DEPARTMENTAL
COURSE SYLLABUS
The
Required
elements of the departmental syllabus:
1. Course
Prefix and Number: FLE
4364
2. Course
Title: ESOL
3 – Applying Linguistics to ESOL Teaching and Testing
3. Regular
Instructor(s): Michelle
Macy
4. Course
Prerequisites (if any): ESOL
1 & 2
5.
Course Description:
This
course provides an overview of the components of language, linking them to
methods and techniques of providing comprehensible instruction to English
Language Learners (ELLs). Designed for
preservice and inservice teachers, this course supports the development of
professional literacy skills geared toward appropriate pedagogical practices
for the instruction of ELL students in the
6.
Course Goals and Objectives:
1. Students
will demonstrate comprehension of the subfields of Linguistics by defining,
describing and applying to social and classroom contexts the disciplines of:
·
Phonetics
·
Phonology
·
Morphology
·
Semantics
·
Syntax
·
Discourse and Text Analysis
·
Pragmatics
2. Students
will apply their comprehension of the subfields of Linguistics through:
·
Analyzing authentic oral and written language of LEP students (from
videotaped and/or audiotaped oral samples and samples of student writing) in
class
·
Developing a case study describing an LEP student's linguistic
competence
3.
Students will apply their knowledge of Linguistics to developing,
implementing, and evaluating appropriate instruction through:
·
Developing lesson plans and assessment measures for a variety of topics
with appropriate instructional modifications for LEP students
·
Developing a case study describing an LEP student's English language
and literacy development, and American cultural competency
7. Content
Outline:
1.
Sociolinguistics
§
Language use across
§ Language as a social, economic and political tool
§
Code switching and transfer
2.
Language
Components
§ What is phonology?
§ The sounds of American English
§ Sociolinguistics and phonology
§ Learned pronunciations
§ Chosen pronunciations
§ LEP phonological characteristics and samples
§ Non-L1 factors that impact phonological production
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
§ What is morphology?
§ The morpheme types in English
§ Sociolinguistics and morphemes
§ Learned usage
§ Chosen usage
§ LEP morphological usage, knowledge, avoidance and samples
§ L1 & L2 morpheme acquisition order studies
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
§ What is semantics?
§ English words – denotations & connotations
§ Sociolinguistics and semantics
§ Regional/dialectical variations in use
§ LEP semantic usage, knowledge, avoidance and samples
§ Nuance issues
§ L1 transfer issues (inappropriate matching & false cognates)
§ Phrasal verbs and other English difficulties
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
§ What is syntax?
§ Word order in English
§ Sociolinguistics and syntax
§ Learned orders
§ Chosen orders
§ LEP syntactic characteristics and samples
§ L1 factors that impact syntactic production
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
§ What is oral discourse?
§ What is written discourse?
§ Features of U.S. English discourse.
§ Sociolinguistics and discourse
§ LEP discourse features and samples
§ L1 factors that impact discourse production
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
§ What is pragmatics?
§ Native-like pragmatics in American cultural contexts
§ Sociolinguistics and pragmatics
§ Learned pragmatics x context
§ Chosen pragmatics x context
§ LEP pragmatic characteristics and samples
§ L1 cultural factors that impact pragmatic proficiency
§ Implications for stereotyping and prejudice
§ Implications for oral production and assessment thereof
§ Implications for written production and assessment thereof
§ Teaching
§ Direct instruction
§ Lesson planning
3.
