SCHOOL OF EDUCATION

EEDUC 6120- First and Second Language Acquisition and

Literacy

Faculty: Dr. Sarah Jordan, Adjunct Professor, Division of

Language and Literacy, School of Education, Lesley University.
I do use the Lesley e-mail account, but you can reach me faster
at home:
Contact: sarah_jordan@comcast.net
Cell: 508.450.3731
Home: 978.422.6855

Address: 3 Sky Farm Lane

Sterling, MA 01564

Course Description

This course addresses the theories and current research in first and
second language acquisition. Participants will understand the theories
and practices for developing literacy skills in English for culturally and
linguistically diverse (CLD) students with different educational
backgrounds and different English proficiency levels. A variety of
programs - two-way bilingual program, sheltered English immersion,
English as a second language and others are examined. Students will
work with The Massachusetts English Language Proficiency
Benchmarks and Outcomes and other appropriate frameworks and
instructional materials.

I will be teaching this course in a hybrid fashion, to alleviate some of

the intensity (stress) that can come from trying to do too much in just
two weekends. Some of our readings will be done before and during
the two scheduled weekends, and our discussions will occur online on
the classes discussion board.

Course Outcomes

At the end of the course, participants will be able to:

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 Explain the major principles, similarities, and differences of first and
second language acquisition and development
Demonstrate the impact of culture variability in teaching and on
learning
Apply knowledge of phonology, morphology, syntax, semantics and
pragmatics in planning for teaching CLD students.
Explain the major characteristics and effectiveness outcomes of the
five most common program delivery models related to language of
instruction (Immersion bilingual programs, two-way developmental
programs, late-exit and early-exit bilingual programs and ESL
instruction only).
Differentiate research-based practices for developing literacy
for CLD students at different levels of language (native and
English as a new language) proficiency and the significant
theories that inform them.
Appropriately use the ELPBO for second language curriculum
planning and evaluating students’ English Language learning.
Apply basic knowledge of lesson planning for teaching age-
appropriate academic content material using a sheltered
English approach.

Before the first weekend:

Please go to the class discussion board and introduce yourself.

Please read
Fillmore, L. W. and C. Snow. (2000) What teachers need to know about
language. ERIC Clearing House of Language and Linguistics.
http://faculty.tamu-
commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf

Then go to the discussion board at our class’s online site. Reflect

on the roles that you play in your current position. Take time to
read and reflect on at least three other responses.
Required Texts:

Peregoy, S. and Boyle, O. (2008). 5th edition. Reading, writing, and learning
in ESL. A resource book for k- 12 teachers. Boston, MA: Pearson Education,
Inc.

MA DESE (2003). English Language Proficiency Benchmarks and

Outcomes for English Language Learners. Available online at the
Massachusetts DOE website at http://www.doe.mass.edu/ Select Program
area (English Language Learners and then go to Curriculum and
Instruction).

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Collier, V. and W. Thomas. (2004). The astounding effectiveness of dual
language bilingual programs. NABE Journal of Research and Practice.
2.1. Winter 2004, 1-20.
http://www.dlenm.org/resources/publications/general/related_articles/T
AEDLEA.pdf

Oral language
http://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtml
Oral Language Development across the Curriculum, K-12
Prepared by: Zhang Hong and Nola Kortner Aiex
ERIC Clearinghouse on Reading, English, and Communication Digest #107.
Available at
http://www.ericdigests.org/1996-3/oral.htm
Mühren, A. (2003). Total physical response (TPR). An effective language
learning method at beginner/intermediate levels. (e)Learning Designer &
Adviser
Alkmaar, Netherlands (Available as a PDF document online at:
http://www.geocities.com/nkfust2003/listening/tpr/tpr_paper
(Or type TPR and Muhren in google)
Reed, B. & Railsback, J. (2003) Strategies and resources for mainstream
teachers of English language learners (By Request series). Northwest
Regional Educational Laboratory. Available at:
http://www.nwrel.org/free/detail.asp?RID=14866
Tharp, R. G. & R. Gallimore. The Instructional Conversation:
Teaching and Learning in Social Activity. Research Report No. 2. Santa Cruz,
CA: University
of California.
http://people.ucsc.edu/~tharp/pages/ed/ed_articles.html

Thomas and Collier (2004). The astounding effectiveness of dual education

for all. NABE
Journal of Research and Practice.
http://www.dlenm.org/resources/publications/general/related_articles/TAEDL
EA.pdf

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Block Time Content Readings
Friday Review syllabus, To be completed before
5:00 – course requirements, class:
5:30 guidelines, grading
Fillmore & Snow, What
Intro powerpoint: Why teachers need to know about
this course language.

