Syllabus IELE 5330

The​ ​School​ ​of​ ​Integrative​ ​and​ ​Engaged Learning
Integrated​ ​and​ ​Engaged​ ​Learning​ ​Endorsement
IELE​ ​5330:​ ​​Methods​ ​and​ ​Materials​ ​for​ ​the Bilingual/ESL​ ​Classroom Fall 2018

Course​ ​Description:
Study​ ​and​ ​apply​ ​strategies​ ​and​ ​methods​ ​for​ ​selecting,​ ​adapting,​ ​and​ ​developing​ ​materials​ ​and​ ​resources​ ​in planning,​ ​implementing,​ ​and​ ​managing​ ​standards-based​ ​instruction​ ​for​ ​ESL​ ​learners.

NOTE: ​The course is delivered entirely in an online format. There will be ongoing conversations, activities, and assignments each week using Canvas, which is SUU’s distance education software. Please see additional expectations about​ ​online​ ​class​ ​etiquette​ ​below.

Course​ ​Goals​ ​/​ ​Objectives​ ​/​ ​Assessments:

Instructor:​ ​Stacey​ ​Peterson

Phone:​ ​435​ ​851​ ​2169​ ​(c)

Office:​ ​Home

E-Mail:​ ​​​​​This email address is being protected from spambots. You need JavaScript enabled to view it.

Office​ ​Hours:​ ​4-8​ ​Monday-Thursday

 

Credit​ ​Hours:​ ​3

 

Utah Effective Teacher Standards

TESOL Standards

Goals​ ​and​ ​Objectives

Assessments

Standard​ ​2​ ​– Learner Differences

1.b.5

Goal​:​ ​Understand​ ​and​ ​plan​ ​instruction​ ​using​ ​materials​ ​appropriate​ ​to​ ​the grade​ ​and​ ​proficiency​ ​levels​ ​of​ ​ELs

Objective​ ​1
Identify​ ​components​ ​of​ ​sheltered​ ​instruction​ ​(SIOP)​ ​and​ ​apply​ ​them​ ​to instructional​ ​planning

Discussions​ ​3-9 Quizzes Semester​ ​Project

Standard​ ​6​ ​– Instructional Planning

3.c.1; 3.c.2; 3.c.3; 3.c.4

Goal:​ ​​Become​ ​familiar​ ​with​ ​a​ ​wide​ ​range​ ​of​ ​standards-based​ ​materials, resources,​ ​and​ ​technologies,​ ​and​ ​choose,​ ​adapt,​ ​and​ ​use​ ​them​ ​for effective​ ​ESL​ ​and​ ​content​ ​teaching.

Objective​ ​1
Know​ ​how​ ​to​ ​create​ ​or​ ​adopt​ ​and​ ​adapt​ ​materials​ ​for​ ​the​ ​various​ ​needs​ ​of ELs
Objective​ ​2
Use​ ​technological​ ​resources​ ​to​ ​enhance​ ​language​ ​content-area​ ​instruction for​ ​ELs.

Discussions​ ​4,​ ​10, 11

Quizzes

Semester​ ​Project (Materials creation/adoption)

Standard​ ​5​ ​- Assessment

4.c.5

Goal​:​ ​Understand​ ​principles​ ​of​ ​EL​ ​literacy​ ​assessment

Objective​ ​1
Identify​ ​various​ ​formative​ ​measures​ ​of​ ​assessing​ ​reading​ ​and​ ​writing

Discussions​ ​6-11 Quizzes
Lesson​ ​Plan

Standard​ ​8​ ​– Reflection and Continuous Growth

Standard​ ​9​ ​– Leadership and Collaboration

5.a.3

5.b.3

Goal​:​ ​Familiarize​ ​students​ ​with​ ​research​ ​literature​ ​on​ ​ELs​ ​and​ ​how​ ​to collaborate​ ​with​ ​others​ ​to​ ​provide​ ​effective​ ​EL​ ​schooling.

Objective​ ​1
Read​ ​and​ ​apply​ ​research​ ​to​ ​classroom​ ​instruction​ ​and​ ​practice

Objective​ ​2
Consult​ ​with​ ​and​ ​observe​ ​practicing​ ​EL​ ​teachers

Article​ ​Critiques &​ ​online​ ​sharing of​ ​insights

Meeting​ ​with teachers/observing classes

Collaboration​ ​with classmates (Discussions)

Required​ ​Text:
The following text is ​required​. You are strongly encouraged to purchase the ​e-text​; it comes with access to videos and supplemental material only available online. It can be ordered on your own, or through the SUU Bookstore​ ​by​ ​calling​ ​435-586-7995​ ​or​ ​emailing​ ​them​ ​at​ ​​This email address is being protected from spambots. You need JavaScript enabled to view it..