Differences
& Exceptionalities
§ Production Errors
§ Anticipations
§ Preservations
§ Metathesis
§ Additions and omissions
§ Malpropisms
§ Perception Errors
§ Accent - regional
§ Usage
§ Hearing impairments
§ Visual impairments
§ Other physical impairments
§ Dyslexia/Dysphasia
§ Aphasias
§ Additional complications
§ Stutters
§ Autism/ linguistic savants
§ Mistakes
§ Errors
§ Proficiency level, Development & Interlanguage
§ Accent - international
§ Usage
§ Distinguishing speaker differences from physical and psycho/neurological exceptionalities
§ Procedures for assessment
§ Procedures for IEPs
§ ESOL methods/strategies and exceptionalities
3. Application
§ Language knowledge as a tool in the classroom
§ Identifying native and non-native elements of LEP student language production
§ Evaluating native and non-native elements of LEP student language production
§ Developing appropriate instructional interventions
§ Developing appropriate instructional tools
§ Developing appropriate instructional plans
§ Developing appropriate instructional assessments
8. Evaluation of Student Outcomes:
All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.
Campus Class |
Distance Learning Class |
The
evaluation/assessment activities are: (a)
Profile and Analysis of LEP students’ linguistic development CORE
TASK ·
Student profile and introduction ·
Phonetic description and phonological patterns ·
Morphological and semantic description ·
Syntax and discourse ·
Pragmatic and sociocultural competence ·
Literacy development AP 1, 3, 5, 7, 8, 11; COECF
1, 2, 4, 5, 6; ESOL 1, 5, 6, 7, 8,
9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 (b)
Weekly Quizzes (c)
Tests (d)
Professional Resource Folder (e)
ESOL Lesson Plans for a minimum of one week of instruction (lesson
plans for the mainstream class with ESOL appropriate modifications) &
Rationale for Approach, Methods, and Techniques Used CORE
TASK AP 1, 2, 4, 5, 7, 8, 9, 10; COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 8, 9, 11, 12, 13, 15,
16, 17, 18, 19, 20, 21, 24 |
The
evaluation/assessment activities are: (a)
Profile and Analysis of LEP students’ linguistic development CORE
TASK ·
Student profile and introduction ·
Phonetic description and phonological patterns ·
Morphological and semantic description ·
Syntax and discourse ·
Pragmatic and sociocultural competence ·
Literacy development AP 1, 3, 5, 7, 8, 11; COECF
1, 2, 4, 5, 6; ESOL 1, 5, 6, 7, 8,
9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 (b)
Weekly Quizzes (c)
Tests (d)
Professional Resource Folder (e)
ESOL Lesson Plans for a minimum of one week of instruction (lesson
plans for the mainstream class with ESOL appropriate modifications) &
Rationale for Approach, Methods, and Techniques Used CORE
TASK AP 1, 2, 4, 5, 7, 8, 9, 10; COECF 1, 2, 4, 5, 6; ESOL 1, 5, 6, 8, 9, 11, 12, 13, 15,
16, 17, 18, 19, 20, 21, 24 |
9. Grading Criteria:
Campus Classes |
Distance Learning Class |
The
final grade will be based on the following categories and weights: (a)
Profile & Analysis of an LEP student's linguistic
development--25% (b)
Weekly Quizzes--10% (c)
Tests-30% (d)
ESOL Folder—5% (e)
ESOL Lesson Plans & Rationale for Approach, Methods, and
Techniques Used--30% Grades
will be assigned using the following standard: A=
90 or better B
= 80-89 C
= 70- 79 D
= 60 –69 F
= 59 or lower |
The
final grade will be based on the following categories and weights: (a)
Profile & Analysis of an LEP student's linguistic
development--25% (b)
Weekly Quizzes--5% (c)
Tests-30% (d)
ESOL Folder—5% (e)
ESOL Lesson Plans & Rationale for Approach, Methods, and
Techniques Used--30% (f)
On-line participation-5% Grades
will be assigned using the following standard: A=
90 or better B
= 80-89 C
= 70- 79 D
= 60 –69 F
= 59 or lower |
10. Textbook(s)
and
Ariza, E. N.; Morales-Jones, C. A.; Yahya, N., & Zainuddin, H.
(2002). Why TESOL? Theories and issues in teaching
English as a second language. 2nd
Edition.
