunday 11:59 PM EST/EDT of Module 6-Week 2

EDU 342 OL Master Syllabus_2023-2024 View English Language Learners with Learning Disabilities (link provided on Reading page) Read All In! How Educators Can Advocate for English Language Learners (NEA, 2015). (link provided on Reading page) Post initial response to Discussion Question 7a Thursday 11:59 PM EST/EDT of Module 7-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 7-Week 1 Submit Teaching ELLs with Exceptionalities Assignment Sunday 11:59 PM EST/EDT of Module 7-Week 1 Module 7-Week 2 Assessment and ELLs: An Overview When you complete this week, you should be able to:  Define and describe specific testing and assessment dictated by the consent decree. at the classroom, school, district, state, or federal level including accommodations afforded to ELLs in formal testing situations.  Differentiate between assessment and testing and explain the similarities and differences between the two.  Demonstrate knowledge of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction (WIDA) and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests).  Identify methods of articulating the appropriateness of ELL assessments to stakeholders. Assignments Items to be Completed: Due No Later Than: Read Why TESOL? Chapters 23 and 24 6A-6.09091 Accommodations of the Statewide Assessment Program Instruments and Procedures for English Language Learners. (Link is on the Reading page) Post initial response to Discussion Question 7b Thursday 11:59 PM EST/EDT of Module 7-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 7-Week 2 Submit Text Modification and Modified ESOL Reading Lesson Plan and Reflection, Modified Texts, Observation form from CT or US Sunday 11:59 PM EST/EDT of Module 7-Week 2 63

EDU 342 OL Master Syllabus_2023-2024 Module 8-Week 1 Assessment of ELLs in the Classroom Objectives When you complete this week, you should be able to:  Identify the principals of classroom-based assessments of ELLs including performance-based assessments  Describe the difference between formative and summative assessment.  Identify cultural and linguistic bias and sociopolitical and psychological factors in testing.  Assess using the standards and utilizing multiple sources of information for assessment Assignments 64 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapter 11 Post initial response to Discussion Question 8a Thursday 11:59 PM EST/EDT of Module 8-Week 1 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 8-Week 1

EDU 342 OL Master Syllabus_2023-2024 Items to be Completed: Due No Later Than: Read Teaching English Language and Content in Mainstream Classes: One Class, Many Paths – Chapter 11 Post initial response to Discussion Question 8b Thursday 11:59 PM EST/EDT of Module 8-Week 2 Post responses to at least two classmates Sunday 11:59 PM EST/EDT of Module 8-Week 2 Submit Assessment Modifications Assignment Sunday 11:59 PM EST/EDT of Module 8-Week 2 65 Module 8-Week 2 Assessment of ELLs in the Classroom Continued Objectives Assignments When you complete this week, you should be able to:  Demonstrate the ability to write a rubric  Identify how to use RTI assessment for screening and monitoring  Assess and evaluate ESOL students while providing accompanying documentation.  Create authentic alternate or modified assessments for ESOL students for the content area classroom.