1 What is language?
Watch a section about
What do we know language from a PBS video
about first language on the evolution of the mind.
acquisition and
development? Lecture: Piaget, Vygotsky,
Chomsky, Bruner
What is the nature of
the first language
environment?

2 Establish a theory of Video: Child talk by TLC

language readiness
Sound development chart

Read “Genie,” from binder

Annenberg video: “Human

Language, Signed and
Spoken”

Discussion: similarities and

difference of first and second
language learning
Saturday Office hours: I am here Due: First learning log (can
8-9 to if you want to talk be e-mailed)
about projects or other
issues

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3 Saturday How is learning a ELPBO
9-12 second language in the
classroom different Reed, B. & Railsback, J.
from acquiring a first
language? Peregoy and Boyle, chap.1
and 2
Research based
program delivery McLaughlin
models for culturally
and linguistically SIOP (Sheltered Immersion
diverse (CLD) students Observation Protocol)

Key factors affecting

second language
acquisition
Organization, content,
and performance levels
in the Massachusetts
English Language
Proficiency
Benchmarks and
Outcomes. (ELPBO)
Implications of these
factors on classroom
organization
and instruction. Due: Class activity on second
language learning
Activity: Second
Language Learning
4 Saturday Why is oral language Peregoy and Boyle, chap. 4
12:45- development so Muhren
4:30 important? Strategies Oral Language Development
for oral development in across the Curriculum, K-12
the content classroom
Activity: In small Presentation of lessons
groups, design lessons
that will promote oral Third Learning Log: Reflect
language on the significance of talk in
development. (Oral the classroom, and for
language development language development. In
strategy) your own experiences in
schools, do any “oral
moments” stand out?
Sunday Office Hours
8-9

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5 Sunday How does culture ELPBO
9-12 affect language Mühren.
acquisition?
Peregoy and Boyle, chap. 3
How do schools work
and against community Kohls, R.
literacy practices?
Book talk: Heath, 1981
The implications of Rodriquez
cultural differences for Payne
classroom organization Peregoy and Boyle. Chap. 1
and instruction. Trumbull, Rothstein-Fisch
Organization, content, and Greenfield
and performance levels
in the Massachusetts Third Learning Log: Reflect
English Language on the cultural aspects of
Proficiency language learning.
Benchmarks and
Outcomes.
6 Sunday Culture Project
Afternoon
Group Project on
Literacy Strategies
(Planning stages)

Interim: -Reading with

comments on the
discussion board
-oral strategy
-Culture project
7 Approaches and Peregoy and Boyle, chapter 5
evening practices and 8
for developing reading ELPBO
skills
in content and literacy Learning log 3 due
classrooms.
Presentations on oral
strategies
Office Hours

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 8 Learning to read and Peregoy and Boyle , chapter
reading to learn for ELL 5,8
students in content
and literacy ELPBO
classrooms. Handouts, TBA
Phonemic awareness,
phonics, vocabulary Learning log 4: What are
development and some of the salient points
reading fluency and about teaching reading to
comprehension. the ELL?

Presentations on oral
strategies

9 Saturday Approaches and Peregoy and Boyle, chapter 8

Afternoon Practices for ELPBO
developing reading
comprehension in Presentations on oral
content and literacy strategies
classrooms.