Peregoy,​ ​S.F.,​ ​&​ ​Boyle,​ ​O.F.​ ​(2017).​ ​​​​Reading,​ ​Writing,​ ​and​ ​Learning​ ​in​ ​ESL:​ ​A​ ​Resource​ ​Book​ ​for Teaching​ ​K-12​ ​English​ ​Learners​,​ ​7t​ h​ ​​edition.​ ​​​Boston,​ ​MA:​ ​Pearson​ ​Education.

Tentative​ ​Schedule​ ​of​ ​Assignments​ ​and​ ​Activities:

Hybrid​ ​course​ ​with​ ​Practical​ ​Experience:​ ​6​ ​face-to-face​ ​sessions​ ​(18​ ​hours),​ ​6​ ​online​ ​sessions​ ​(21​ ​hours),​ ​and​ ​6​ ​hours​ ​of practical​ ​experience.​ ​To​ ​qualify​ ​for​ ​credit,​ ​Southern​ ​Utah​ ​University​ ​requires​ ​that​ ​learners​ ​must​ ​complete​ ​15​ ​hours​ ​of contact​ ​time​ ​per​ ​credit​ ​hour​ ​in​ ​any​ ​given​ ​course​.

  • ​​​Face-to-face​ ​sessions​​ ​will​ ​be​ ​held,​ ​10/9,​ ​10/16,​ ​10/23,​ ​10/30,​ ​11/6,​ ​and​ ​11/13​ ​sessions​ ​will​ ​be​ ​from 5:00-8:00. (18​ ​hours​ ​total.
  • ​​​Online​ ​sessions​​ ​will​ ​take​ ​place​ ​between​ ​face-to-face​ ​sessions​ ​and​ ​should​ ​take​ ​22​ ​hours​ ​each​ ​to complete.​ ​Descriptions​ ​and​ ​specific​ ​guidelines​ ​for​ ​online​ ​sessions​ ​will​ ​be​ ​outlined​ ​on​ ​canvas​ ​and​ ​will consist​ ​of​ ​discussion​ ​board​ ​participation,​ ​professional​ ​journal​ ​reading​ ​and​ ​critiques,​ ​doing​ ​internet searches​ ​and​ ​research,​ ​and​ ​preparation​ ​for​ ​presentations.
  • ​​​Field​ ​Work/Practical​ ​experiences​​ ​will​ ​require​ ​a​ ​minimum​ ​of​ ​​6​ ​hours​​ ​and​ ​​must​ ​be​ ​completed​ ​during the​ ​length​ ​of​ ​this​ ​course.

IELE​ ​5330​ ​Tentative​ ​Schedule

Assignment

Topic

Date

Syllabus Test/

Read​ ​Syllabus;​ ​syllabus​ ​quiz,

10/9

Pre-course activity

Digital​ ​Picture,​ ​and​ ​Personal​ ​Info

10/9

Session​ ​1

​​​Discuss​ ​Semester​ ​Project​ ​Proposal;​ ​discuss​ ​course​ ​assignments ​​​Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​1​ ​&​ ​2

10/9

Session​ ​2

SIOP
Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​3​ ​&​ ​4

10/16

Session​ ​3

​​​Project​ ​Proposals,​ ​WIDA
​​​Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​5​ ​&​ ​6

10/23

Session​ ​4

Strategy​ ​Presentations
Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​7​ ​&​ ​8

10/30

Session​ ​5

Article​ ​Critiques
Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​9​ ​&​ ​10

11/6

Session​ ​6

Semester​ ​project​ ​Due
Reading,​ ​Writing,​ ​Learning​​ ​Chapters​ ​11

11/13

Course​ ​Policy​ ​&​ ​Canvas​ ​System:

