DLE 915A: ELD & SDAIE Methods, Multiple Subjects

Spring 2018
Schedule #32961

Class Days: Mondays Professor: Amanda Matas, Ph.D.

Class Times: 7:00– 9:40 Contact Information:
Class Location: Northmont Elementary School - Room 20 Office Hours Days and Times: Available by
appointment
Office Hours Location: TBD off campus
Email: mandymatas@hotmail.com
Phone: (619) 261-1353

Course Overview

Academic Goals of the Department of Dual Language and English Learner Education
Over the past twenty-five years, the Department of Dual Language and English Learner Education has
addressed the preparation of Bilingual Single and Multiple Subjects teachers seeking a credential and/or a
graduate degree in the DLE department (Formerly Policy Studies Department). In the next five years the
department seeks to prepare teachers and educational leaders to provide relevant and effective instruction in
K-12 settings for children who will enter a high-tech and ethno-linguistically diverse world. Furthermore, the
department seeks to continue to be a leading producer of bilingual teachers in both the state and the nation.

Course Overview and Description

DLE 915 provides candidates with background, skills, and knowledge necessary to address the needs of
English language learners (ELLs) in both (ELD) and mainstream classroom settings. Participants review
current policy, research and theory on best practices in assessing and educating ELLs in ELD across
disciplines, emphasizing the pedagogical approach of Specially Designed Academic Instruction in English
(SDAIE), an approach that focuses on making content comprehensible while teaching academic content area
vocabulary. Students will learn about methods of assessment to address the specific needs and placement of
ELL’s in K-12 classroom settings as defined by school and district policy and guidelines for identification and
redesignation.

Course Objectives:
• Learn and demonstrate the purposes, goals, and content of ELL programs and the process utilized by
schools and districts to identify students and select appropriate placements; 
• Identify policies that affect English language learners in ESL or mainstream settings at the state level
in California, as well as at the federal level in the U.S;
• Define basic principles of ELD/SDAIE methods as related to the assessment and instruction of English
learners;
• Identify and apply effective instructional materials and strategies for developing the English listening,
speaking, reading, writing, and critical thinking skills of ELLs, based on student’s assessed
proficiency in English and their native languages.
• Review the contents and purposes of the California ELD Standards and the California English
Language Development Test (CELDT), and be able to identify the appropriate measure for initial
placement, progress, and summative assessment of ELLS in both English and content-area classes. 
• Modify lesson plans to support English language and literacy development, with an additional
emphasis on critical thinking and academic language, as a part of the core-content areas (i.e., math,
science, etc) by incorporating both ELD Standards and Common Core Content Standards.
• Employ knowledge and skills in utilizing assessment information to diagnose student’ language
abilities and to develop a unit of lessons that maximize students’ academic success and achievement
in both English and content-area classes

Enrollment Information

Students will follow the course add/drop timelines established by SDSU for the Fall 2017 semester. If needed,
add codes will be provided on the first day of classes.
Course Materials

Required Reading – you will need four texts (only three must be purchased)

1. Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language
Learners: A Guide for K - 12 Teachers. Philadelphia, PA: Caslon Publishing

2. Gibbons, P. (2015).  Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann

3. Herrell, A. & Jordan, M.  (2012).  Fifty Strategies for Teaching English Language Learners, 4th Ed. 
New Jersey:  Pearson Education

4. State Board of Education, adopted July 9-10, 2014, ELA/ELD Framework, Sacramento: California
Department of Education Publishing

Or – The Online Version: State Board of Education, adopted July 9-10, 2014, ELA/ELD Framework,
Sacramento: California Department of Education Publishing.
www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp

Various articles and website resources provided throughout the semester.

