Foundations and Methods of English

Language/Literacy Development and

Content Instruction
CTEL Program Standards 5, 7, 8
Assessment and Instruction—Domains 2,3
6 units (60 hours)

Course Number: EDUC 3V220

Section ID: 104689

Course Start Date: September 29, 2014

Course End Date: November 7, 2014

Instructor Information
Name: Perry Anne Colapinto
Email: perrya@san.rr.com
I am usually available to take phone calls, answer your e-mail, and reply to
discussion board questions.
You may contact me either by phone (858-437-2309) or by email. Pleased use my
personal e-mail rather than sending questions and comments to Blackboard.
IMPORTANT: I will try to answer your emails within 48 hours of receiving them.

Welcome
Welcome to Foundations and Methods of English Language/Literacy Development
and Content Instruction. I am excited to work with you. I believe in lots of
interaction in my courses, and that everyone has their own expertise to contribute to
our class. I look forward to meeting each of you. Please call me Perry.

Course Purpose and Prerequisites

The purpose of this course is to explore best practices for teaching English Language
Learners (ELL’s) in the K – 12 classroom. Research-based language acquisition and
learning theories and their implementation through effective strategies and activities
will give course participants tools to use in their classrooms to promote ELL’s
academic achievement. Legislation affecting appropriate instruction, including
California English Language Development (ELD) Standards, California English
Language Development Test (CELDT, and requirements for student programs, will be
discussed. Using curriculum development programs such as the Sheltered
Instruction Observation Protocol (SIOP) Model, Guided Language Acquisition Design

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(GLAD), and Dutro’s Structured English Language Development (SELD), participants
will create lesson plans that achieve optimal use of instructional time.

The concepts of English Language/Literacy Development and Content Instruction will

be communicated to the students through a series of web-based session. For the
first eight sessions there is a Power Point lecture for students to view first. You can
access this by clicking on the lesson, then clicking on the first item in the list.

Candidates should be enrolled in the UCLA, UC Riverside, and UC San Diego CLAD
through CTEL course.

Course Goal and Objectives

Learning Objectives
By the end of this course, the student will be able to:
• Develop a sound knowledge base of theories of second language acquisition
and factors involved in second language learning.
• Research legal requirements concerning the education of English Learners in a
school district of interest.
• Read about and view demonstrations of effective strategies and activities
used in ELD, SDAIE, and literacy instruction.
• Plan lessons using knowledge of CELDT levels, content and ELD standards,
and appropriate English Language Development (ELD) and content-based
instruction (SDAIE) activities.
• Apply a variety of assessments when evaluating English Learner’s progress.
• Understand the importance of involving parents in classroom activities,
encouraging parents to support literacy, and planning events that build
community to foster the home-school connection.
• Create a summative course project which will demonstrate understanding and
synthesize all of the course objectives.

Course Materials/Textbooks
Richard-Amato, P.A. (2003). Making it happen: From interactive to participatory
language teaching. Fourth Edition. White Plains, NY: Pearson & Longman, ISBN 0-
13-060193-4

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for
English learners: The SIOP Model. Fourth Edition. Boston, MA: Pearson & Allyn
and Bacon. ISBN 10: 0-205-51886-9

Herrel,A., & Jordan, M. (2008). 50 Strategies for Teaching English Language

Learners. Fourth Edition. Pearson, Merrill & Prentice Hall. ISBN-13:978-0-13-
199266-5

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The textbooks are available from the UCSD bookstore, or Google the ISBN number
and purchase from the online store of your choice.
Phone: (858) 534-7323
Toll Free: (800) 534-7323
Address: 9500 Gilman Drive
La Jolla, CA 92093-0008

Course Overview
This course has 10 sessions. The final project is due at the time of the last session.
The topics are as follows:
Session 1: Introduction to the Course
Session 2: Foundations of Programs for English Learners
Session 3: Equity Issues Related to the Education of English Learners
Session 4: English Learner Literacy
Session 5: English Language Development (ELD)
Session 6: Specially Designed Academic Instruction In English (SDAIE)
Session 7: Lesson Preparation: Strategies for Building Background and
Comprehensible Input in Lesson Planning
Session 8: Lesson Preparation: Strategies, Interaction, and Practice Application
Session 9: Lesson Delivery, Review, and Assessment
Session 10: Presentations of Final Projects