1.​ ​Information​ ​about​ ​all​ ​course​ ​assignments​ ​is​ ​posted​ ​in​ ​the​ ​Assignments’​ ​page​ ​on​ ​Canvas.​ ​After​ ​you​ ​login​ ​to​ ​Canvas, click​ ​“Courses”​ ​from​ ​the​ ​top​ ​menu​ ​and​ ​select​ ​IELE​ ​5330.​ ​After​ ​you​ ​enter​ ​the​ ​Home​ ​page​ ​of​ ​IELE​ ​5330,​ ​click “Assignments”​ ​from​ ​the​ ​menu​ ​on​ ​the​ ​left.​ ​You​ ​should​ ​see​ ​the​ ​list​ ​of​ ​all​ ​assignments​ ​and​ ​due​ ​dates.​ ​Click​ ​the​ ​assignment that​ ​you​ ​would​ ​like​ ​to​ ​view​ ​and​ ​read​ ​instruction​ ​carefully​ ​and​ ​download​ ​the​ ​document.

2.​ ​Assignments​ ​should​ ​be​ ​submitted​ ​to​ ​the​ ​instructor​ ​through​ ​the​ ​Assignments’​ ​page​ ​on​ ​Canvas.​ ​No​ ​assignments​ ​are accepted​ ​via​ ​email.​ ​To​ ​submit​ ​your​ ​assignment,​ ​click​ ​“Submit​ ​Assignment”​ ​in​ ​the​ ​Assignment’s​ ​page.​ ​Click​ ​“Browse”​ ​to select​ ​your​ ​file​ ​and​ ​then​ ​click​ ​“Submit​ ​Assignment”​ ​located​ ​under​ ​Comments​ ​text​ ​box.​ ​After​ ​you​ ​submit​ ​assignments through​ ​the​ ​Assignments’​ ​page,​ ​you​ ​should​ ​see​ ​the​ ​message,​ ​“Submission​ ​✔Turned​ ​In!”​ ​on​ ​the​ ​upper​ ​right​ ​corner​ ​of​ ​the screen​ ​(See​ ​screen​ ​shots​ ​below).

3.​ ​Regardless​ ​of​ ​the​ ​reason,​ ​only​ ​one​ ​late​ ​assignment​ ​is​ ​accepted​ ​with​ ​no​ ​deduction​ ​IF​ ​you​ ​email​ ​the​ ​instructor​ ​before 10:00​ ​p.m.​ ​on​ ​the​ ​scheduled​ ​due​ ​date.​ ​If​ ​you​ ​have​ ​an​ ​Internet​ ​problem​ ​and​ ​are​ ​unable​ ​to​ ​use​ ​email​ ​call​ ​the​ ​instructor’s office​ ​and​ ​leave​ ​a​ ​message​ ​on​ ​her​ ​answering​ ​machine.​ ​Additional​ ​late​ ​assignments​ ​are​ ​accepted​ ​with​ ​20%​ ​deduction.​ ​Your late​ ​assignments​ ​must​ ​be​ ​submitted​ ​within​ ​a​ ​week​ ​of​ ​the​ ​original​ ​due​ ​date,​ ​or​ ​you​ ​will​ ​receive​ ​a​ ​zero​ ​for​ ​the​ ​missing​ ​work.

4.​ ​It​ ​is​ ​your​ ​responsibility​ ​to​ ​make​ ​sure​ ​that​ ​your​ ​document​ ​is​ ​uploaded​ ​to​ ​Canvas​ ​successfully.​ ​Be​ ​sure​ ​to​ ​check​ ​the submission​ ​status​ ​after​ ​uploading​ ​your​ ​file.​ ​Technical​ ​problems​ ​on​ ​your​ ​side​ ​are​ ​NOT​ ​a​ ​valid​ ​excuse​ ​for​ ​late​ ​submission​ ​or resubmission​ ​after​ ​the​ ​due​ ​date.​ ​It​ ​is​ ​strongly​ ​encouraged​ ​that​ ​you​ ​should​ ​try​ ​to​ ​submit​ ​your​ ​assignments​ ​at​ ​least​ ​a​ ​day before​ ​the​ ​assigned​ ​due​ ​date.​ ​In​ ​doing​ ​so,​ ​if​ ​you​ ​encounter​ ​a​ ​technical​ ​problem,​ ​you​ ​can​ ​get​ ​help​ ​before​ ​passing​ ​the​ ​due date.

  1. Your graded papers can be downloaded from the Assignment’s page. On the Assignments’ page, click a link to the graded paper under “See attached files.” To view your scores for all graded assignments, click “Grades” from the top menu.