Recommended Additional Resources (Optional)

1. Echevarria, J., Vogt, M. & Short, D. J. (2014). Making Content Comprehensible for Elementary
English Learners: The SIOP Model. Boston, MA: Pearson, Inc

2. Kim, Youb & Hinchey, Patricia H. (2013). Educating English Language Learners in an Inclusive
Environment, 1st Ed. New York, NY: Peter Lang Publishing

Course Structure

This course will be taught through lecture and discussion, in-class group activities, and student collaboration.
You will reflect on your own experiences and your current classroom practices throughout the semester. You
will also be required to complete two online modules during the course of the semester, though these
modules will take the place of two separate weekly classes. More information about these modules will follow.

The course content will additionally be learned through the kinds of experiential, participatory, and process-
oriented strategies that are used in successful English language development classrooms, including the use
of Common Core State Standards for English Language Development. Such instructional processes assist in
the development of reflective practices and shared decision-making in school settings.

Course Assessment and Grading

Assignment Guidelines
All written assignments will be typed, double-spaced and edited for use of Standard Academic English (SAE).
The content of all writing 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. Late submission
of work may be penalized ten percent if it is up to two weeks late and twenty percent if it is submitted
more than two weeks after the due date.

Course Evaluation (policy on grading):

As a graduate student, one is expected to produce high quality work that does not fall lower than a “C”;
conversely, a grade of “A” is not simple or easy to earn. Should the quality of a product not be up to the
professor’s standards, the student may be asked to resubmit work so that it reflects an understanding and
adherence to the criteria included in the grading rubric.
(94-100%) = A (85-89%) = B+ (75-79) = B- (65-69) = C
(90-93%) = A- (80-84%) = B (70-74) = C+ (60-64) = C-
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:

Language Learning Reflection 5%

Gibbons Chapter Reflections (5) 15%
Fairbairn Group Presentation 10%
Fifty Strategies Presentation 10%
English Learner Profile 15%
Two EL Lesson Plans (Development & Presentation) 20%
CDE Module Certificates of Completion (2) 20%
Participation: Attendance, In-class Activities 5%

Participation
Participation in this course is worth 10% of the final grade, as the processes learned through interaction with
peers are an essential component of the course. A student cannot earn an A in the course with more than
one unexcused absence from class. Students must sign-in during each class period and are expected to be
on time and to stay through the duration of each class. Please communicate with me if an extenuating
circumstance requires you to miss part or all of a weekly class period. Students must come to class with the
required textbooks and class readings since these will be used frequently for group and individual activities.
 DLE 915A: COURSE CORE ASSIGNMENTS

Refer to the course calendar for due dates for the following assignments, points will be deducted for late
papers (papers must be submitted through the Turnitin dropbox by 12:00pm on the due date). All papers
should be typed, double-spaced and address the assignment question/s as completely as possible. Content
of the papers should be based on course readings and lecture materials. Each Teacher Performance
Expectation (TPE) that is introduced (I), practiced (P), and/or assessed (A) is listed below the assignments.
Teacher Performance Expectations are the standards required by the state to attain your teaching credential.

#1: Language Learning Reflection

TPE 5.3 (IPA), TPE 6.2 (IP)

Reflecting on your own experiences learning a second language, you will write a letter to a former teacher,
colleague, or friend. In this letter you will describe this experience by telling the reader about the environment
in which you began learning and using your second language. You will tell the reader what classroom or
learning contexts you most successful in; what helped your learning; what hindered your learning; and how
proficient you became as a result of your experience. Also, you will tell the reader what affected your degree
of proficiency by identifying teaching methods your teachers employed and/or the underlying theory or
program approach. Finally, you will discuss what methods or theories would have made your experience more
successful. You will need to include references to course readings and materials in the text of your letter.
Requirements and rubric for the reflection letter will be provided. The Language Learning Reflection will be
submitted through the Turnitin dropbox on our class Blackboard page.

#2: Gibbons Chapter Reflections

TPE 2.2 (IPA), TPE 6.2 (IP)

After reading the required chapters of the Gibbons text, you will periodically complete five one-page
reflections related to the specific chapters. You will be provided with guiding questions to assist you in writing
the reflections. The reflections will be submitted through the Turnitin dropbox on our class Blackboard page.