Work on the group

project
10 Sunday Strategies for Peregoy and Boyle, chapter 6
morning developing English Carlo et al.
vocabulary for English
language learners in During class: We will share
content and literacy our various project ideas.
classrooms.
Session Approaches and Peregoy and Boyle, chapter 6
11 practices for using and 7.
(Week writing in sheltered ELPBO
2- content and literacy Handouts TBA
Sunday classrooms. Literacy Strategy
afternoo Presentation Due
n) Learning Log 5 due

Final Assignment: Oral strategy teaching and lesson plan due three
weeks after class is due. Due date is July 6.

Course requirements

I. Attendance and active participation in in-class assignments,

readings, and activities that demonstrates reflective practices and the
integration of course content with field-based experiences (10 points)

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II. Learning Logs (25 points): You will have to write five (5) learning
logs. The themes will be: first language acquisition, second language
acquisition and learning, oral development, reading instruction for CLD
students and writing instruction for CLD students. The logs should
have 500 words and follow the format below. Detailed rubric is
included.

Identify and explain your own understanding of the concepts,

processes, and insights generated by readings, group discussion(s),
group activities or other experiences. Please describe your
understanding and relate them to your background knowledge and
experience.

Questions
Use this section to ask clarifying questions or comments on information
related to any aspect of the assigned reading and presentation for this
specific module. If you do not have any questions, you must comment
that you “I have no questions at this time.”
All logs should be typed and printed on due date. Log questions will
be incorporated in the next class teaching and reflection.

Learning Log Rubric

Understandin Opinion Support Format
g
Exceeding An insightful Opinion is Support is Writing and
5 understanding perceptive precise and citation
of required and thoughtfully according to
topics is appropriate selected APA format.
effectively ly length
established supported appropriate
and sustained. by specific
detail.
Reaching A plausible Opinion is Support is A few APA
4 understanding convention general but errors.
of required al but functional. Adequate
topics is supported. Length
established
and sustained.

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Approachi Some Opinion is Support is Errors in
ng understanding superficial vague. more than
3 of topics is without one APA
evidenced but support. category:
not always citation,
defensible of spelling, and
sustained. organization.
Length is not
enough to
express
understandin
g, opinion or
support.
Not Yet An Opinion is Support is APA Format
2 understanding inappropria inappropriat inappropriat
of topics is not te or not e or not e or not
evidenced. present. present present.
Length is
inadequate.
Comment
Grading Criteria
B= All 4 B+= 4 plus two 5 s A- all 5s and one 4 A=All
5s
Grades below B are not acceptable. Learning logs will need to be
redone.

III. Second Language Learning experience exercise: (5 points)

a. Jot down your experience as a second/third language learner in a

small group. (think-pair–share).
b. Go to the English Language Proficiency Benchmarks and
Outcomes pp. 96-101. Read the language descriptors and
highlight what you can do your second language under the
listening and speaking sections.
c. Be prepared to share with the larger group a and b.
d. Write a one-page reflection (250 words) on a and b. Include an
explanation of your ELPBO level proficiency and what would take
for you to become more proficient in your second language
(paper rubric to be give in class).

IV. Oral Language Development strategy teaching (35 points).

Each group will design one mini-lesson incorporating one or more oral
strategy (ies) from Peregoy and Boyle and articles given in class in
class. Teach this lesson. Write a reflection on how it worked; if,
possible, tape record or videotape the strategy teaching so you can

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listen to your lesson and reflect on your teaching, including teacher
talk and student talk. This mini-lesson has to be written as a Sheltered
Instruction mini-lesson using the protocol in your binder as a guide. Be
sure to use the ELPBO and the relevant curriculum frameworks. The
planning for the strategy teaching analysis will be shared in small
groups for participants’ information and feedback. Please send me the
lesson plan and the analysis. The lesson plans will be posted in
mylesley for all participants. This assignment is to be done over the
interim weeks.