6.​ ​Except​ ​for​ ​group​ ​activities,​ ​you​ ​are​ ​NOT​ ​allowed​ ​to​ ​discuss​ ​questions​ ​with​ ​other​ ​students.​ ​If​ ​you​ ​have​ ​questions regarding​ ​the​ ​content​ ​you​ ​should​ ​ask​ ​the​ ​instructor.

7.​ ​You​ ​can​ ​submit​ ​your​ ​assignments​ ​early.​ ​However,​ ​please​ ​note​ ​that​ ​the​ ​instructor​ ​grades​ ​only​ ​one​ ​session​ ​assignment​ ​at​ ​a time.​ ​After​ ​grading​ ​all​ ​students’​ ​papers​ ​for​ ​one​ ​particular​ ​session​ ​(all​ ​papers​ ​submitted​ ​on​ ​time),​ ​the​ ​instructor​ ​will​ ​start grading​ ​next​ ​session.​ ​This​ ​helps​ ​the​ ​instructor​ ​assess​ ​the​ ​validity​ ​of​ ​the​ ​questions.​ ​For​ ​example,​ ​if​ ​the​ ​majority​ ​of​ ​students seem​ ​to​ ​be​ ​confused​ ​about​ ​the​ ​same​ ​question,​ ​the​ ​instructor​ ​may​ ​drop​ ​it.

8.​ ​Use​ ​Inbox​ ​(email)​ ​on​ ​Canvas​ ​to​ ​communicate​ ​with​ ​the​ ​instructor​ ​regarding​ ​the​ ​course.​ ​To​ ​send​ ​an​ ​email,​ ​click​ ​Inbox from​ ​the​ ​menu​ ​on​ ​left​ ​of​ ​the​ ​screen,​ ​and​ ​select​ ​a​ ​course​ ​&​ ​a​ ​recipient​ ​from​ ​the​ ​dropdown​ ​menu,​ ​enter​ ​your​ ​message,​ ​and then​ ​click​ ​Send.​ ​When​ ​you​ ​receive​ ​a​ ​new​ ​message,​ ​you​ ​should​ ​see​ ​a​ ​number​ ​on​ ​the​ ​icon.

9.​ ​Follow​ ​commonly​ ​used​ ​Netiquette​ ​(Net​ ​Etiqutte)​ ​rules​ ​to​ ​build​ ​a​ ​respectful​ ​online​ ​community. (1)​ ​Include​ ​a​ ​subject​ ​line​ ​in​ ​your​ ​email​ ​(ex.​ ​Subject:​ ​Question​ ​about​ ​final​ ​project).

(2)​ ​Respond​ ​to​ ​other​ ​students’​ ​comments​ ​respectfully.​ ​Making​ ​suggestions​ ​to​ ​your​ ​classmates​ ​is​ ​encouraged,​ ​but try​ ​to​ ​avoid​ ​negative​ ​or​ ​harsh​ ​comments.

(3)​ ​Avoid​ ​using​ ​all​ ​caps,​ ​such​ ​as​ ​“I​ ​DON’T​ ​THINK​ ​SO.”​ ​They​ ​may​ ​be​ ​interpreted​ ​negatively​ ​(You​ ​are​ ​shouting​ ​to people).

(4)​ ​Avoid​ ​using​ ​abbreviation​ ​of​ ​words​ ​(BTW),​ ​shorthand​ ​text​ ​messages​ ​(*$),​ ​and​ ​excessive​ ​punctuation​ ​or question​ ​mark​ ​(!!!!!!!!!!!,​ ​????????).

(5)​ ​Appropriate​ ​use​ ​of​ ​emoticons,​ ​such​ ​as​ ​☺​ ​and​ ​\(^o^)/​ ​is​ ​fine,​ ​as​ ​long​ ​as​ ​they​ ​don’t​ ​hurt​ ​other​ ​people’s​ ​feeling. Research​ ​shows​ ​emoticons​ ​can​ ​increase​ ​emotional​ ​closeness​ ​in​ ​online​ ​learning.

(6)​ ​Respect​ ​other​ ​people’s​ ​privacy.​ ​Do​ ​not​ ​spread​ ​or​ ​share​ ​other​ ​students’​ ​personal​ ​information,​ ​such​ ​as​ ​phone numbers​ ​and​ ​home​ ​addresses​ ​over​ ​the​ ​Internet,​ ​unless​ ​you​ ​obtain​ ​their​ ​permission.