ESOL 3 Course Packet
containing blank rubrics (ProCopy)
11. USF Policies:
a.
b.
USF Policy on Religious Observances: All
students have a right to expect that the University will reasonably accommodate
their religious observances, practices and beliefs. Students are expected to notify the
instructor in writing by the second class if they intend to be absent for a
class or announced examination, in accordance with this policy.
c.
Conceptual Framework Statement: The College of Education is dedicated to the ideals of Collaboration,
Academic Excellence, Research, and Ethics/Diversity.
These are key tenets in the Conceptual Framework of the
Attachment I
DEPARTMENTAL
COURSE SYLLABUS
ATTACHMENT
I
1. Rationale for Setting
Goals and Objectives:
Appropriate and effective schooling
of LEP students is a major concern for all State
Boards of Education, other educators, parents, and
students in the
This course is designed to address
primarily the first three of the above criteria.
As the
capstone course in the ESOL endorsement sequence, this course integrates
students' prior education and experiences regarding teaching LEP students and
connects them to in-depth study of Second Language Acquisition and Applied
Linguistics theory as well as to an advanced and intensive field experience
with LEP pupils. In so doing, this course focuses primarily on three of the
five subject areas pertinent to teaching LEP students: Applied Linguistics,
Methods in Teaching ESL, and Curriculum Development. Because this course's prerequisite, FLE 4315
Teaching Students with Limited English Proficiency K-12, gives predominant
focus to Language Testing and
Cross-cultural Communication and Understanding, this course builds upon their
content by associated field experience assignments. (These areas are those
identified as necessary for the ESOL endorsement on
In addition to this its content being grounded in
research findings, this course addresses the Performance Standards for Teachers of ESOL and the
2. Specific competencies addressed from
the relevant guidelines.
In the past few years,
Performance Standards for
Teachers of English for Speakers of Other Languages (ESOL). This
course’s design thoroughly addresses 22 of the 25
standards.
ESOL Performance Standards
1. Conduct
ESOL programs within the parameters, goals and stipulations of the
5. Determine
and use appropriate instructional methods and strategies for
individuals and groups,
using knowledge of 1st and 2nd language acquisition processes.
6. Apply
current and effective ESOL teaching methodologies in planning and
delivering instruction to
LEP students.
7. Locate
and acquire relevant resources in ESOL methodologies.
8. Select and develop appropriate ESOL content according to
student levels of proficiency and listening, speaking, reading, and writing,
taking into account: (1) basic interpersonal communication skills (BICS), and
(2) cognitive academic language proficiency (CALP) as they apply to the ESOL
curriculum.
9. Develop
experiential and interactive literacy activities for LEP students, using
current information on
linguistics and cognitive processes.
10. Analyze
student language and determine appropriate instructional strategies,
using knowledge of
phonology, morphology, syntax, semantics, and discourse.
11. Apply
essential strategies for developing and integrating the four language skills
of listening comprehension,
oral communication, reading, and writing.
12. Apply
content-based ESOL approaches to instruction.
13. Evaluate,
design, and employ instructional methods and techniques appropriate to learners’ socialization and communication
needs, based on knowledge of language as
a social phenomenon.
14. Plan
and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and
religion on the results.
15. Evaluate,
select, and employ appropriate instructional materials, media, and technology for ESOL at the elementary,
middle, and high school levels.
16. Design
and implement effective unit plans and daily lesson plans, which meet
the needs of ESOL students
within the context of the regular classroom.
17. Evaluate,
adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at
the elementary, middle, and high school
levels.
18. Create
a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.
19. Consider
current trends and issues related to the testing of linguistic and culturally diverse students when
using testing instruments and techniques.
20. Administer
tests and interpret test results, applying basic measurement concepts.
21. Use
formal and alternative methods of assessment/evaluation of LEP students, including measurement of language,
literacy and academic content metacognition.
22. Develop
and implement strategies for using school, neighborhood, and home
resources in the ESOL
curriculum.
