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Course Objectives | Research | Materials

Completion requirements

Course Outcomes:

  • Create differentiated lessons through design and strategy focused on the language needs of ELLs.
  • Design strategy for mixed-ability grouping and classroom environment.
  • Use online and print tools for differentiation such as learning profiles, interest surveys and tiered questioning.
  • Locate, develop and use the tools needed to effectively differentiate instruction for ELLs within the Literature Circle framework.
  • Use the tools to successfully conduct literature circles that differentiate for ELLs.
  • Use tools that determine text complexity.
  • Become familiar and develop utility with resources that support content area reading and writing specific to ELLs.
  • Understand genre as it applies to reading and writing specific to ELLs.
  • Use new strategies to plan, differentiate, and scaffold reading and writing tasks for ELLs.
  • Understand and plan with new strategies for teaching ELLs while facilitating grade-level language standards in reading, writing, listening and speaking.
  • Understand and develop working knowledge of how to assess students using formative and summative assessments while using assessment data to close achievement gaps among ELLs.
  • Understand the history and pedagogy of L2 teaching methods.
  • Develop, through intentional design, best practices for second language learners in literacy development, grounded in sound research.
  • Understand the laws and policies that govern ESL students to include models of sound ELL instruction.
  • Design instruction geared to developing the reading, writing, listening, and speaking (oral language) abilities of ELL students at varying levels of proficiency.
  • Research, practice with, and design curriculum and instruction that focuses on a variety of activities from sentence formation to expository writing and collaboration.
  • Embed appropriate reading, listening, speaking, and writing activities into instruction, curriculum, and assessment.
  • Embed appropriate and culturally responsive materials that are age-appropriate, non-bias, and linguistically accessible for a range of Ell proficiencies and cultural backgrounds.
  • Become familiar with various technology resources with which to continue design of differentiated language and content area instruction at varying levels of ELL proficiency.

References:

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  • Ariza, E. N. (2010). What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • American Speech-Language-Hearing Association. (1983). Social dialects [Position Statement]. Retrieved from http://www.asha.org/policy/PS1983-00115.htm
  • American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services [Knowledge and Skills]. Retrieved from http://www.asha.org/policy/KS2004-00215/
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  • Banks, J. A., & Banks, C. A. (1993). Multicultural education: Issues and perspectives (2nd ed.). Boston, MA: Allyn and Bacon.
  • Baruth, L. G., & Manning, M. L. (1992). Multicultural education of children and adolescents. Boston, MA: Allyn and Bacon. 
  • Carolan, J. (2007). Differentiation: Lessons from master teachers. Educational Leadership, 64(5), 44-47.
  • Diaz, C. (1989). Hispanic cultures and cognitive styles: Implications for teachers. Multicultural Leader, 2(4), 1–4.
  • Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York, NY: Scholastic, Inc.
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