Understanding and Reaching English Language Learners: Structured English Immersion (SEI) Endorsement Training for Educators Course

Description: Understanding and Reaching English Language Learners: Structured English Immersion (SEI) Endorsement Training for Educators is a course that equips PreK12 educators with the essential knowledge and skills to implement differentiated instruction that meets the individual needs of English Language Learners. The SEI course provides educators with effective, manageable strategies for meeting the needs of an increasingly diverse student population and explores cultural and social aspects of the English Language Learner. Educators experience planning instructionally diverse lessons, based on assessment data, within the context of a standards-based curriculum. Participants will be using the methodology of spiraling case studies throughout the course to provide understanding of concrete examples. SEI for Educators presents strategies to support language and literacy development, with a focus on reading, writing, listening, speaking, and comprehension in all content areas. Educators learn how to provide quality experiences and learning environments that allow students to be successful in school and in life. Required Textbook or Specially Designed Participant Manual using the Following: Peregoy, S. & Boyle, O.F. (2001). Reading, Writing, and Learning in ESL (Fourth edition). New York: Addison Wesley Longman, Inc. Echevarria, Vogt & Short (2000). Making Content Comprehensible for English Language Learners, The SIOP Model. (2nd Edition) Allyn & Bacon. Supplemental Materials: Robins, K.N., Lindsey, R.B., Lindsey, D.B., & Terrell, R.D.(2002). Culturally Proficient Instruction: A Guide for People Who Teach. Thousand Oaks, CA: Sage Publications. Course Objectives: Course objectives are listed below in accordance with the Arizona State Department of Education requirements for earning a Structured English Immersion (SEI) certificate. All readings, assignments, and activities in this training are designed to provide participants with opportunities to acquire, clarify, add to, and utilize the knowledge, skills, and understandings related to the objectives established by the State of Arizona as related to this certificate. See Curricular Framework for Structured English Immersion (SEI) Endorsement Training (45 Clock Hours)

Course Delivery: This course will be designed using online and face-to-face models. All activities and experiential learning will relate to content and grade level specifics. This includes early childhood through 12th grade, all content areas, and special education. Course Timeline: The course is a 45-clock hour training that can be delivered in a face-to-face model, online model, or a blended model that consists of some face-to-face and some online. Therefore, the training can be customized to fit the specific needs of the district. The flex hours provided in the SEI Curricular Framework were added to the Strategies Objectives section (9 hours). Objectives Course Introduction 1 Determine baseline of knowledge for participants 2 Create an individual understanding of ELL. 1 Hour ELL Proficiency Standards Objectives A1 Examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts (Listening & Speaking, Reading, and Writing) Academic Standards. A2 Use ELL Proficiency Standards to plan, deliver and evaluate instruction. A3 Demonstrate the integration of ELL Proficiency Standards in all content areas. ELL Proficiency Standards Training Anticipation guide for standards-based education Reading preparation-Peregoys article on standards-based instruction Complete the Anticipation Guide through self-reflection Review the use of graphic organizers Research alignment and create a graphic organizer that reflects understanding of the ELL Proficiency Standards to the Arizona Language Arts Academic Standards Using articles discussed in class, Standards Based Instruction for ELLs, parallel standards to best practices Training Content Training Content K-W-L Strategy Personal Teacher Philosophy in ELL

3 Hours Data Analysis & Application Objectives B1 Analyze and apply disaggregated data to differentiate instruction. B2 Interpret and use snapshots of longitudinal data. B3 Track student status and progress on the ELL proficiency standards using the Arizona English Language Learner Assessment (AZELLA) results. 3 Hours Formal & Informal Assessment Objectives C1 Integrate diagnostic, formative, and summative assessments for ELLs. C2 Create and offer multiple assessments. C3 Use assessment results for placement and accommodation for special education and gifted students. C4 Use standardized testing and language proficiency as methods for monitoring student progress. Formal & Informal Assessment Training Review of AZELLA Discuss differing types of assessments for learning: o Alternative Methods of Assessment o 5 Quick Assessments o Blooming Assessments The Assessment Crisis: The Absence of Assessment FOR Learning Activity Myths & Truths about Gifted Learners Activity Differentiating Instruction for Students with Learning Disabilities Activity Discussion: What is the relevance of state-mandated achievement for ELLs? Enhance knowledge of portfolio assessment through incorporating strategies based on the diagnostic and assessment measures Utilize an alternative assessment method Present the SIOP rubric method Data Analysis & Application Training Using a case study provided: o Examine sample score sheets, disaggregate data, and construct a 3 day lesson plan which differentiates instruction for an identified skill area o Review samples of longitudinal data, examine, and plot an individualized plan of instruction for the selected case study student. Develop a personal intervention plan using AZELLA data for use in your classroom.