23. Identify
major attitudes of local target groups toward school, teachers, discipline,
and education in general
that may lead to misinterpretation by school personnel; reduced cross-cultural barriers between students, parents,
and the school setting.
24. Develop,
implement, and evaluate instructional programs in ESOL, based on
current trends in research
and practice.
25. Recognize
indicators of learning disabilities, especially hearing and language
impairment and limited
English proficiency.
3. Are there field-based experiences in this course? If so, please briefly indicate nature and
duration.
Yes. The course requires students to complete an
analysis of an LEP pupil's linguistic development, including a description of
her/his phonetic, phonological, morphological, semantic, syntactic, discourse,
pragmatic, and sociocultural competence as well as her/his literacy
development.
4. Is technology used in this course? If so, please briefly indicate type of
technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access
and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)
Both the campus course and the distance learning
course emphasize the use of instructional technologies because they are
effective media for comprehensible instruction, which is a primary consideration
when teaching LEP students.
NOTE: The
distance learning class is computer-based, i.e. most of its instruction is
conducted via the Internet (with supplementary videotapes and audiotapes).
Some ways (adapted from indicators for Accomplished Practice #12) in which
technology is incorporated in the course are as follows:
A. Computers
(WWW, email, CD-ROM, etc.)
·
Uses, on a personal basis, computer applications, such as word
processors, databases, and presentation tools
·
Utilizes instructional and other electronic networks to gather and
share information (electronic learning logs/dialogue journals, email discussion
lists, chat rooms, WWW tutorials and simulations, etc.)
·
Selects and utilizes educational software for instructional and
management purposes (record keeping/grading software, CALL software, tutorials,
games, simulations, etc.)
·
Uses computer applications to create visuals and other materials
(graphics software, word processors, calculators, etc.)
·
Incorporates educational software in lesson preparation and
implementation (tutorials, simulations, games, etc.)
·
Uses virtual libraries for information gathering and referencing
B. Video
·
Uses videotapes that demonstrate various teaching points
·
Uses in lesson and material preparation
·
Uses videotapes for reflective teaching
C. Audio
·
Uses audiotapes to collect oral language samples
·
Uses in lesson and material preparation
·
Uses videotapes for reflective teaching
D. Display
Units
·
Uses overhead projectors or other display units to “visualize”
instruction
·
Uses in lesson and material preparation
5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies,
if applicable.
Twenty-two of the Florida Adopted Subject Area
Competencies for English for Speakers of Other Languages in K-12 Programs are
addressed in the ESOL Performance Standards (#2).
6. Are there any components of the course designed to prepare
teacher candidates to help K-12 students achieve the Sunshine State Standards? Is
so, please identify.
LEP students are accountable for achieving the Sunshine State Standards for Language Arts. Teachers of these students are responsible
for ensuring that these standards are met by employing ESOL methods, techniques
and strategies. This course focuses on
preparing preprofessional teachers to teach LEP students.
DEPARTMENTAL COURSE SYLLABUS
Attachment
I (cont'd)
MATRIX
7. Matrix showing the association among (1) course objectives
(item #6 of syllabus), (2) related topics, (3) evidence of achievement of
objectives (including performance-based assessments, as appropriate), and (4)
Accomplished Practices (Undergraduate and Plan II Master's Programs).
Course Goals and Objectives |
Topics |
Evidence of Achievement |
Standards |
1. Students will demonstrate comprehension of
the subfields of Linguistics by defining, describing and applying to social
and classroom contexts the disciplines of: ·
Phonetics ·
Phonology ·
Morphology ·
Semantics ·
Syntax ·
Discourse and Text Analysis ·
Pragmatics |
1.1.
The Special Nature of Language 1.2.
Linguists and Language 1.3.
Phonetics 1.4.
Phonology 1.5.
Word Meaning (Semantics) 1.6.
Structure of Words (Morphology) 1.7.
Syntax 1.8.