V. Group Project in Teaching Reading and Writing to ELL

Students (25 points)
Each group will have a different literacy focus (reading, vocabulary or
writing) . Once the focus is assigned to the group, work with your group
so each group member chooses a different strategy to teach to
CLD/ELL students at different levels of English Proficiency. Each group
presentation will last 60 minutes, 15 minutes per strategy. Each
strategy should be modeled to the class (choose a grade, a content
area and two levels of English proficiency). See level description in the
ELPBO. (Rubric in Figure 1)

Literacy Areas for Group Presentations Use Peregoy and Boyle:

♦ Approaches and practices for developing reading skills and
reading comprehension in English for English language learners
at different levels of English proficiency. Consult P&B, Chapter 5
and 8, and handouts.
♦ Strategies for developing English vocabulary for English
language learners. Consult P&B Chapter 6 and class handouts.
♦ Approaches and practices for using writing in sheltered content
classrooms. Consult P & B, Chapters 5 and class handouts.

Figure 1- Rubric for Oral lesson and Reading, Vocabulary and

Writing Strategy Teaching

A
N E
P
O R X
N P
E E C
O R
VI A E
T O
D C E
Y A
E HI D
E C
N N I
T HI
C G N
N
E G
G
1 2 3 4 5

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 Planning for Instruction
Curriculum and Standards:
Oral, Reading, vocabulary or writing strategy is
focused on social or academic language related to
a specific content area (language arts, math,
social studies, science.) It provides significant and
clear connections to State content area and
ELPBO standards appropriately referenced.
Objectives: (Objectives should define what
students will know and be able to do.)
Objectives are clearly articulated in terms of
student’s performance and are measurable and
observable. Language, content, and strategy
objectives are identified.
Print and Tech Resource Materials: The
materials used make the strategy clear and
meaningful.
Key vocabulary:
Specific content and academic vocabulary
identified with the reading or writing strategy
outlined to support acquisition.
Procedures and Activities
Motivation:
Opportunities are outlined to engage students
and to link concepts to their background
experiences (academic and cultural). The
activities selected engage students and support
bridging between what he/she already knows and
what s/he is learning.
Strategy Delivery Plan
Activities are differentiated, appropriate and
provide students with opportunities to work
collaboratively, ask questions, and develop new
language concepts and thinking strategies.

Practice/Application:
Students are provided hands-on opportunities to
ask questions and search for answers.
They are also provided with meaningful learning
alternatives, culturally responsive and engaging
practice of content and new language concepts
(all directly linked to objectives and their level of
English proficiency).

1
 Summary
Concluding Activities:
Lesson closing and or follow-up activities are culturally
responsive and relevant to the stated objective and provide
students with opportunities to review key concepts and new
vocabulary.
Assessment:
Assessment opportunities are clearly identified, are
ongoing, and provide clear evidence for each student’s
performance in achieving the lesson content standards.
Extensions:
Extension activities challenge student to further investigate
and/or apply selected standards in new and different ways.
Notes:

GRADING CRITERIA DRAFT

B= All 4 B+= 4 plus two 5 s A- all 5s and one 4 A=All
5s

Grades below B are not acceptable. Lesson will need to be redone.

not acceptable. Lesson will need to be redone

V. Cultural Group Project. PowerPoint Presentation (Due on

Saturday and Sunday of Weekend II) (In and out of class)

This is a group project about a specific cultural group in your area. We

will set up the groups and culture groups as soon as I read your
responses about the culture of your students. I will also include the
most numerous culturally and linguistically diverse population of your
districts when setting up the groups.

2. You will be assigned a culture to study.

3. You will be placed in a group of four to five participants.
4. You will present a Culture PowerPoint on the assigned dates.
5. The PowerPoint presentation will be evaluated by all participants
and self-evaluated also immediately after the presentation accord-
ing to the rubric provided.
6. The presentation should include:
7. A brief history and geography of the country chosen.
• Information about the language spoken by this population and pos-
sible difficulties this population might have in learning English be-
cause of language differences.
• Their cultural values and beliefs and a comparison of their values
with the values of the American classroom.

