University of
South Florida St. Petersburg
College of Education
EDG 6931: ESOL Practicum (ESOL III)Spring 2004
Instructor:
Joyce Nutta, Ph.D.
Telephone: 727-553-4620
E-mail: nutta@tempest.coedu.usf.edu
Office: COQ 217
Office
Hours: Thursdays from 4:30 to 5:30 and by appointment. Please
speak with me before class/during the break or e-mail me to set up
a time.
Course
Website: https://my.usf.edu
Purpose
To apply students' knowledge and skills in the areas of ESOL methods, culture, curriculum, assessment as well as applied linguistics and second language acquisition to teaching English language learners in a K-12 classroom.
Objectives
1.Students will demonstrate mastery of the 25 ESOL Performance Standards through a series of school-based tasks evaluated by an ESOL-endorsed cooperating teacher and the course instructor.
2. Students will demonstrate mastery of the 25 ESOL Performance Standards through the completion of the ESOL portfolio evaluated by the course instructor.
Required Course Materials
All course materials are online:
ESL Standards for PreK-12 Students, TESOL Organization---Available online at http://www.tesol.org/assoc/k12standards/it/01.html
Other materials are posted on Blackboard under Course Documents. In order to access the material and information on Blackboard, go to https://my.usf.edu. If you have never logged on to Òmy USFÓ, follow the directions at the site. (You will need your student number from your USF card in order to get access the first time).
Certain materials will be e-mailed to students as attachments. Students are required to either read their official USF e-mail account or have it forwarded to an account that they read on a regular basis.
Course Requirements and Assignments
This course is graded on an S/U basis. Students must satisfactorily complete all assignments in order to receive an S. Any work that is not satisfactory may be resubmitted until it meets the requirements. FOR ALL BLACKBOARD ASSIGNMENTS, STUDENTS MUST COPY AND PASTE THEIR POSTING INTO THE BODY OF THE MESSAGE (NO ATTACHMENTS, PLEASE!).
1. ESOL Late Field Experience Tasks/Required Practicum. Students are required to complete 60 hours of ESOL field experiences with an ESOL-endorsed teacher. The 60 hours are broken down into a series of tasks that must be satisfactorily completed and will be evaluated on an observation form. The tasks and the observation form are attached to this syllabus. There are no deadlines for completion of the tasks since students' field experiences will take place on different dates/times.
2. ESOL Late Field Experience Task Reflections on Blackboard. Eleven 100-200 word reflections are required and must be posted on Blackboard once each task has been completed. These should be posted in the Class Discussions, under the appropriate forum (forums have been created for each reflection). There are no deadlines for completion of the task reflections since students' field experiences will take place on different dates/times. Please submit your reflection immediately after completing the task.
3. ESOL Field Experience Folder. Lesson plans for days 5-10 of the field experience must be submitted in an ESOL Field Experience Folder. In addition, the Late Field Experience Evaluation form and an Individual Reading Assessment must be included. The ESOL Field Experience Folder is due one week prior to the last class meeting.
4. Weekly updates on Blackboard. Students are required to post a brief update by midnight each Tuesday on their progress in meeting the course requirements (i.e., first visit to the school, review of TESOL PreK-12 Standards, etc.). These should be posted as new threads each week under the Class Discussions, Weekly Update Forum. The subject heading should read ÒWeek 1 Update,Ó ÒWeek 2 Update,Ó etc.
5. ESOL Portfolio. Students must submit their ESOL portfolio for review by the sixth week of class.
ADA Statement: Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.
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.
Web Portal Information: Why are the NetID and helios account important to students? A helios account, which is the official USF e-mail account, is given to every USF student when enrolled. Every official USF correspondence to students will be sent to the helios account. More information about this and the USF Web Portal can be found at: http://www.acomp.usf/portal.html.
Academic Dishonesty
Plagiarism is defined as Òliterary theftÓ and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.
Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an ÒFÓ with a numerical value of zero on the item submitted, and the ÒFÓ shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.
The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information, go to www.turnitin.com and http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
EDG 6931 ESOL Practicum (ESOL III)
Tentative Schedule
January 7, 2004
First Class MeetingÑCourse overview
January 14, 2004
Read TESOL Standards
Weekly Update 1
January 21, 2004
Read TESOL Standards
Weekly Update 2
January 28, 2004
Finish TESOL Standards
Weekly Update 3
February 4, 2004
Placements Finalized
Weekly Update 4
February 11, 2004
Weekly Update 5
ESOL Portfolio Due
February 18, 2004
Weekly Update 6
February 25, 2004
Weekly Update 7
March 3, 2004
Weekly Update 8
March 10, 2004ÑSpring BreakÑNo Assignment
March 17, 2004
Weekly Update 9
March 24, 2004ÑField Experience ReleaseÑNo Assignment
March 31, 2004
Weekly Update 10
April 7, 2004
Weekly Update 11
April 14, 2004
Weekly Update 12
April 21, 2004
Weekly Update 13
Field Experience Folder Due (drop off or mail to COQ 201)
All ESOL Late Field Experience Task Reflections Due
April 28, 2004
Final Class Meeting
ESOL Late Field Experience Tasks
Day 1: The intern will:
- read the district LEP plan and familiarize her/himself with the district policies for record-keeping, assessment, and instruction of ELL students.