10.​ ​You​ ​are​ ​REQUIRED​ ​to​ ​check​ ​Inbox​ ​email​ ​at​ ​least​ ​three​ ​days​ ​a​ ​week.​ ​The​ ​instructor​ ​sends​ ​you​ ​important​ ​information via​ ​Inbox​ ​on​ ​Canvas.​ ​Please​ ​remember​ ​that​ ​neglecting​ ​to​ ​check​ ​email​ ​may​ ​affect​ ​your​ ​course​ ​grades.

11.​ ​You​ ​will​ ​be​ ​awarded​ ​extra​ ​credit​ ​for​ ​an​ ​exceptional​ ​quality​ ​of​ ​work​ ​(up​ ​to​ ​five​ ​points).​ ​Those​ ​who​ ​have​ ​received​ ​extra credit​ ​will​ ​find​ ​the​ ​cat​ ​stamp​ ​below​ ​in​ ​their​ ​assignments​ ​(posted​ ​in​ ​discussion​ ​boards​ ​or​ ​graded​ ​papers).

Assignments:
1.​ ​​​Discussion​ ​Groups,​ ​Digital​ ​Picture,​ ​and​ ​Personal​ ​Information

Small​ ​groups​ ​will​ ​be​ ​organized​ ​for​ ​more​ ​efficient​ ​and​ ​effective​ ​online​ ​conversations​ ​about​ ​course topics​ ​and​ ​to​ ​maximize​ ​the​ ​possibility​ ​for​ ​interaction​ ​among​ ​students​ ​during​ ​discussions.​ ​In​ ​order​ ​to make​ ​this​ ​online​ ​learning​ ​environment​ ​a​ ​little​ ​more​ ​collegial,​ ​and​ ​to​ ​help​ ​you​ ​put​ ​faces​ ​to​ ​names,​ ​the first​ ​assignment​ ​is​ ​to​ ​post​ ​a​ ​digital​ ​picture​ ​of​ ​yourself,​ ​along​ ​with​ ​some​ ​personal​ ​details,​ ​to​ ​the “Classmate​ ​Information”​ ​topic​ ​under​ ​Canvas​ ​Discussions.​ ​Also,​ ​please​ ​add​ ​your​ ​picture​ ​to​ ​your Profile​ ​in​ ​Canvas​ ​(see​ ​Section​ ​D1​ ​of​ ​this​ ​syllabus​ ​for​ ​more​ ​details).

2.​ ​​​Chapter​ ​Reflections
Topics​ ​are​ ​provided​ ​on​ ​Canvas​ ​Assignment​ ​pages​ ​and​ ​contain​ ​questions​ ​and​ ​activities​ ​based​ ​on​ ​your reading​ ​of​ ​the​ ​two​ ​required​ ​textbooks.​ ​You​ ​will​ ​respond​ ​in​ ​the​ ​discussion​ ​board.

3.​ ​Strategy​ ​Journal
Record​ ​effective​ ​strategies​ ​for​ ​the​ ​instruction​ ​of​ ​ESL​ ​students​ ​in​ ​an​ ​online​ ​format.​ ​Journal​ ​entries should​ ​include​ ​the​ ​strategy​ ​description,​ ​how/when​ ​to​ ​use,​ ​and​ ​possible​ ​applications​ ​for​ ​your​ ​classroom. Each​ ​entry​ ​should​ ​be​ ​150+​ ​words.​ ​One​ ​strategy​ ​will​ ​be​ ​shared​ ​with​ ​the​ ​class​ ​in​ ​a​ ​face-to-face​ ​session.

4.​ ​​​Journal​ ​Article​ ​Critiques
Find,​ ​read,​ ​and​ ​critique​ ​at​ ​least​ ​THREE​ ​journal​ ​articles​ ​of​ ​your​ ​choice​ ​that​ ​will​ ​help​ ​you​ ​improve your​ ​knowledge​ ​and​ ​understanding​ ​of​ ​methods​ ​and​ ​materials​ ​for​ ​the​ ​bilingual/ESL​ ​classroom.​ ​The articles​ ​must​ ​come​ ​from​ ​reliable,​ ​academic/professional​ ​sources​ ​(e.g.,​ ​​Phi​ ​Delta​ ​Kappan​,​ ​​The​ ​Journal of​ ​Educational​ ​Research​,​ ​​Educational​ ​Leadership​),​ ​NOT​ ​popular​ ​magazines​ ​or​ ​newspapers​ ​(e.g., Time​,​ ​​Newsweek​,​ ​and​ ​​The​ ​New​ ​York​ ​Times​ ​​are​ ​NOT​ ​acceptable).​ ​Ideally,​ ​to​ ​represent​ ​the​ ​most current​ ​thinking,​ ​no​ ​article​ ​should​ ​be​ ​more​ ​than​ ​five​ ​years​ ​old.