#3: Group Workshop Presentation

TPE 1.6 (IPA), TPE 4.7 (IPA)

The purpose of the group project is two-fold. First, to efficiently cover the material and teaching strategies
included in Chapters 3, 4, 5, 6, 7, 8 from the Fairbairn text. Second, to assist students in developing
collaboration and presentation skills in presenting lessons for English Language Development, focusing on
specific language proficiency levels. Thus, teacher candidates will demonstrate understanding of material
through dissemination of critical ELD resource information to peers in a workshop fashion. Students will work
as a professional team in preparing, presenting, and demonstrating key concepts/activities in the assigned
chapter along with leading DLE 915 class participants in an activity that will foster understanding of key
concepts in the assigned section of the chapter.

Workshop Components:

a) Prepare and distribute a written summary/lesson plan of the presentation components and key chapter
concepts for each member of the class.

b) Lead one or several activities that involve class participation and reflect the key concepts of the chapter.
The time allotted for the workshop presentation will be 45 minutes. If a group requires more time it must
be arranged prior to the assigned class meeting. Group members will be given class time to meet,
 organize and prepare the class presentation. Additional time outside of class with your group members
may be required.

Each group, of 3-4 individuals will provide the instructor with:

a) An organizational plan that identifies group members and details how the task was divided by group
members along with a description of the class activity.
b) One copy of a summary/outline plan that will be distributed to each class member. See course syllabus
for presentation dates.
The group will receive a grade for the presentation of chapter summary/outline, and the relevance and
connection of the activity/presentation to the key points of the chapter.

#4 Fifty Strategies Lesson Demonstration

TPE 1.6 (IPA), TPE 4.7 (IPA)

Purpose: The purpose of the 50 Strategies Lesson Demonstration is to crystallize the concepts and practices
learned in class and apply them to the distinctly different acquisition levels in the ELD curriculum.

Requirements: This demonstration lesson will require you to apply one of the fifty strategies to a content area
of your choice. Each presentation will be approximately twenty minutes and copies of the lesson must be
provided for the entire class. Requirements and rubric for demonstration lesson will be provided.

#5 English Learner Profile

TPE 4.1 (IPA), TPE 4.7 (I), TPE 5.1 (I), TPE 5.2 (IPA), TPE 5.6 (IPA), TPE 5.7 (IPA), TPE 5.8 (I)

The purpose of this assignment is to show understanding and reflect upon the strengths and needs of
individual students as language learners. It includes analyzing a curriculum-based language intensive
assignment. You will identify two students to be the focus of your case study and about whom you will gather
information. What is the home language (or other languages) of the students and how long have they been
learning English? What are their current ELD levels (refer to the CA ELD standards).

Case studies should be approximately 6 to 8 pages and include an appendix of the students’ data samples.
You will be provided with examples of how to ass the language intensive writing piece to determine the
strengths and needs of the EL student you have chosen to study. The basic outline for the project is as
follows. You may write your report as a narrative essay or in a technical report format.

Part 1: Description of the Students (@ 2 pages). Include any information about the students and their
language skills. Also, include your observations of the students’ behavior during the assignment (willingness
to do tasks, level of confidence exhibited by student, overall attitude). In other words, is each student
confident in his/her abilities? Timid? Somewhere in the middle?

I: Introduction & Approach

a. Demographic background on student, e.g. brief family history, language, previous schooling,
bilingual or SEI program.
b. Rationale: Why did you select this student?
c. How was data collected? Include description of instruments, forms and processes.