- explore the various resources available for ELL students, including print and multimedia materials, bilingual aides, and social and psychological support services.
- explore how the school identifies ELL students who require special education services.
- explore parent communication and outreach policies, including the LEP committee.
- write a reflection on the above school policies and resources regarding ELL students.
Day 2: The intern will
- observe ESOL classes.
- write a reflection on the different levels of English proficiency observed and how the teaching was directed to their levels.
Day 3: The intern will
- shadow a bilingual aide
- write a reflection on how home language support helps ELL students.
Day 4 : The intern will
- shadow one ESOL student to all her/his classes
- write a reflection on differences observed in the student's and teachers' behaviors in sheltered ESOL classes versus mainstreamed classes.
Day 5: With the direction of the cooperating teacher, the intern will
- work one-on-one with ESOL students, demonstrating: 1) appropriate modification of communication; 2) appropriate modification of curriculum; 3) appropriate modification of instructional input; 4) effective use of ESOL teaching methods; 5) effective use of ESOL resources.
- complete an individual reading assessment with one early production or speech emergent student and another individual reading assessment with one intermediate fluency student
- write a reflection on the experience.
Day 6: With the direction of the cooperating teacher, the intern will
- work with small groups of ESOL students, demonstrating: 1) appropriate modification of communication; 2) appropriate modification of curriculum; 3) appropriate modification of instructional input; 4) effective use of ESOL teaching methods; 5) effective use of ESOL resources; 6) appropriate setup of student-to-student interaction.
- write a reflection on the experience.
Days 7-10: The intern will
- plan, implement, and evaluate lessons for individual, small group, and whole class instruction, demonstrating: 1) appropriate modification of communication; 2) appropriate modification of curriculum; 3) appropriate modification of instructional input; 4) effective use of ESOL teaching methods; 5) effective use of ESOL resources; 6) appropriate setup of student-to-student interaction; 7) effective lesson planning; 8) applied knowledge of language structure and SLA; 9) modification of assessment; 10) culturally sensitive classroom management.
- write a reflection on the effectiveness of the lessons and assessments.
Please note: If possible, the intern should also teach ELL students in a mainstreamed environment for a portion of the time during days 7-10. Also, if possible, the intern should participate in communicating with the parents of ELL students. If there are ELL students with special needs, the intern should work one-on-one with them for a portion of the time.
Final summary: The intern will write a reflection on the entire experience.
Submit Field Experience Folder to the ESOL III instructor at least one week prior to the last class meeting. The Field Experience Folder should include: 1) Lesson plan for Day 5 one-on-one instruction; 2) Individual Reading Assessment; 3) Day 6 lesson plan for small group instruction; 4) Four lesson plans for days 7-10 (one per day), including assessments and TESOL PreK-12 Standards; and 5) the completed ESOL Late Field Experience Evaluation form. The reflections must be posted on Blackboard and are not required in the Field Experience Folder.
ESOL Late Field Experience Evaluation Form
Intern Name:______________________________________ Date:_____________
Program:_____________________________ Degree:_______________________
Please Note: Interns must satisfactorily complete a minimum of 60 hours planning, implementing, and evaluating instruction for one or more ELL pupils, supervised by a cooperating teacher who has obtained the ESOL endorsement. A cooperating teacher who is pursuing the endorsement may supervise a USF intern if an endorsed ESOL resource teacher collaborates in the supervision. If the intern does not demonstrate the required ESOL Performance Standards (ESOL PS) in the ESOL Field Experience course (ESOL III), then the intern must repeat the experience during her/his final internship. USF internship supervisors who are assigned to interns who must repeat the field experience during their final internship must complete the ESOL training requirement in order to sign this form.
Please INITIAL the appropriate box. Sections of this form may be completed by different members of the supervision team as applicable. The University Supervisor is responsible for submitting the completed form to the program office.