5.​ ​​​Semester​ ​Project:​ ​Practical​ ​Experience​ ​with​ ​Bilingual/ESL​ ​Methods​ ​and​ ​Materials
You​ ​will​ ​propose​ ​and​ ​complete​ ​a​ ​semester​ ​project​ ​that​ ​applies​ ​concepts​ ​and​ ​principles​ ​from​ ​this course​ ​to​ ​a​ ​content​ ​area​ ​and​ ​grade​ ​level​ ​you​ ​intend​ ​to​ ​teach​ ​in​ ​the​ ​future.​ ​You​ ​must​ ​spend​ ​a MINIMUM​ ​of​ ​10​ ​hours​ ​in​ ​the​ ​preparation​ ​of​ ​methods​ ​and​ ​materials​ ​to​ ​support​ ​English​ ​language learning.​ ​Your​ ​final​ ​report​ ​will​ ​include​ ​a​ ​Reflective​ ​Practice​ ​Journal,​ ​plans​ ​and​ ​materials​ ​you​ ​have prepared,​ ​a​ ​time​ ​summary,​ ​and​ ​documentation​ ​of​ ​how​ ​you​ ​have​ ​complied​ ​with​ ​and​ ​demonstrated fulfillment​ ​of​ ​the​ ​course​ ​objectives,​ ​based​ ​on​ ​the​ ​Utah​ ​ESL​ ​Endorsement​ ​Standards:

(Standard​ ​3.1)​ ​use​ ​language​ ​and​ ​content​ ​objectives​ ​in​ ​teaching​ ​standards-based​ ​ESL instruction​ ​and​ ​the​ ​Utah​ ​Core​ ​Curriculum;​ ​(Standard​ ​3.2)​ ​demonstrate​ ​ability​ ​to​ ​plan standards-based​ ​ESL​ ​and​ ​content​ ​instruction;​ ​(Standard​ ​3.4)​ ​employ​ ​a​ ​variety​ ​of​ ​strategies, materials,​ ​and​ ​resources​ ​in​ ​standards-based​ ​ESL​ ​and​ ​content​ ​instruction;​ ​(Standard​ ​3.5) acknowledge​ ​and​ ​follow​ ​local,​ ​state,​ ​and​ ​federal​ ​laws​ ​and​ ​policies​ ​as​ ​they​ ​pertain​ ​to​ ​ELLs and​ ​their​ ​instruction;​ ​(Standard​ ​3.6)​ ​synthesize​ ​ESL​ ​research​ ​and​ ​history​ ​and​ ​apply​ ​it​ ​in practice;​ ​(Standard​ ​3.7)​ ​collaborate​ ​with​ ​colleagues​ ​and​ ​stakeholders​ ​to​ ​improve​ ​English language​ ​learning.

6.​ ​​​Syllabus​ ​Quiz
You​ ​are​ ​expected​ ​to​ ​have​ ​read​ ​and​ ​understood​ ​this​ ​syllabus,​ ​which​ ​is​ ​a​ ​contract​ ​for​ ​your​ ​final​ ​grade​ ​in the​ ​class.​ ​​​You​ ​will​ ​take​ ​a​ ​Syllabus​ ​Quiz​​ ​​at​ ​the​ ​beginning​ ​of​ ​the​ ​course.

Grading​ ​Policy​ ​&​ ​Scale
Your​ ​scores​ ​on​ ​all​ ​coursework​ ​will​ ​be​ ​reported​ ​to​ ​you​ ​using​ ​the​ ​Canvas​ ​system;​ ​and​ ​your​ ​final​ ​grade​ ​will​ ​be based​ ​on​ ​the​ ​percentage​ ​of​ ​points​ ​you​ ​earn​ ​out​ ​of​ ​the​ ​total​ ​points​ ​possible​ ​on​ ​your​ ​assignments.