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• General strategies that might work better in teaching the population
studied to learn in your schools.
• Resources available for teachers to find information on the culture
presented
• A copy of the presentation to be attached at mylesley for all parti-
cipants.
Recommended Bibliography for further research and practice:

August, D. and Shanahan, T. (Eds.). (2006). Developing literacy in second-

language learners. Report on the National Literacy Panel on
Language Minority Children and Youth. CAL and LEA.
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of
vocabulary development for English language learners. Learning Disabilities
Research & Practice, 20(1), 50–57.
Calderon, M., August, D., Slavin, R., Duran, D., Malden, N., & Cheung, A.
(2005).
Bringing words to life in classrooms with English-language learners. In
E. Hiebert & M. Kamil (Eds.),Teaching and learning vocabulary: Bringing
research to practice (pp. 115–136). Mahwah, New Jersey: Lawrence
Erlbaum.
Carlo, M., August, D., & Snow, C. (2005). Sustained vocabulary-learning
strategy instruction for English-language learners. In E. Hiebert & M.
Kamil (Eds.), Teaching and learning vocabulary: Bringing research to
practice (pp. 137–154). Mahwah, NJ: Erlbaum.
Carlo, M., August, D., McLaughlin, B.,Snow, C., Dressler, C., Lippman, D.,
Lively, T. & White, C. (2004). Closing the gap: Addressing the vocabulary
needs of English Language Learners in bilingual and mainstream
classrooms. Reading Research Quarterly 39(2), 188-215.
Crawford, J. (2004). Educating English learners. Language diversity in the
classroom. Los Angeles, CA: Bilingual Education Services, Inc.
Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In G.
Garcia (Ed.), English learners: Reaching the highest level of English
literacy (pp. 2–33). Newark, DE: International Reading Association.
Diaz- Rico, L. T. (2004). Teaching English learners. Strategies and methods. .
Boston Allyn and Bacon.
Diaz- Rico, Lynne T. and Weed, Kathryn Z. (1995). The cross-cultural,
language and
Freeman, D. and Freeman, Y. (2004) Essential Linguistics. What you need to
know to teach. Portsmouth, N.H.: Heinemann.
Freeman, Y., Freeman, D. and Mercuri, S. (2002). Closing the achievement
gap. How to
reach limited formal-schooling and long-term English learners.
Portsmouth, NH: Heinemann.
Gerber, M., Jimenez, T., Leafstedt, J., Villaruz, J., Richards, C., & English, J.
(2004).
English reading effects of small-group intensive intervention in Spanish
for K–1 English learners. Learning Disabilities Research & Practice, 19,
239–251.
Gersten, R., & Geva, E. (2003). Teaching reading to early language learners.

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Educational Leadership, 60(7), 44–49.
Gibbons, P. (2002). Scaffolding language, scaffolding learning. Teaching
second language learners in the mainstream classroom. Portsmouth,
NH: Heinemann.
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading:
Improving vocabulary and comprehension for English language learners.
The Reading Teacher, 57, 720–730.
Lenters, K. (2004). No half measures: Reading instruction for young second-
language learners. The Reading Teacher, 58(4), 328–336.
Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003).
Effectiveness of supplemental reading instruction for second-grade
English language learners with reading difficulties. The Elementary
School Journal, 103(3), 221–238.
Pilgreen, J. (2006). Supporting English learners: Developing academic
language in the content area classroom. In T. A. Young & N. L. Hadaway
(Eds.) Supporting the literacy development of English learners:
Increasing success in all classrooms (pp. 41–60). Newark, DE: International
Reading Association.
RAND Reading Study Group. (2002). Reading for understanding:
Toward a RAND program in reading comprehension. Santa Monica, CA:
RAND.
Roit, M. L. (2006). Essential comprehension strategies for English learners. In
T. A. Young & N. L. Hadaway (Eds.), Supporting the literacy development of
English learners: Increasing success in all classrooms (pp. 80–95).
Newark, DE: International Reading Association.
Samway, K.D. (2006). When English Language Learners write. Connecting
research to practice, k-8. Portsmouth, NH: Heinemann.

Search Engines

Google (In this site you choose advanced search and type ESL and K-
12) and ERIC (access from going to library from www.lesley.edu for
more scholarly articles).