Part 2: Assessments and Results (@ 3 - 4 pages). You will choose a language intensive assignment from
your two focus students. You will discuss your analysis of the students’ assignment results, focusing on
language demands and students’ strengths and needs. You will evaluate the performance of your two
students on that assignment in terms of academic:
a. Language function,
b. Vocabulary, and
c. Sentence/syntax demands or discourse structures.
You will then make recommendations for helping the students become stronger readers and writers. You will
include the focus students’ strengths, needs, and your strategies for helping them to become more confident
and motivated in their learning.
II: Data Analysis
a. Analyze the data. How does the data you collected form a profile your student?
b. What are the strengths and weaknesses of the student? Data tools? Please focus specifically on
language function, academic vocabulary and sentence/syntax demands or discourse structures.
c. What are the limitations of the data?
d. How does this data inform instruction?

Part 3: Reflection (@ 1- 2 pages). Describe how this assessment experience may be synthesized into your
current and future instructional practices, so that you continue to improve in your skills to support literacy in
your content area. Include how this event relates to other coursework and what you have learned in practice
teaching. This discussion should address what you learned from this task, what you feel you did well, and
what you would improve on or do differently in the future.

III: Conclusion & Recommendations

a. What are your recommendations for your student? What lessons, approaches, or activities will you
develop to better meet this student’s needs?
b. Include a lesson or action that you can implement to address student needs—in short, what are
your “next steps” to support this student?

Safety and Privacy Issues

Any work, assessments, or information about any of your students must provide absolute anonymity to them.
Black out any student names on student work or other documents. Always refer to students as “Student 1,”
“Student 2,” and so on.

Scoring
This assignment will be scored with edTPA rubrics 4 (adapted version), 12, 13 and 14.  Your overall grade for
this assignment is an average of the scores across the rubrics. The rubrics will be distributed on class with a
more detailed explanation of the assignment requirements and scoring.

#6 Lesson Plan & Assessment Development & Implementation

TPE 1.4 (I), TPE 1.6 (IPA), TPE 4.1 (IPA), TPE 4.7 (IPA)

Two lesson plans must be created and implemented (implementation length may vary) using the STE
Department’s instructional design template (the template will be provided and discussed). Students will
demonstrate their knowledge of the CA ELD and Common Core standards for their subject/grade levels by
designing lesson plans and formative and summative assessments, utilizing instructional supports to develop
academic language for students at the emergent and expanding, and the expanding and bridging levels of
ELD. The requirements and example lesson plans will be provided.

#7: Completion of Two CDE ELD Modules

You will complete two professional learning modules developed by the California Department of Education.
The CDE has developed 13 learning modules to support teachers in transitioning to the Common Core State
Standards. These modules cover varying subject areas and grade levels (elementary and secondary).

Before you begin, you will need to register for a free Digital Chalkboard account through the California
Department of Education Website:

https://www.mydigitalchalkboard.org/portal/default/User/UserRegister/User?action=2&view=register.

You will need to register with your school district email address. It may take up to a few days to receive your
confirmation. We will use this site in the course to complete learning modules concerning the CA Common
Core ELD Standards.

We will first focus on the CCSS English Language Development Module "Getting Started with the CA ELD
Standards". This module takes approximately 6 hours to complete. You can access the learning module at:
https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509334
You will also complete the second Common Core ELD module later in the course. For the second module,
called "A Deeper Dive into the CA ELD Standards", you only need to do the units that pertain to your grade
level/s. If you change grade levels, you can always go back and complete the appropriate unit/s in the future
as a "refresher". The link to the module is as follows:

https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=509621

You can start and stop the modules as needed (and pick up where you left off), as long as you are registered
through the Digital Chalkboard. After you have completed each module (by the dates they are due), you will
need to email me your certificate of completion to my home email account: mandymatas@hotmail.com.

Other Course Policies

Statement on Cheating and Plagiarism

Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one’s grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term ‘cheating’
not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific
form of cheating which consists of the misuse of the published and/or unpublished works of others by
misrepresenting the material (i.e., their intellectual property) so used as one’s own work. Penalties for
cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the University. For more information on the University’s policy regarding cheating and
plagiarism, refer to the Schedule of Courses (‘Legal Notices on Cheating and Plagiarism’) or the University
Catalog (‘Policies and Regulations’).