Texts and Conversations (Text and Conversation Analysis) 1.9.
Pragmatics |
§
Quizzes §
LEP Analysis §
Lesson Plans §
Exams |
AP 1, 2, 5, 7, 8, 9 ESOL PS 5, 9, 10, 11, 18, 19, 21 |
Course Goals and Objectives |
Topics |
Evidence of Achievement |
Accomplished
Practices & ESOL Performance Standards |
2. Students will apply their comprehension of
the subfields of Linguistics. |
2.1 Language sample analysis 2.2 Case Studies of Second
Language Learners--Linguistic Profiles of LEP Pupils |
|
AP 1, 2, 5, 7, 8, 9 ESOL PS 2, 5, 6, 8, 9, 10, 11, 14, 18, 20, 21, 24 |
3. Students will apply their knowledge of
Linguistics to developing, implementing, and evaluating appropriate
instruction through: ·
Developing lesson plans and assessment measures for a variety of
topics with appropriate instructional modifications for LEP students ·
Developing a case study describing an LEP student's English language
and literacy development, and American cultural competency |
3.1
Case Study Analysis 3.2
Lesson Plan development 3.3
Lesson plan modifications
|
§
Quizzes §
LEP Analysis §
Lesson Plans §
Exams |
AP 1, 2, 5, 7, 8, 9, 10 ESOL PS 4, 5, 6, 8, ,9, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 21, 24 |
ATTACHMENT II
Departmental Course Syllabus
Preprofessional
Bench
Practice #1 -- Assessment: The
preprofessional teacher collects and uses data gathered from a variety of
sources. These sources will include both
traditional and alternate assessment strategies. Furthermore, the teacher can identify and
match the student=s instructional plan with their cognitive, social, linguistic,
cultural, emotional, and physical needs.
Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective
communication in the classroom and is in the process of acquiring techniques
which she/he will use in the classroom.
Practice #3 -- Continuous
Improvement: The
preprofessional teacher realizes that she/he is in the initial stages of a
life-long learning process and that self reflection is one of the key components
of that process. While her/his
concentration is, of necessity, inward and personal, the role of colleagues and
school-based improvement activities increase as time passes. The teacher=s continued professional
improvement is characterized by self reflection, work with immediate colleagues
and teammates, and meeting the goals of a personal professional development
plan.
Practice #4 -- Critical
Thinking: The preprofessional teacher is acquiring performance assessment
techniques and strategies that measure higher order thinking skills in students
and is building a repertoire of realistic projects and problem solving
activities designed to assist all students in demonstrating their ability to
think creatively.
Practice #5 -- Diversity: The
preprofessional teacher establishes a comfortable environment which accepts and
fosters diversity. The teacher must
demonstrate knowledge and awareness of varied cultures and linguistic
backgrounds. The teacher creates a
climate of openness, inquiry, and support by practicing strategies [such] as
acceptance, tolerance, resolution, and mediation.
Practice #6 -- Ethics: The
preprofessional teacher adheres to the Code of Ethics and Principles of Professional
Conduct of the Education Profession in
Practice #7 -- Human
Development and Learning: Drawing
upon well established human development/learning theories and concepts and a variety of information about students, the
preprofessional teacher plans instructional activities.
Practice #8 -- Knowledge of
Subject Matter: The
preprofessional teacher has a basic understanding of the subject matter and is
beginning to understand that the subject is linked to other disciplines and can
be applied to real world integrated settings.
The teacher=s repertoire of teaching skills include a variety of means to assist
student acquisition of new knowledge and skills using that knowledge.
Practice #9 -- Learning
Environments: The
preprofessional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so
including some that provide opportunities for student input into the processes.
The teacher understands that she/he will need a variety of techniques and is
working to increase knowledge and skills.
Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high
expectations for all students. The
preprofessional teacher works with other professionals to design learning
experiences that meet students= needs and interests. The
teacher candidate continually seeks advice/information from appropriate
resources including feedback, interprets the information, and modifies her/his
plans appropriately. Planned instruction
will incorporate a creative environment and utilize varied and motivational
strategies and multiple resources for providing comprehensible instruction for
all students. Upon reflection, the
teacher continuously refines outcome assessment and learning experiences.
Practice #11 -- Role of the
Teacher: The
preprofessional teacher communicates and works cooperatively with families and
colleagues to improve the educational experiences at the school.
Practice #12 -- Technology: The
preprofessional teacher uses technology as available at the school site and as
appropriate to the learner. She/he
provides students with opportunities to actively use technology and facilitates
access to the use of electronic resources.
The teacher also uses technology to manage, evaluate, and improve
instruction.
LEP ANALYSIS RUBRIC NAME__________________________________________
|
Target |
Adequate |
Fair |
Poor
|
Comments
|
||
Introduction |
Learner profile contains
thoughtful and complete description and background information, including
prior education and education-related cultural beliefs. Reader has a detailed picture of the case
study participant. |
12 |
11 |
10 |
9 |
|
|
Phonological Analysis |
Phonological analysis is
thorough. A number of patterns are
described and analyzed. Several
examples are offered as specific evidence using the IPA for clarity. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build phonological knowledge is described and critiqued in
detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Morphological Analysis |
Morphological analysis is
thorough. A number of patterns are
described and analyzed. Several
examples of specific morphemes are offered as evidence. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build morpheme knowledge is described and critiqued in
detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Semantic Analysis |
Semantic analysis is
thorough. Patterns are described and
analyzed. Several examples of specific
words are offered as evidence of gaps or gains in the participant’s semantic
knowledge. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build semantic knowledge is described and critiqued in
detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Syntactic Analysis |
Syntactic analysis is
thorough. A number of syntactic
patterns are described and analyzed.
Several specific examples of word order usage are offered as evidence
of gaps or gains in the participant’s syntactic knowledge. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build knowledge of sentence construction is described and
critiqued in detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Discourse, Paralanguage & Pragmatics Analyses |
Analyses of discourse,
paralanguage, and pragmatics usage by participant are thorough. Patterns of discourse, and paralanguage
practices as evidence of pragmatics
knowledge are described and analyzed.
Several specific examples of discourse and paralanguage usage are
offered as evidence of gaps or gains in the participant’s pragmatic
knowledge. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build knowledge of American academic and social discourses,
paralanguage, and pragmatics is described and critiqued in detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Literacy Analysis |
Analyses of reading and
writing skills by participant are thorough.
Patterns of reading and writing skills are described and
analyzed. Several specific examples of
reading and writing practices are offered as evidence of gaps or gains in the
participant’s literacy. |
5 |
4.5 |
4 |
3.5 |
|
|
What the current teacher
is doing to build participant’s L2 literacy is described and critiqued in
detail. |
3 |
2.5 |
2 |
1.5 |
|
||
Pedagogical
recommendations are thoughtful/creative and workable. |
4 |
3.5 |
3 |
2.5 |
|
||
Tape Transcription |
The recorded oral
interview is a minimum of 10 minutes of transcribed data. Transcription accurate enough to reveal
most or all of the non-native-like features of the participant’s language
production. |
4 |
3 |
2 |
1 |
|
|
Reading Sample |
The reading sample is
collected separately from the oral interview.