Online Course Structure

The course is organized using the course menu (left side of your screen):
Announcements This is the first page you see upon entering your course.
Your instructor will post weekly announcements and
reminders here.
Introduction Contains an introduction to the course and instructor
biography.
Syllabus Contains the course outline, learning objectives, weekly
assignments with their due dates, and course details.
Lessons The instructor’s weekly audio/image lectures. The lectures
are self-paced and can be replayed like a video movie
(start, pause, rewind, etc.).
Discussion Board Questions pertaining to each lesson are posted weekly for
you and your classmates to discuss and answer.
Assignments Assignments, quizzes, Course Evaluation, and the Final
Project directions are available here.
Resources Additional readings and handouts, web site links, and the
SIOP Lesson Plan Template are here.
Contacts Instructor, student services and online learning support
contact information is listed here.
Communication Tools Email is here. Just click “Send Email” and you can send

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 email to the instructor and/or to other students.
Course Tools Check your grades (My Grades), add a Homepage
(Homepage), or access the Blackboard User Manual (User
Manual) here.

Course Schedule
Session Topic Reading Assignments Points
1 Introduction to the Course For Session Introduce yourself on
2: Richard- the Discussion Board.
Amato, Internet reading:
Introduction, Successful Bilingual
Chaps. 1 & 2 Schools: Six Effective
Programs in California
Due: October 1,
11:00 p.m.
2 Foundations of Programs of For Session Discussion Board: Why 3
English Learners (Legal 3: Richard- is it important to know
Foundations & Language Amato, your students’ CELDT
Acquisition Theory) Chaps. 3 & 6 scores?
Assignment #1 5
Due: October 6,
11 p.m.
3 Equity Issues Related to the For Session Discussion Board: 3
Education of English 4: Richard- What can you do as a
Learners Amato, second language
Chaps. 4, 7 teacher to improve the
& 8 affective environment?
Read Case Studies:
Teacher Narrations to
Stimulate Professional
Dialogue, Making It
Happen, pp.527-538
Assignment #2. Post
Assignment #2 on the
Discussion Board for 1
point of extra credit.
Due: October 10,
11 p.m.
5
4 Reading and Writing for For session Discussion Board: 3
English Learners 5: Richard- Which reading/writing
Amato, strategy will you use
Chaps. 5 & 9 from 50 Strategies?
Herrell, Quiz #1 10
Read Chaps. Due: October 14,
39 and 46 11 p.m.
Read and
view DVD

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 Chaps. 35,
38 & 48
5 English Language For session Discussion Board: In 3
Development (ELD) 6: Read Resources you will find
Echevarria, three links to Magical
Vogt & English. View the You
Short, Tube videos and write
Chaps. 1 & how an ELD lesson is
2, View SIOP different from using
DVD Chap. 2 SDAIE strategies
5
Herrrell, throughout the day to
Read and scaffold content area
view DVD lessons.
Chaps. 3 & Read Online:
49 Rethinking English
Language Instruction:
An Architectural
Approach. The link is in
Resources
Assignment #3
Due October 18,
11 p.m.
6 Specially Designed Academic For session Discussion Board: Any 3
Instruction in English 7: Read V, burning questions that
(SDAIE) & S, Chaps. you would like to share?
3 & 4, View Assignment #4 6
SIOP DVD Due October 22,
Chaps. 3 &4 11 p.m.
Herrell,
Chap. 5
7 Lesson Preparation: For session Discussion Board: 3
Strategies for Building 8: Read E, Which template in
Background and V & S, appendix b do you
Comprehensible Input in Chaps. 5, 6, prefer? Why?
Lesson Planning and 7, View Assignment #5 6
SIOP DVD Due October 27,
Chaps. 5, 6, 11 p.m.
and 7
8 Lesson Preparation: For session Discussion Board: Do 3
Strategies, Interaction, and 9: Read E, you need any more
Practice Application V, & S, information for your
Chaps. 8 & lesson planning?
9, View SIOP Read Online:
DVD Chaps. ProjectGLAD website
8 &9 Assignment #6 6
Due October 31,
11 p.m.
9 Lesson Delivery, Review, and For session Discussion Board: Tell 3
Assessment 10: Read V us about the class that
& S, Chap you will use your newly
11 created unit with.