Students with Disabilities

Americans with Disabilities Act (DA) Accommodation: The University is committed to providing reasonable
academic accommodation to students with disabilities. The Student Disability Services Office provides
university academic support services and specialized assistance to students with disabilities. Individuals with
physical, perceptual, or learning disabilities as addressed by the Americans with Disabilities Act should
contact Student Disability Services for information regarding accommodations. Please notify your instructor
early in the semester so that reasonable efforts can be made to accommodate you. If you expect
accommodation through the Act, contact the Student Disability Services Office http://www.sa.sdsu.edu/dss/
dss_home.html at (619) 594-6473.

Students who need accommodation of their disabilities should contact the instructor early in the semester to
discuss specific accommodations for which they have received authorization. If you have a disability, but
have not contacted Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), please do so
before making an appointment to see the instructor.

Religious Observances
University Policy on Absence for Religious Observances includes the following: “By the end of the second
week of classes, students should notify the instructors of affected courses of planned absences for religious
observances. Instructors shall reasonably accommodate students who notify them in advance of planned
absences for religious observances.” Please notify the instructor in a timely manner and a reasonable
accommodation will be reached.

Safety Issues
Any work, assessments, or information about any of your students must provide absolute anonymity to them.
Black out any student names on student work or other documents. Always refer to students as “Student 1,”
“Student 2,” and so on, or use a pseudonym.

Syllabus Is Subject to Change

This syllabus and schedule are subject to change in the event of extenuating circumstances.
 DLE 915A Class Calendar

Class Topic & Activities Assignment Due

Week 1: • Course Introduction & Syllabus

1/22
• Name Card Activity, Lingo Line-up

• Watch “Immersion” - http://

www.immersionfilm.com

Class discussion - Vignettes and experiences of

English Learners
Week • Scaffolding Instruction and Language Acquisition Assigned Class Readings
2: Theories
1/29
• Krashen video w/ Give One Get One Activity

• Cognitive and Linguistic Demands of Specific

Language Activities (Cummin’s Theory of
Language Development)
Week • Common Core ELD Standards and Integrated Assigned Class Readings
3: ELD Instruction Jigsaw Gibbons: Ch. 1
2/5
• Discuss/Review Examples of Lesson Plans Gibbons Chapter 1 Reflection (submit
via
• Chapter Group Organization/Selection Turnitin) - TPE 2.2 (IPA), TPE 6.2 (IP)

Week • CDE Module (ELD standards) – No class meeting Email module Certificate of Completion
4: to mandymatas@hotmail.com by 11:59pm
2/12 • " Getting Started with the CA ELD Standards” on 2/18
Module
Language Learning Reflection due 2/18
(submit via
Turnitin) - TPE 5.3 (IPA), TPE 6.2 (IP
 Class Topic & Activities Assignment Due

Week • Discuss/Review Examples of English Learner Fairbairn: Ch. 1- 2

5: Profiles Gibbons: Ch. 2 & 3
2/19
• Effective Classroom Practices for English Gibbons Chapters 2/3 Reflection
Learners (submit via
Turnitin) - TPE 2.2 (IPA), TPE 6.2 (IP)
Classroom Talk and Collaborative Work

