TE 638 Syllabus
Fall 2000

ESL Strategies for
Literacy Development

Jill Kerper Mora
San Diego State University

Textbooks and Materials

Required:

Mora, J.K. (2000). 638 ESL Strategies for Literacy Development Course Reader. San Diego: Montezuma Publishing. Available from Aztec Book Store.

Herrell, A. L. (2000). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Merrill.

Recommended:

Peregoy, S.F., & Boyle, O. F. (2000). Reading, Writing, and Learning in ESL. New York: Longman.

O'Malley, J.M., & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners. New York: Addison Wesley Publishing.

Claire, E. (1988). ESL Teacher's Activities Kit. Paramus, NJ: Prentice Hall.

Course Description

The primary objective of this one unit special topics course is for educational practitioners to design and implement effective program components and instructional strategies for teaching English literacy skills to second language learners. The course focuses on how to structure English literacy instruction with a coherent sequence and progression that addresses the four skills of the language arts: listening, speaking, reading and writing. The strategies presented are based on research that defines the specific challenges faced by students who are developing literacy in English as a second language (ESL). These points of interaction between language and literacy are the foundation of sound curriculum design and selection of methods and approaches appropriate for learners at various levels of English proficiency and school grades.

These challenge points will be addressed by focusing on teaching strategies based on different organizational structures and second-language teaching methodologies, including structural linguistic component approaches and holistic functional approaches. Additionally, the emphasis will be placed on content-area vocabulary and concepts taught through ESL methodology, according to the structured English immersion (SEI) model. A paradigm for analyzing congruence between the language of texts and students' language proficiency will be presented and applied. Student-practitioners in this course will be introduced to a wide range of print and on-line Internet resources for planning ESL lessons and expanding their repertoire of teaching strategies.

Course Objectives

1. To review the points of interaction between language and literacy development that present challenges to second language learners.
2. To identify effective program components and teaching strategies to address second language literacy difficulties through an integration of the four skills of language arts.
3. To analyze language in a content-area text to identify potential difficulties for L2 learners to plan appropriate ESL lessons for preventing or overcoming obstacles to literacy achievement.
4. To describe and implement a variety of L2 teaching methodologies as tools for achieving a coherent progression of literacy development for ESL learners.
5. To identify and utilize print and on-line resources to plan effective ESL lessons that reflect sound principles of language and literacy teaching and are appropriate for a targeted group of second language learners.

Course Requirements

1. On-line Resources Report: Students will locate and explore four websites and web pages with examples of one activity or resource for teaching each of the language arts skills: listening, speaking, reading and writing. Students will hand a page with the URL for each web page and a brief description of its content and application for teaching language and literacy skills to English language learners. The report
2. In-class ESL Theme Lesson Presentation: Students will engage in the lesson planning process modeled in class through participation in a planning group. Each member of the group will prepare a lesson around theme selected by the group using the strategies presented in class. The group will portion out aspects of the lesson for each member of the group to present to the class.
3. Written ESL Lesson Plan: Each student will prepare a written lesson plan outlining the portion of the lesson they presented in class.

On-line Resources

Students are provided links to multiple sources of lesson planning ideas, references and instructional materials accessed through Dr. Mora's CLAD Website at this URL: http://coe.sdsu.edu/people/jmora/ There are a number of on-line mini-lectures titled MoraModules that will aid you in preparing for class and reviewing the course content. Bibliographies and resources are available with links to current websites with forum discussions, research articles and media references for further investigation of important topics. See in particular the modules on thematic planning for ELLs. These are linked to many lesson planning resources and the ELD Standards.

There is a webpage provided with the 50 Strategies by J. 

Grading and Evaluation

Class work, projects and written assignments and tests will be weighed for the total course grade according to the following weighted scale:

 

Participation in class discussions, activities & reflections	15%
On-line Resource identification & description	15%
Written ESL Literacy Lesson Plan	40%
ESL Literacy Lesson Plan Presentation	30%

All written assignments will be typed, double-spaced in continuous narrative portions and edited for usage and mechanical errors. The content of all quizzes, tests and assignments will be evaluated based on the level of higher order thinking skills demonstrated by the student according to the criteria for grading included in this syllabus. Any papers not turned in by the beginning of class on the date due or the time specified in the syllabus will be designated late. Late papers will be penalized ten percent for each week past the due date until handed in to the instructor.

Participation in class is weighed heavily because the processes learned through interaction with peers are an essential component of the course. Students must come to class with the required book of class readings since these will be used frequently for group and individual activities.

 

SCHEDULE OF TOPICS & ASSIGNMENTS

Date	Topics	Assignments & On-line Resources
9/8	Curriculum design for L2 literacy development: Guiding principles & structures Four by Four Thematic Planning Model and the California English Language Development Standards Introduction and exploration of Internet resources for ESL instruction	Theoretical Basis for the Natural Approach Principles & Procedures of L2 Teaching Methods Thematic Planning for ELLs Thematic Planning Guidelines, Models & Resources 4X4 Activities  A Roadmap to Effective ELD Instruction CA Language Arts & Reading/ ELD Standards
9/15	The Natural Approach Lesson Planning Model for Listening/Speaking Activities Creating dialogues around language functions and vocabulary Language/text interaction in L2 literacy: Identifying instructional objectives based on text analysis	Model of Natural Approach Lesson L2 Methods Teaching vocabulary & concepts 100 Vocabulary Development Strategies
9/16	Points of challenge and instructional interventions in L2 reading Phonics and word recognition activities for ELLS Structured writing activities for L2 emergent authors Songs and games for teaching ESL: Principles and possibilities	On-line Resource Report Due L2 Reading L2 Writing Sentence Transformation Activities Guided Writing for ELLs Group presentation of thematic lesson plans
9/25	Turn in written ESL Lesson Plan to NE 92 by 4:00 P.M.	Written ESL Lesson Plan due

ESL Literacy Lesson Plan Guidelines

Purpose

The purpose of this lesson planning assignment is for student-practitioners to demonstrate in the following principles and strategies that reflect effective practices for English language learners:

• Use of visuals and realia sets
• Selection of vocabulary and language structures based on analysis of ELLs' level of proficiency and demands of a content-area text
• Use of an organizing activity focused on producing a product
• Selection and use of creative strategies for listening, speaking, reading and writing
• Inclusion of manipulation and practice of vocabulary, grammatical and syntactic forms
• Application of communicative functions and/or comprehension and critical thinking skills
• Continuity and flow of lesson; use of a clear sequence and progression
• Application of motivational elements and provision for diverse learning styles
• References to California Reading/Language Arts Standards and/or English Language Development
• Use of Internet resources

Format

Any lesson plan format that the student-practitioner is accustomed to using is acceptable. The format should include description of the elements essential to meeting the criteria above. A five- step lesson plan format and model lesson plan are available for reference on Dr. Mora's CLAD website.

Group Planning & Presentation

Students will be developing lessons around a theme in cooperative group and jigsaw format. The objective is to demonstrate a variety of strategies for teaching a theme. Students will present their theme lessons to the class. The written lesson plan may include elaboration on activities presented by other members of your group that you found particularly relevant and effective. Consequently, your written lesson plan need not be limited to what you yourself presented.

Grading Criteria

Lesson plans that include all the elements listed above and handed in by the due date will earn a grade of A. The global criteria are based on the extent to which the lesson plan reflects application and extension of the principles of lesson planning, strategies and resources examined in class and on the Internet.

To Navigate Dr. Mora's CLAD Website

This page was last updated on 07/26/02