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 Assignment #7
Due November 4, 10
11 p.m.
10 Presentation of Final Project Discussion Board: Give 3
a brief summary of your
final project to the
group.
Final Project due. 20
SIOP Protocol due.
Due November 8,
11 p.m.
TOTAL 100
POINTS
POSSIBLE

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Requirements
In order to satisfy course requirements, class participants must participate in
discussions, complete all course assignments on time (on or before the due date),
and use graduate level writing/presentation for all written assignments.
IMPORTANT! Late assignments (anything posted or sent after the due date) will be
graded -1 point for each day late unless due to a verifiable medical or family
emergency. Late assignments will be accepted at the discretion of the instructor.
Grades are lowered for less-than-optimal (non graduate level) grammar, spelling,
and presentation. Make sure all references are correctly cited and follow APA or MLA
guidelines.
In general, the performance criteria for an A grade for assignments is listed below:
The assignment:
• Demonstrates a high level understanding of issues, including complexities.
• Is well focused and sequenced. Has a clear sense of purpose. Thoughts are
clearly developed and easily understandable.
• Critically evaluates the topic beyond what is stated in readings, research, and
discussions. Makes connections.
• Expresses views clearly. Provides specific examples, details, illustrations,
anecdotes, etc. to support positions taken.
• Does more than repeat what the text says or what was said in class. Draws
out additional important implications.
• Shows originality of thought.
• Uses proper citations for resources.
• Uses organizers: table of contents, topic headings, etc.
• Has no punctuation, grammar, spelling errors. Style, formatting, and
appearance add to quality of final product.
Click on the Assignment you are completing. Type your assignment in the
Comments textbox, or attach a Word document. Click submit at the bottom.

Assignments/Quizzes/Discussion Board Participation

Discussion Board Participation—30 points
Regular presence in blackboard discussions. Substantial contributions are expected
to gain full points. This may include taking a leadership role in weekly online
discussions. See more information below.
Quiz #1—10 points
This is a simple 20 multiple-choice question quiz. You may only attempt the quiz one
time. It is open book but you need to complete the quiz on Tuesday, October 14, to
have it count. You will receive feedback immediately upon taking it. The quiz will be
available on July 15 only.
Assignment #1—5 points
Find the requirements for the English Learner program in your district or a district of 
interest to you.  You should be able to get this information by going on to the school 
district’s website and looking under English Learners.  You can also ask school personnel
who work directly with English Learners.  What are the requirements for the 

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redesignation (some districts call it reclassification) of an English Learner to Fluent 
English Speaker (FEP)?  
Assignment #2—5 points
Assignment #2
After reading "Case Studies: Teacher Narrations to Stimulate Professional Dialogue,"
Making It Happen, pp. 527-538, write your own case study based on your
experience. Use the case studies in the chapter as models and write about an
English Learner or situation pertaining to them that you have personally
experienced. Please complete in Word or type your assignment in the Comments
textbox and click on submit. This assignment should be approximately one page in
length. For 1 point of extra credit, post Assignment #2 on the Discussion Board.
Assignment #3—5 points
Download Dutro’s Matrix from the handouts. Develop a sentence, taking it through
the five levels of the matrix. The beginning level is “black dog”.
Assignment #4—6 points
The final project will be five days of lesson plans for a unit of study and grade level
of your choice. Please choose a topic and grade level that you teach or are
interested in teaching. For Assignment #4, you will write the Lesson Plan for Day 1.
Use Lesson Plan Template 2 from The SIOP Model, appendix b, pp. 231. The
template has been provided for you in the assignment, and it is required that you
submit your lesson on this template for all lessons. Write a lesson plan for Day 1 of
your unit. Don’t forget to include language and content objectives.
Assignment # 5—6 points
Write and submit the Day 2 lesson plan. You may also include activities and
strategies from 50 Strategies, Making It Happen, and/or other resources.
Assignment #6—6 points
Write and submit the Day 3 lesson plan.
Assignment # 7—10 points
Write and submit Days 4 and 5 lesson plans.
Final Project—20 points
 The final project affords you the opportunity to design an instructional plan for a 
designated group of English Learners.  You need to develop a set of lesson plans for a 
one week of instruction in which you apply the instructional strategies you have studied 
and discussed in this class.  Each lesson must include content and language objectives as 
designated on the SIOP template.  You should build the lesson plans around the texts or 
units of study you use in your classroom or units that you might ultimately use.  Be sure 
to include assessment for each day.  How will you check for student understanding?