• Understanding Academic Language (edTPA) –

Focus on Language Demands: function,
vocabulary, discourse, and syntax
Week • Continue Understanding Academic Language Fairbairn: Ch. 3
6: (edTPA) – Focus on Language Demands: Gibbons: Ch. 4 & 5
2/26 function, vocabulary, discourse, and syntax
Gibbons Chapters 4/5 Reflection
What EL strategies will provide effective (submit via
Turnitin) - TPE 2.2 (IPA), TPE 6.2 (IP)
support?
Emerging/Expanding Lesson Plan due
• Scaffolding Writing for ELs
on 2/26 (submit
via Turnitin) –
• Historical Events & ELD Policy Implications
TPE 1.3 (IPA), TPE 1.6 (IPA), TPE 1.8 (I),
TPE 2.2 (IPA),
• Share Emerging/Expanding Lesson Plans TPE 3.5 (IPA) ), TPE 4.1 (IPA) ), TPE 4.7
(IPA),
TPE 5.1 (IP)

Week • Chapter 3 and 4 Presentation/Workshop – Fairbairn: Ch. 4

7:
3/5 Gibbons: Ch. 6
TPE 1.6 (IPA), TPE 4.7 (IPA)
Gibbons Chapter 6 Reflection (submit
• Reading in a Second Language and Culture via
Turnitin) - TPE 2.2 (IPA), TPE 6.2 (IP)
• Historical Events & ELD Policy Implications
Continued

Week • Chapters 5 and 6 Presentations/Workshops Fairbairn: Ch. 5 & 6

8: Gibbons: Ch. 7
3/12 TPE 1.6 (IPA), TPE 4.7 (IPA) 50 Strategies: 1-20

• Listening in a Second Language and Culture

• English Learner Program Models

Week • CDE Module (ELD standards) – No class meeting Email module Certificate of Completion to
9: mandymatas@hotmail.com by 11:59pm
3/19 • "A Deeper Dive into the CA ELD Standards" on
Module 4/1

• Writing Week – Complete EL Profile

3/26 SPRING BREAK – No Class

 Class Topic & Activities Assignment Due

Week • Culturally Responsive Classroom Practices/ 50 Strategies: 21-30

10: Funds of Knowledge Additional Class Readings
4/2
• “Culture: Beyond Tacos and Lo Mein” ?” (Kim & English Learner Profile due on 4/2
Hinchey) (submit via
Turnitin) - TPE 1.1 (IPA), TPE 1.3 (IPA), TPE
1.8 (I), TPE 3.2 (I), TPE 4.1 (IPA), TPE 5.2
“The Learning Classroom: The Classroom
(IPA), TPE 5.6 (I), TPE 5.7 (IPA)
Mosaic –

• Culture and Learning” Video and Discussion

• Share English Learner Profile

Week • Chapter 7 Presentation/Workshop Fairbairn: Ch. 7
11: Gibbons: Ch. 8
4/9 TPE 1.6 (IPA), TPE 4.7 (IPA) 50 Strategies: 31-40

• Discuss/Review Examples of Lesson Plans Gibbons Chapters 7/8 Reflection

(submit via
• Developing an Integrated Curriculum Turnitin - TPE 2.2 (IPA), TPE 6.2 (IP)

• Continue Culturally Responsive Classroom

Practices/Funds of Knowledge Activities

Week • Chapter 8 Presentation/Workshop Fairbairn: Ch. 8

12: Gibbons: Glossary
4/16 TPE 1.6 (IPA), TPE 4.7 (IPA) 50 Strategies: 41-5

• Practice EL Teaching Activities

Week • Assessment and Instruction Expanding/Bridging Lesson Plan due on
13: 4/23 (submit
4/23 • Share Expanding/Bridging Lesson Plans via Turnitin) –
TPE 1.3 (IPA), TPE 1.6 (IPA), TPE 1.8 (I),
TPE 2.2 (IPA),
TPE 3.5 (IPA) ), TPE 4.1 (IPA) ), TPE 4.7
(IPA),
TPE 5.1 (IP)

Week • 50 Strategies Presentations 50 Strategies Presentations

14: Due
4/30 TPE 1.6 (IPA), TPE 4.7 (IPA)
Week • 50 Strategies Presentations 50 Strategies Presentations
15: Due
5/7 TPE 1.6 (I), TPE 4.7 (IPA)