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Credit Hours: 3 Effective Term: Fall 2017 SUN#: None AGEC: Cultural (Ethnic/Race/Gender) Awareness |
Credit Breakdown: 3 Lectures Times for Credit: 1 Grading Option: A, B, C, D, F Cross-Listed: |
| Measurable Student Learning Outcomes |
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| 1. (Analysis Level) Examine the format and alignment of English Language Learner (ELL) Proficiency Standards to the Arizona Language Arts (Listening, Speaking, Reading, and Writing) Academic Standards. (CSLO 2,3)
2. (Evaluation Level) Plan, deliver and evaluate instruction using the ELL Proficiency Standards. (CSLO 2,3,4) 3. (Synthesis Level) Integrate the ELL Proficiency Standards in all content areas. (CSLO 2,3) 4. (Evaluation Level) Analyze, interpret and apply data from multiple assessments, including the Arizona English Language Learner Assessment (AZELLA) and snapshots of longitudinal data, in guiding and differentiating ELL instruction, tracking student progress on the ELL Proficiency Standards, and making recommendations for placement and accommodations for students receiving gifted or special education services. (CSLO 2,3,4) 5. (Evaluation Level) Evaluate the relevance of state-mandated achievement measured by the AZELLA while identifying and using alternative methods of the assessment of English Language Learners (ELLs). (CSLO 2,3,4) 6. (Comprehension Level) Demonstrate understanding of the foundational principles of Structured English Immersion (SEI) instruction including the legal, historical and educational reasons for SEI; basic SEI terminology; and by listing language acquisition principles. (CSLO 1,3) 7. (Evaluation Level) Cultivate home and school partnerships of ELLs by identifying sociocultural influences on ELLs, discussing the impact of bilingualism and home language use, outlining the role of culture in learning, and examining parent and community sources for aiding English acquisition. (CSLO 1,3,4) 8. (Synthesis Level) Identify and use multiple SEI strategies to improve student achievement (comprehensible input; specific, ongoing, and immediate feedback; group structures and techniques; student engagement; and building background and vocabulary development). (CSLO 2,3) 9. (Synthesis Level) Integrate instruction across content areas by using SEI strategies that include prior knowledge when planning lessons; selecting, adapting, and sequencing current curricular material; analyzing and applying vocabulary development approaches in content areas; extending SE content methods; integrating current materials in English Language Development (ELD) instruction, describing the Silent Period; and extending SEI methods for beginning ELD. (CSLO 2,3,4) 10. (Analysis Level) Distinguish between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency). (CSLO 3,4) 11. (Synthesis Level) Design a lesson using the SIOP (Sheltered Instruction Observation Protocol) model that contains all necessary components. (CSLO 2,3) Internal or External Standards and Accreditation: 1. Develop and integrate SIOP lesson plans that include three SEI strategies and assessments, and in consideration of parent and appropriate available community resources. (CSLO 1,3) 2. Develop and strengthen strategies using the SIOP lesson plan for teaching language learners through Listening and Speaking standards. (CSLO 2,3) 3. Conduct self and peer evaluations of class participation and SEI teaching strategies. (CSLO 1,2) 4. Teach and videotape one successful lesson, as evaluated by faculty, demonstrating multiple SEI instructional strategies to achieve the ELL Proficiency Standards. (CSLO 2,3) 5. Monitor academic progress of ELLs using a variety of assessment materials. (CSLO 2,3,4) 6. Conduct an interview with an ELL to assess the value of culture in learning. (CSLO 1,2) 7. Review and analyze case studies related to the creation and implementation of SEI. (CSLO 1,2,4) |
| Internal/External Standards Accreditation |
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1. Development and integration of lesson plans that include at least three SEI strategies.
2. Develop and strengthen strategies using the SIOP lesson plan for teaching language learners through Listening and Speaking standards. 3. Conduct self and peer evaluation through Blackboard and in class participation. 4. Teach at least one subject with the ELL Proficiency Standards adopted by the Board of Education and monitor ELL student academic progress using a variety of assessment tools. 5. Review and analyze case studies related to the creation and implementation of SEI. 6. Conduct an interview with an English language learner to assess the value of culture in learning. |