Please resubmit your lesson plans from Assignments 4-7 on the Saturday immediately
after last day of class including suggestions and/or corrections from the instructor. At
that time, there will be a SIOP Protocol evaluation rubric online. Evaluate your project
using the rubric. You can give yourself all 4's for the Lesson Delivery part, since you
may not have had the opportunity to teach the lessons. This will be worth 5 points of the
20 of your final grade for the project.

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Grades
Late assignments or quizzes are accepted only if situation is communicated to
instructor before the due date or was a verifiable emergency.
Grades are based on points and the letter grades are given as follows:
A+ 97-100
A 94-96
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 65-66
F 0-64
You may check your grade anytime by clicking Course Tools and then My Grades.
This will show you the points you have earned so far in this course.
Weighted Grades
Discussion Board Participation: 30%
Assignments/Quiz: 50%
Final Project 20%
TOTAL 100%

About Discussion Board Participation

A regular presence is expected in blackboard discussions and substantial
contributions about class topics and discussion questions. What this means,
essentially, is coming into blackboard regularly (lots more than once a week) and
discussing what is relevant to the class. In order to earn the full 3 points for each
Discussion Board, you must respond to the question and at least two other class
participants’ posts. So what is contribution/participation? Here are some ideas:
• start a discussion on blackboard (add a thread)
• respond thoughtfully to a topic
• provide links and resources related to the topic
• pose a though-provoking question related to the topic
• provide pros and cons
• thoughtfully rebut another person’s comments
• make you postings in a timely manner
• take a leadership role for weekly postings
In grading, quantity and quality are considered. Regular contributions that add to the
knowledge base of other students, links to additional resources, and providing
substantive food for thought get points. If you don’t know a lot (yet!) about the

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topics, feel free to share some questions to others and/or search the Internet and
share what you find with the class. To earn the full 3 points for the Discussion
Board, you must respond to at least two other posts from class participants.
Think about the logic behind this. We can sometimes learn just as much from the
person sitting next to you (even in the virtual classroom) as you can from the
instructor. We are all here to learn.
Note: Discussion Board participation is 30% of your grade.

About Assignments/Quizzes
Assignments are to be saved in Microsoft Word as a .doc file. Please name them as
week1-lastname.doc and use the Assignment tool within Blackboard. When you click
on the assignment name in the Assignments area, you will see the assignment
directions. Under that is a link to complete the assignment. Click this and then you’ll
see a Browse My Computer button, click this, and locate your assignment (the Word
document) on your computer and Open it. Click twice on the document. This will
upload your assignment. Click Submit when you are done uploading it. You may only
upload the assignment one time so be sure you have completed it and that you
select the correct file. Assignments and quizzes are 50% of your grade.
The quiz must be completed by 11:30 pm, Pacific Standard Time, on the day shown
above. It will no longer be available after that time. Plan ahead and give yourself
plenty of time to complete it. These quizzes are based upon the lessons and the
readings, so do both before completing the quiz. You may only attempt the quiz
once.

About the Course Evaluation

This is an anonymous course evaluation that is collected by UC San Diego Extension.
It will be e-mailed to you by UCSD Extension. I expect you to fill it out as a part of
this course. I use the feedback to improve the next offering of this course.

Student Resources
At the top of the course, there are tabs across the screen and one is called FAQ
(Frequently Asked Questions). There is a lot of information here. If you click on the
Students Category (on the left), you can find step-by-step directions for everything
from sending e-mail to uploading your assignments to posting a reply on the
discussion board.
There is also a tab called Contact where you can find contact information for the
department, Student Services, and Online Learning.
The Library Tab has information on your access to the UCSD Libraries.
Student Policies including the Incomplete Grade Policy and the General Use Policy
are listed under the Policies tab.

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