Web Resources:

* Diverse Populations
New England Equity Assistance Center
http://www.alliance.brown.edu/programs/eac/divpop.shtm
* Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/

 Center for Applied Linguistics

www.cal.org
The Center for Applied Linguistics is a private, non-profit organization
that disseminates research-based information about language as it
relates to educational and societal issues. The site includes

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publications, databases, and links related to a variety of issues,
including immigrant and refugee education, ESL teaching, and foreign
language instruction.

* James Crawford
http://ourworld.compuserve.com/homepages/JWCRAWFORD/
James Crawford is the author of Educating English Learners: Language
Diversity in the Classroom and has also published extensively on
language policy and bilingual education. His website highlights key
issues in language minority education and offers a selection of his
recent articles, provides updates on politics and legislation, and links
with other sites of related interest

* Massachusetts Association of Speakers of Other Languages

(MATSOL)
http://www.matsol.org/
MATSOL is a Massachusetts professional organization that supports
educators working with English Language Learners. In addition,
MATSOL advocates for the educational opportunities and achievement
of English Language Learners.

* Massachusetts Department of Education - ELL Resources

http://www.doe.mass.edu/ell/resources/
The Massachusetts Department of Education website dedicated to ELL
provides essential online resources. The website will also update these
resources and add new topics on a regular basis. They welcome both
feedback on these resources, and suggestions for additional resources
and topics. Any suggestions may be sent to: cwhite@doe.mass.edu.

* National Association for Bilingual Education (NABE)

http://www.nabe.org
This website provides information about NABE, a professional
organization for educators interested in dual or multicultural education.

* National Association for Multicultural Education

http://www.nameorg.org/
NAME is an international organization that was founded to bring
together individuals and groups interested in the role of cultural
diversity in education from various levels of education, different
academic disciplines and from diverse educational institutions and
occupations. Today, NAME is an active, growing organization, with
members from throughout the United States and several other
countries. Educators from preschool through higher education and
representatives.
* National Clearinghouse for English Language Acquisition (NCELA)
http://www.ncela.gwu.edu

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 Funded by the U.S. Department of Education and the Office of English
Language Acquisition, Language Enhancement, and Academic
Achievement for all LEP students (OELA), NCELA offers a large
selection of publications online, all related to the education of
linguistically and culturally diverse students.

* Teachers of English to Speakers of Other Languages (TESOL)

http://www.tesol.org
TESOL is an international organization that supports professionals who
teach English to speakers of other languages. In addition to its online
presence, TESOL publishes a scholarly journal, the TESOL Quarterly, a
magazine, TESOL Journal, and a newsletter, TESOL Matters. TESOL has
developed standards for teaching English and teacher preparation, and
advocates for English language learning in a context that respects
individual language rights. TESOL has a large membership around the
world, and holds a well-attended conference each year.

* Terralingua
http://http:www.terralingua.org
Terralingua is an international nonprofit organization concerned with
the future of the world’s cultural and linguistic diversity. Its website is
devoted to the issues of preserving linguistic diversity and exploring
the linkages between biological and cultural diversity.

* The Center for Research on Education Diversity & Excellence

http://www.crede.ucsc.edu
CREDE is a federally funded agency whose research and development
projects are focused on students who are linguistically and culturally
diverse. Much of CREDEs current work revolves around its five
standards for effective pedagogy. “These standards or principles
describe best practice in any classroom, and include joint productive
activity, language and literacy development across the curriculum,
connecting curriculum to student’s lived experiences, teaching
complex thinking and teaching through conversation”. Professionals
who access CREDEs website will find useful research studies as well as
publications and multimedia products.

Evaluation Criteria

Because an essential quality of effective teachers is the ability to

communicate clearly and cogently in speech and writing, the
expectation of this course is that students will present work which is
representative of high professional standards. All written work is to be
free from grammatical error, with clear, precise language and well-
organized thoughts. Criteria for final grading are as follows:

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A (94-100) The student demonstrates all required competencies at
an exemplary level at the times specified by the instructor.
Details of assignments are highly developed. Knowledge,
application and synthesis of readings, concepts, and strategies
are demonstrated at an exemplary level. Products and
performances are worthy of dissemination beyond the confines
of the class. Class attendance and participation are at an
exemplary level.