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E=Excellent; S=Satisfactory; U=Unsatisfactory; N/O=Not Observed |
E |
S |
U |
N/O |
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'The intern has demonstrated appropriate modifications of instructional input' for one or more ELL pupils, including providing pictures, props, gestures, a high degree of context, and other extralinguistic cues. ESOL PS 6, 17, 18 |
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'The intern has demonstrated appropriate modifications of communication' for one or more ELL pupils, in whole class, small group, and one-on-one interchanges, through simplifying language, repetition/paraphrasing, connecting form and meaning, asking questions at students' level of proficiency, and rephrasing and expanding the ELL pupil's linguistic output. ESOL PS 5, 6, 8, 11, 13, 21 |
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'The intern has structured appropriate modifications of student-to-student interaction' for one or more ELL pupils, including assigning the ELL pupils tasks and roles that are appropriate for their level of proficiency, and creating an environment in which they can negotiate meaning. ESOL PS 5, 13, 16, 24 |
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'The intern has demonstrated effective use of ESOL teaching methods' such as TPR, the Natural Approach, etc. ESOL PS 5, 6, 11, 12, 17, 18, 24 |
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'The intern has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. ESOL PS 15, 16, 17, 18, 20, 22 |
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'The intern has demonstrated understanding of the district policies and procedures' for implementing the various elements of the Consent Decree, including identification, classification, and exit procedures for ELL students and appropriate documentation for comprehensible instruction. ESOL PS 1 |
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E=Excellent; S=Satisfactory; U=Unsatisfactory; N/O=Not Observed |
E |
S |
U |
N/O |
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'The intern has demonstrated effective lesson planning' for ELL pupils, including modifications appropriate to multiple levels of ELL students (if present) evaluated by the instructor of ESOL III as well as the cooperating teacher, and, where necessary, an ESOL resource teacher and/or university supervisor. ESOL PS 6, 8, 16, 24 |
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'The intern has demonstrated appropriate modifications of curriculum' for one or more ELL students, including simplifying texts, providing support materials (e.g., bilingual and picture dictionaries), analyzing a task for the degree of contextual support and cognitive complexity and making necessary adjustments accordingly. ESOL PS 5, 8, 9, 11, 12, 15 |
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'The intern has applied knowledge of language structure and the second language acquisition process' in planning, implementing, and evaluating Language Arts and Literacy instruction for ELL pupils. ESOL PS 10, 20 |
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'The intern has demonstrated knowledge of various ESOL instructional support services' and resources as well as social services' for ELL students and their families. ESOL PS 7 |
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'The intern has demonstrated knowledge of the differences in students with varying exceptionalities' and those who are learning English and knows procedures for helping students who may require both types of services. ESOL PS 7, 22, 25' |
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'The intern has demonstrated effective strategies for teaching one or more ELL pupils in a mainstreamed' instructional setting. ESOL PS 13, 18 |
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'The intern has demonstrated effective strategies for teaching ELL pupils in a sheltered' environment (pull-out, self-contained, etc.). ESOL PS 5, 6, 8, 14, 15, 16, 20, 24 |
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'The intern has demonstrated appropriate modification of assessment' for one or more ELL students, including developing alternative assessments that assess content rather than linguistic knowledge and has used ELL pupils' results on standardized English proficiency tests to make instructional decisions. ESOL PS 12, 19, 20, 21 |
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'The intern has demonstrated effective strategies for ELL parent communication', including modifying communications sent to the home. ESOL PS 23 |
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'The intern has demonstrated culturally sensitive classroom management' strategies as well as cross-cultural competence in interactions with ELL pupils and their families. ESOL PS 3, 4, 14, 22, 23 |
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'The intern has demonstrated reflection' on her/his effectiveness teaching ELL pupils and has adjusted lesson plans and instruction accordingly. ESOL PS 14 |
The intern has completed the ESOL late field experience requirements described above during the following dates.
Dates:___________________________________________________________________
School:__________________________________________________________________
District:_________________________________________________________________
Number of ELL pupils taught:________________________________________________
Levels of ELL pupils taught (indicate LAS or IPT data or FL DOE categories LYA, etc.):
The late ESOL Field Experience requirement was met (check one of the following):
______In the ESOL Field Experience (ESOL III) course ______In the Final Internship
ESOL Clinical Faculty Member:______________________________________________
Print Name Signature
Cooperating Teacher:_______________________________________________________
Print Name Signature
ESOL III Instructor:_______________________________________________________
Print Name Signature
USF Supervisor (if necessary)________________________________________________
Print Name Signature
ESOL Resource Teacher (if necessary):________________________________________
Print Name Signature
140 7th Avenue South, Saint Petersburg, Florida 33701, (727) 553-4USF - Campus Emergency: 553-4140
Send questions or comments about the web site to: nutta@tempest.coedu.usf.edu