A = 95​​-​​100%
A- = 90​​-​​94%
B+ = 87​​-​​89%
B = 83​ ​-​ ​86%
B- = 80​​-​​82%
C+ = 77​​-​​79%
C = 73​​-​​76%
C- = 70​ ​-​ ​72%
D+ = 67​​-​​69%
D = 63​​-​​66%
D- = 60​​-​​62%
F = 0 - 59%

Grading:
Class attendance and participation    -  6 classes, 20 points per class     = 120 pts
Field experience log/journal               -  6 hours, 10 pts per logged hour  = 60 pts
Article critiques                                 -  3 critiques, 15 points each          = 45 pts
Strategy journal                                 -  10 strategies, 10 points each      = 100 pts
Quiz                                                 -  Due 10/09                                  = 15 pts
Semester project (2 parts)                 -  Due 11/13                                  = 200 pts
Discussion Board Chapter reflections -  6 weeks, 10 points each             = 60 pts
                                                                                         Total              = 600 pts

English​ ​as​ ​a​ ​Second​ ​Language​ ​Practical/Field​ ​Experiences:
6​ ​hours​ ​required/​ ​log​ ​and​ ​1​ ​page​ ​reflection​ ​paper.
The​ ​ESL​ ​practical​ ​experience​ ​component​ ​is​ ​to​ ​provide​ ​teachers​ ​with​ ​an​ ​opportunity​ ​to​ ​document​ ​the knowledge,​ ​skills,​ ​and​ ​dispositions​ ​necessary​ ​for​ ​successful​ ​classroom​ ​implementation​ ​of​ ​ESL​ ​best​ ​practices. Below​ ​are​ ​some​ ​examples​ ​of​ ​beneficial​ ​practical​ ​experiences.

  • ESL​ ​classroom​ ​observation
  • ESL​ ​Master​ ​teacher​ ​observation
  • ESL​ ​individualized​ ​instructional​ ​session
  • ESL​ ​peer​ ​tutoring​ ​session
  • ESL​ ​group​ ​instructional​ ​session
  • Observation,​ ​participation​ ​and/or​ ​review​ ​of​ ​differentiated​ ​instructional​ ​strategies​ ​for​ ​ESL​ ​students
  • Involvement​ ​in​ ​ESL​ ​mentoring​ ​program
  • Review​ ​of​ ​classroom/school​ ​ESL​ ​media/curricular​ ​materials
  • Review/participation​ ​in​ ​ESL​ ​assessment​ ​and​ ​evaluation​ ​strategies
  • Attendance​ ​at​ ​an​ ​ESL/Bilingual​ ​professional​ ​development​ ​conference
  • Attendance​ ​at​ ​school​ ​functions​ ​or​ ​extra-curricular​ ​activities​ ​that​ ​promote​ ​family,​ ​community,​ ​and school​ ​partnerships
  • ESL​ ​daily​ ​learning​ ​log​ ​or​ ​journal ADA​ ​Statement:

    Students​ ​with​ ​medical,​ ​psychological,​ ​learning​ ​or​ ​other​ ​disabilities​ ​desiring​ ​academic​ ​adjustments, accommodations​ ​or​ ​auxiliary​ ​aids​ ​will​ ​need​ ​to​ ​contact​ ​the​ ​Southern​ ​Utah​ ​University​ ​Coordinator​ ​of​ ​Services for​ ​Students​ ​with​ ​Disabilities​ ​(SSD),​ ​in​ ​Room​ ​206F​ ​of​ ​the​ ​Sharwan​ ​Smith​ ​Center​ ​or​ ​phone​ ​(435)​ ​865-8022. SSD​ ​determines​ ​eligibility​ ​for​ ​and​ ​authorizes​ ​the​ ​provision​ ​of​ ​services. Emergency​ ​management​ ​statement:

    In​ ​case​ ​of​ ​emergency,​ ​the​ ​University's​ ​Emergency​ ​Notification​ ​System​ ​(ENS)​ ​will​ ​be​ ​activated.​ ​Students are​ ​encouraged​ ​to​ ​maintain​ ​updated​ ​contact​ ​information​ ​using​ ​the​ ​link​ ​on​ ​the​ ​homepage​ ​of​ ​the​ ​​mySUU portal.​ ​In​ ​addition,​ ​students​ ​are​ ​encouraged​ ​to​ ​familiarize​ ​themselves​ ​with​ ​the​ ​Emergency​ ​Response

    HEOA​ ​Compliance​ ​Statement:
    The​ ​sharing​ ​of​ ​copyrighted​ ​material​ ​through​ ​peer-to-peer​ ​(P2P)​ ​file​ ​sharing,​ ​except​ ​as​ ​provided​ ​under​ ​U.S. copyright​ ​law,​ ​is​ ​prohibited​ ​by​ ​law.​ ​​​Detailed​ ​information​ ​can​ ​be​ ​found​ ​at​ ​​​​​http://www.suu.edu/it/p2p- student-notice.html.