1 Hour SEI Foundations Objectives D1 Know the legal, historical, and educational reasons for SEI. D2 Know basic SEI terminology. SEI Foundations Training Reflection and Personal Cultural Activity Discuss and use principles of culturally proficient instruction in daily classroom structure Introduction of research in correlation with the use of culturally relevant text and student achievement (NABE Article) o Activity: How to analyze childrens literature for cultural reference Discussion: Theoretical principles of language acquisition and the role of culture. Review resources and companion articles that highlight SEI Foundations Develop a lesson plan that contains the use of one standard and three different SEI strategies (use article)

D3 List language acquisition theoretical principles. D4 Outline the role of culture in learning. D5 Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

34 Hours Learning Experiences: SEI Strategies Objectives E1 Identify and use multiple strategies to improve student achievement. Integrate: Comprehensible input; On-going, specific and immediate feedback; Grouping structures and techniques; Building background and vocabulary development; Student engagement. E2 Extend SEI methods for beginning ELD (TPR Storytelling), contextual clues, Narrative Approach). E3 Describe the Silent Period (ways of responding, developmental Learning Experiences: SEI Strategies Training (Brain-based Strategies in understanding the diverse learner) Developing the Compelling Why for every learner Identify the use of compelling whys used by Jaime Escalante in a high school math classroom. Read the article and reflect. Processing Language Assumptions; the Russian Language Activity Feedback o Self-Assessment; Understanding the SIOP Assessment paralleling administrators/teachers formats o Communication and Feedback Folders: Reflection and Activity

processes) ContinuedCont E4 Grasp meaning of pre- and early production strategies of students.

Continued Flexible Grouping Strategies o Brainstorm for Knowledge and Role-play Activity Jigsaw: Expert Grouping Strategies o Comprehensible input o Student engagement o Silent Period o Pre- and early-production strategies

E5 Integrate current materials in ELD instruction (lesson and text modifications). E6 Extend SEI content methods (preview/ review, content area reading & writing strategies, experiential methods).

E7 Analyze and apply vocabulary development approaches in the content areas.

E8 Plan lessons based on prior knowledge.

Text Structure Strategies o Examine differences between text structures and the affect on reading comprehension o Narrative text: activity with cause and effect, sequence, time order, and compare and contrast Content Methods: Narrative Structure Strategies o Compare and contrast narrative structure strategies; lesson plan analysis o Parallel Arizona Content Standard and create an adapted lesson o Content area analysis and evaluation o Content strategies for answering questions o Leveled questioning strategies o Reading assignment: Narrative Structure Vocabulary o Reading preparation in text o Present strategies and choose one for individual development o SWING Activity SEI Methods o Beginner o Intermediate Lesson Planning o The SIOP Lesson Planning Guide (SIOP rubric) o Introduce the use of the

ContinuedC

E9 Select, adapt, and sequence current curricular materials.

WOW activity ContinuedC o Create a WOW activity, implement, and analyze its effectiveness with students Differentiated Instruction for SEI o Tiered Lessons o KUDOS Strategy o Choice board o Simple jigsaw o RAFT o Differentiating for Improved Student Achievement Article Parent/Home/School Scaffolding Objectives Website Research Activity: case study of individual student
(county of origin www.yahoo.com/Society)

3 Hours Parent/Home/School Scaffolding Objectives F1 Identify the socio-cultural influences on ELLs. F2 Discuss the impact of bilingualism and home language use. F3 Examine parental and community sources for aiding English Acquisition. F4 Cultivate home and school partnerships.

o Natural Resources o Religion & Restrictions o Cultural Observations o Home Language Discussion of the impact of sociocultural influences and bilingualism at home. Communication: Cultural Implications Get to Know Your Neighborhood Activity o Boundaries of your school o Demographics o Accessibility to community resources o Religious affiliations o Public/Church related ESL classes for adults Positive parent involvement strategies for second language learners Planning a successful parents night with diverse families Newsletter to parents and community organizations, district officials to attend a school and student designed function Incorporating a cultural study in the classroom

The Evaluation The objective is to demonstrate the development of a personal teacher pedagogy in ELL instruction, and support with best practices

Evaluation Activity Research summaries and analysis Write a one-page personal philosophy in ELL instruction (revisit original philosophy in course introduction)

Instructional Methodology The instructional methodology of this course focuses on developing, enhancing, and improving the instructional expertise and pedagogical knowledge base of practicing K-12 educators. Strategies include: Instructor presentation of concepts Collaborative group projects Real-world application of skills and strategies Class presentations and demonstrations Role-play and hands-on practice Discussion groupsin class and online Analysis of case studies Learning centers Problem based learning and seminar questions Analysis and synthesis of assigned articles and text Research and review of websites Data collection and application Action research applying concepts to the classroom Reflection journal Self-Assessments and formative assessments Online assistance

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