Evidence of having collected and analyzed it should be revealed
throughout the report, particularly in the literacy section. |
2 |
1.5 |
1 |
.5 |
|
|
Writing Sample |
The writing sample is
included with the report. Evidence of
having analyzed it should be revealed throughout the report, particularly in
the literacy section. |
2 |
1.5 |
1 |
.5 |
|
|
Paper Focus, Organization, & Writing |
The overall report is
well-written, very clearly and logically organized, and cohesive and
coherent. |
2 |
1.5 |
1 |
.5 |
|
|
All parts of the report
are present, and contain clear description and analysis. Each segment offers details, support and
evidence, and recommendations. |
2 |
1.5 |
1 |
.5 |
|
||
Writing is of high
academic standards, and has been proofed and edited. |
4 |
3 |
2 |
1 |
|
||
|
|
|
Total Score: |
|
|||
UNIT PLAN RUBRIC NAME:
__________________________________
|
||||||
|
Target
|
Adequate
|
Fair
|
Poor
|
Comments
|
|
Objectives—Adaptations
Lesson goals meet, or have been
adapted to meet, the needs of all four levels of ELLs.
|
Lesson
1
|
2
|
1.75
|
1.5
|
1.25
|
|
Lesson
2
|
2
|
1.75
|
1.5
|
1.25
|
|
|
Lesson
3
|
2
|
1.75
|
1.5
|
1.25
|
|
|
Objectives—Culture
Goals for addressing cultural
schema in the lesson meet, or have been adapted to meet, the needs of all
four levels of ELLs.
|
Lesson
1
|
yes
|
yes
|
NI
|
N/A
|
|
Lesson
2
|
yes
|
yes
|
NI
|
N/A |
|
|
Lesson
3
|
yes
|
yes
|
NI
|
N/A |
|
|
Objectives—Language
Goals are included for addressing
English language acquisition in the lesson for one or more levels of ELL.
|
Lesson
1
|
yes
|
yes
|
NI
|
N/A |
|
Lesson
2
|
yes
|
yes
|
NI
|
N/A |
|
|
Lesson
3
|
yes
|
yes
|
NI
|
N/A |
|
|
|
Lesson
1
|
yes
|
yes
|
NI
|
missing
|
|
Lesson
2
|
yes
|
yes
|
NI
|
missing
|
|
|
Lesson
3
|
yes
|
yes
|
NI
|
missing
|
|
|
Procedures—Content
Lesson procedures lead to
accomplishment of lesson objectives.
|
Lesson
1
|
1
|
.75
|
.5
|
.25
|
|
Lesson
2
|
1
|
.75
|
.5
|
.25
|
|
|
Lesson
3
|
1
|
.75
|
.5
|
.25
|
|
|
Procedures—Adaptations
Lesson procedures meet, or have
been adapted to meet, the needs of all four levels of ELLs.
|
Lesson
1
|
3
|
2.75
|
2.5
|
2.25
|
|
Lesson
2
|
3
|
2.75
|
2.5
|
2.25
|
|
|
Lesson
3
|
3
|
2.75
|
2.5
|
2.25
|
|
|
Materials
Lesson materials meet, or have
been adapted to meet, the needs of all four levels of ELLs.
|
Lesson
1
|
1
|
.75
|
.5
|
.25
|
|
Lesson
2
|
1
|
.75
|
.5
|
.25
|
|
|
Lesson
3
|
1
|
.75
|
.5
|
.25
|
|
|
Assessment—Instrument
Lesson assessments measure
attainment of objectives.
|
Lesson
1
|
1
|
.75
|
.5
|
.25
|
|
Lesson
2
|
1
|
.75
|
.5
|
.25
|
|
|
Lesson
3
|
1
|
.75
|
.5
|
.25
|
|
|
Assessment—Adaptations
Lesson assessments meet, or
have been adapted to meet, the needs of all four levels of ELLs.
|
Lesson
1
|
2
|
1.75
|
1.5
|
1.25
|
|
Lesson
2
|
2
|
1.75
|
1.5
|
1.25
|
|
|
Lesson
3
|
2
|
1.75
|
1.5
|
1.25
|
|
NOTE: The Unit Plan should be
written so that another teacher could follow the plan with ease. The items
should be appropriate to the cognitive, and developing cultural
and linguistic capabilities of ELL students. The modifications
should be made for each of the four levels of ELL learning. Such
modifications should also aim to match the content of the regular class
lesson.