    Academic​ ​Integrity:
    Scholastic​ ​dishonesty​ ​will​ ​not​ ​be​ ​tolerated​ ​and​ ​will​ ​be​ ​prosecuted​ ​to​ ​the​ ​fullest​ ​extent.​ ​You​ ​are​ ​expected​ ​to have​ ​read​ ​​​and​ ​​​understood​ ​​​the​ ​​​current​ ​​​issue​ ​​​of​ ​​​the​ ​​​student​ ​​​handbook​ ​​​(published​ ​​​by​ ​​​Student​ ​​​Services) regarding​ ​​​student​ ​​​responsibilities​ ​​​and​ ​​​rights,​ ​​​and​ ​​​the​ ​intellectual​ ​​​property​ ​​​policy,​ ​​​for​ ​information​ ​​​about procedures​ ​and​ ​about​ ​what​ ​constitutes​ ​acceptable​ ​on-campus​ ​behavior.

Protocols​ ​posted​ ​in​ ​each​ ​classroom.​ ​Detailed​ ​information​ ​about​ ​the​ ​University's​ ​emergency​ ​management plan​ ​can​ ​be​ ​found​ ​at​ ​​​​​http://www.suu.edu/emergency

Disclaimer​ ​Statement:
Information​ ​contained​ ​in​ ​this​ ​syllabus,​ ​other​ ​than​ ​the​ ​course​ ​policy,​ ​grading,​ ​academic​ ​integrity,​ ​ADA statement,​ ​and​ ​HEOA​ ​statement,​ ​is​ ​subject​ ​to​ ​change​ ​with​ ​advance​ ​notice​ ​as​ ​deemed​ ​appropriate​ ​by​ ​the instructor.

Attendance​ ​&​ ​Participation:
At​ ​its​ ​root,​ ​the​ ​word​ ​“attend”​ ​has​ ​a​ ​deeper​ ​meaning​ ​than​ ​just​ ​“to​ ​be​ ​present.”​ ​According​ ​to​ ​Random​ ​House Webster’s​ ​College​ ​Dictionary​ ​(1991),​ ​the​ ​intransitive​ ​form​ ​of​ ​“attend”​ ​means​ ​“to​ ​apply​ ​oneself;​ ​to​ ​pay attention;​ ​to​ ​listen​ ​or​ ​watch​ ​alertly.”​ ​It​ ​implies​ ​personal​ ​responsibility.​ ​​​In​ ​this​ ​sense,​ ​​“attendance”​ ​is​ ​a​ ​vital part​ ​of​ ​the​ ​learning​ ​process​ ​in​ ​any​ ​class,​ ​and​ ​even​ ​more​ ​so​ ​in​ ​a​ ​Web-based​ ​class,​ ​where​ ​you​ ​MUST apply​ ​yourself,​ ​pay​ ​attention,​ ​and​ ​watch​ ​alertly​ ​in​ ​order​ ​to​ ​succeed​.​ ​One​ ​measure​ ​of​ ​“attendance”​ ​in​ ​an Internet​ ​course​ ​is​ ​“participation”​ ​on​ ​a​ ​discussion​ ​board.​ ​​​​Points​ ​will​ ​be​ ​awarded​ ​for​ ​participation​ ​in​ ​class discussions​ ​using​ ​the​ ​Canvas​ ​system.

Late​ ​Assignments​ ​&​ ​Make-Up​ ​Work:
Each​ ​assignment​ ​and​ ​quiz​ ​in​ ​this​ ​course​ ​has​ ​a​ ​specific​ ​due​ ​date​ ​listed​ ​next​ ​to​ ​its​ ​link​ ​in​ ​Canvas.​ ​​​Late assignments​ ​are​ ​subject​ ​to​ ​a​ ​10%​ ​point​ ​reduction​ ​for​ ​each​ ​day​ ​(including​ ​weekends)​ ​that​ ​they​ ​are​ ​past​ ​due,​ ​after one​ ​week​ ​late,​ ​a​ ​zero​ ​will​ ​be​ ​awarded.

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