ESL 05 Implementing and Managing Instruction to ELL Students

Overview:

• Sponsored by Midwestern IU IV

• Act 48 Credits: 3 graduate-level credits (PA Dept. of Education Approved)

• Act 48 CPE Hours: 90

• Graduate Credit: 3 Master's level graduate credits - Carlow University ($200 option)

• Course Instructor: Susan Evans, PhD

• Course Duration: 8 Weeks

• Course Type: Facilitated

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Course Description:

In this 3-credit course, teachers will design standards-aligned instruction in English utilizing the WIDA Academic Standards, the English Proficiency Standards, and can-do descriptors in relation to the continuum of proficiency levels. Teachers will plan ESL instruction and assessments specific to students' reading and writing needs with limited formal schooling (LFS) or interrupted formal education (SIFE). In addition, teachers will recognize, implement, and manage critical elements of ESL instruction, including content and language objectives, scaffolding supports, formative and authentic assessments, and academic and social interaction at the English Language Proficiency level of the student, specifically in the domains of listening, speaking, reading, and writing.

Course Objectives: participants will demonstrate the ability to…

1. Design standards-aligned instruction in English utilizing the Pennsylvania Academic Standards, the English Language Proficiency Standards, and Can-Do descriptors in relation to the continuum of proficiency levels.

2. Plan ESL instruction and assessment specific to the reading and writing needs of students with limited formal schooling (LFS) or interrupted formal education (SIFE).

3. Recognize, plan and implement key elements of ESL lesson design, which include:

   • Content and language objectives;

   • Scaffolding, supports;

   • Activating and building on prior knowledge

   • Formative and authentic assessments; and

   • Academic and social interaction at the English Language Proficiency Level of the student, specifically in the domains of listening, speaking, reading and writing.

4. Differentiate instruction based on formative assessment of student progress, reteaching as necessary for students who need additional time and alternative approaches to meet learning outcomes.

5. Develop and implement communicative activities in K-12 classrooms that promote authentic interactions for social and academic purposes and that integrate all language skills, i.e., reading, writing, speaking, and listening.

6. Collaborate with and provide guidance to content teachers of ELLs related to using English language proficiency standards (ELPS), appropriate supports, and adaptations which provide students access to content instruction, tasks and assessments at their English language proficiency level.

7. Select, analyze and adapt a variety of authentic sources and tools to enhance oralcy and literacy development for ELLs, including but not limited to:

   • Various popular texts, including fiction, non-fiction, comic-book style, etc.;

   • Visual and/or original source materials;

   • L1 materials;

   • Music;

   • Media and multimedia, including technological resources and electronic communication

8. Plan effective lessons in all domains (Reading, Writing, Speaking, and Listening) using a variety of materials, texts, activities, strategies and assessments appropriately based on consideration of learners' differing English language proficiency, L1 literacy and prior knowledge, age and developmental stages, grade levels, learning styles and sociocultural needs.

9. Develop classroom activities that could involve families and provide ELLs and their families with information, support and assistance.

10. Develop classroom activities that could involve families and provide ELLs and their families with information, support and assistance.