A- (90-93)The student demonstrates all required competencies at

expected graduate level standards. Details of assignments are
well developed. Knowledge, application and synthesis of
readings, concepts, and strategies are demonstrated at a
proficient level. Class attendance and participation are at an
acceptable level.

B+ (88-89)The student demonstrates required competencies at a

satisfactory level. Most products and performances are
submitted on time and demonstrate attention to detail, and
application of ideas and concepts at a satisfactory level. Class
attendance and participation are at an acceptable level.

B (84-87) The student demonstrates required competencies at a

marginally adequate level. The student is sometimes late in
submitting products or demonstrating competencies. Some
understanding, application and synthesis of readings, concepts,
and strategies are demonstrated. Class attendance and
participation are at a minimally acceptable level.

B- (80-83) The student demonstrates competency at below standard

graduate work. The student is often late in submitting products
or demonstrating competencies. Understanding, application and
synthesis of readings, concepts, and strategies are at a
superficial level. Class attendance and participation are at a
minimally acceptable level.

C (74-77)The student has not demonstrated the competencies. Course

credit is not granted.

Policy Statements

MyLesley

Students are required to access MyLesley. Many of the handouts and

resources will be posted in the course site. You will need to view the

1
files and print the texts to use in class. The course grades will be
posted in the Mylesley site. If you have technical difficulties, you
should contact the 24-hour my.lesley help line at 1-888-mylesley.

Attendance Policy

In order to maintain the academic integrity of our programs and to

meet course learning objectives for all class members, students are
expected to attend all class meetings and to participate fully. In
exceptional circumstances when students need to be absent from
class, they should discuss with faculty, in advance, any portion of a
class meeting they cannot attend. If a student is absent for more
than six hours of class time, the academic consequences will
be determined according to the policies of the academic unit in
which the student is enrolled. Missing more than nine hours of
weekly class meetings will result in a grade of technical fail
(TF) on the student’s transcript. The complete attendance policy
may be found on the School of Education web page.

Academic Integrity Policy

Academic honesty and integrity are essential to the existence and

growth of an academic community. Each member of the Lesley
community is charged with honoring and upholding the University's
policies and procedures governing academic integrity. Please become
familiar with the academic integrity policy, which includes information
about documenting sources, plagiarism, cheating, fabrication, multiple
submissions of work, abuse of academic materials,
complicity/unauthorized assistance, and lying/tampering/theft. The
complete policy can be found on the Lesley University Web page:
http://www. lesley .edu/policies/catalog/integrity .html

Portfolio Development

Students in Schools of Education throughout the Commonwealth are

expected to engage in development of a portfolio to document their
growth during the period of their professional preparation. In pursuit of
this goal, SOE students in initial teaching licensure programs at Lesley
University should plan to collect and reflect upon at least one item
from each course for inclusion in their portfolio.
Details about the portfolio process at Lesley are presented in the
Portfolio Guidelines for Initial Licensure booklet that is available in the
School of Education Office at 14 Wendell Street. In addition, the
process is discussed in EEDUC 5146 Issues in American Schooling, the
introductory course for several programs, at posted meetings each
semester, and on videotape available on reserve at the Kresge Center.

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Questions regarding portfolios may be directed to Dr. Arlyn Roffman at
aroffman@mail.lesley.edu.

Disability Statement

Lesley University is committed to ensuring the full participation of all

students in its program. Accordingly, if a student has a documented
disability, and as a result, needs a reasonable accommodation to
attend, participate, or complete course requirements then s/he should
inform the instructor at the beginning of the course. All information will
be kept confidential. For further information about services for Lesley
students with disabilities, go to
http://www.lesley.edu/policies/catalog/disabilities.html

Official Format for Student Work

All School of Education students must use APA (American Psychological

Association) format for student papers, citations and bibliographies.
The complete policy may be found on the School of Education web
page at http://www/lesley.edu/soe/soe-policies.html
Go to Ludke’s library website or contact the Center for Academic
Achievement (617-349-8459) if you need support with this format.