Standard 12: Preparation to Teach English Learners 

LEE 172: Cultural and Language Contexts of the Classroom, a foundational course in the theories and methods of teaching diverse students, provides basic information on which the Multiple Subject credential program candidate will build to acquire the knowledge, skills, and abilities to deliver comprehensive content and language instruction to English learners.  Candidates will learn about state and federal legal requirements for the placement and instruction of English learners.  Candidates are introduced to pedagogical theories, principles, and practices for English Language Development that will support students’ acquisition of comprehensive literacy in English, the development of academic language, and comprehension and knowledge in the subjects of the core curriculum. (See LEE 172 syllabus:  Primary Learning Outcomes.)

Candidates are introduced to and given an opportunity to practice appropriate assessment techniques to diagnose students’ language abilities and to develop lessons that promote students’ access to and achievement in the state-adopted language development standards.  Candidates learn how cognitive, pedagogical, and individual factors affect students’ language acquisition.   In both LEE 173: Teaching Reading and Social Studies in Grades 4-8, and LEE 177:  Teaching Reading and the Arts in Grades K-3, teacher candidates are given multiple systematic opportunities to acquire the knowledge, skills, and abilities to deliver comprehensive instruction to English learners. The use of visuals, realia, gestures, multiple examples, vocabulary development activities, and adapted instruction are emphasized in relation to literacy instruction in both classes.  Candidates must demonstrate knowledge and application of pedagogical theory, principles, and practices for English Language Development in lessons planned and implemented in the required field experiences taken concurrently with the two reading classes. (See LEE 173 and LEE 177 syllabi.)

Candidates are taught to implement an instructional program that facilitates English language acquisition and literacy development through the use of Specially Designed Academic Instruction in English (SDAIE) and English Language Development (ELD) strategies (See LEE 172 syllabus:  ELD and Content Lesson Observation.)  Teacher candidates are taught to utilize assessment information to diagnose students’ language abilities and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards through multiple sample case studies presented in class and through the completion of case studies in both reading classes.  Through class simulation exercises and discussion, candidates learn how cognitive, pedagogical, and individual factors affect students’ language and literacy acquisition.

The Multiple Subject Credential Early Childhood Education Program (ECE) provides the same scope of instruction described below to its ECE candidates through its ECE course counterparts. The focus of second language acquisition (Language Acquisition Theory, SDAIE Strategies, and Appropriate Assessment Practices for English Learners) is a focus of LEE 173ECE, Teaching Literacy and English Language Development in Grades 4-8, while being strongly reinforced in LEE177ECE: Language and Literacy Development and Instruction, and in LEE 148: Integrated Curriculum, although every methods course provides candidates with exposure to content-specific strategies especially effective in allowing English learners to access the curriculum. (See LEE 173EC, LEE177ECE, and LEE 148 syllabi.) 

Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following:

Candidates learn the purposes, goals, and content of the adopted instructional program for the effective teaching and support of English learners; and candidates understand the local and school organizational structures and resources designed to meet English learner students’ needs.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates are introduced to the state and federal requirements for assessment, placement and instruction of English learners, as well as the philosophy, design, goals, and characteristics of school-based organizational structures designed to meet the needs of English learners.  In addition to course readings, discussion, and classroom lesson observations, candidates participate in school visits and interview students and teachers of English learners to enrich their practical knowledge of school-based structures, philosophy, student outcomes and goals as a requirement of this class.  As a part of the school-site visits and interviews, candidates are introduced to school structures that enable them to see the connections being made in the school to bridge the ELD Standards with the English/Language Arts Standards.  Structured classroom observations focus on the ways in which teachers are using SDAIE (Specially Designed Academic Instruction in English) strategies to meet the needs of English learners at various grade levels and in various content area instruction. (See LEE 172 syllabus.)

In LEE 177: Teaching Reading and the Arts in Grades K-3, candidates are introduced to language acquisition theory and other factors (cognitive, social, and psychological) as they apply to the beginning reader.  During LEE 173: Teaching Reading and Social Studies in Grades 4-8, and LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject credential candidates assess an English Learner (EL) child in kindergarten - third grade ( LEE 177) and grades 4-8 LEE 173) and write a summary of their findings and an individual instructional plan based on the results of reading and language assessments. (See LEE 173 and LEE 177 syllabi.)

The Multiple Subject credential candidates participate in a performance assessment in which they score and analyze assessments given to a young child and write an instructional plan for that child. The assessments given to the child include reading, writing, and language assessments.  In addition to the assessment requirements, Multiple Subject credential candidates participate in simulation activities in which they practice writing lesson plans that include adaptations for EL and relate to the Reading/Language Arts and the English Language Development Standards. As a part of a unit of study developed by each candidate, lesson plan adaptations for EL are required. In the primary grade field placement ( EHD 178: Field Study B: Grades K-3) that is taken concurrently with the LEE 177: Teaching Reading and the Arts in K-3 class, candidates are required to write and teach lesson plans that support the needs of diverse students and that relate to the state English Language Arts (ELA) and English Language Development (ELD) Standards.

Candidates learn about state and federal legal requirements for the placement and instruction of English learners, and ethical obligations for teaching English learners.

LEE 172: Cultural and Language Contexts of the Classroom is a required course where candidates are introduced to state and federal laws pertaining to the education of English learners and how the laws impact student placements and instructional programs.  They are made aware of the impact of Proposition 227 on the state laws and placement options available for English learners as a part of class discussion and school visits. Candidates participate in school site visitations in which school-based structures for English learners are observed. Candidates view, discuss, and analyze classroom video demonstrating exemplary practices in teaching English learners and appropriate uses of student placement and instructional practices for meeting diverse needs.  (See LEE 172 syllabus:  Legal, Professional and Ethical Obligations Reflection.)

Current Federal and California laws related to the testing and placement of English language learners are discussed, and the implications for instruction and training of effective teachers are explored.  Candidates examine the practices in effect in the schools and classrooms in which they are experiencing fieldwork. Groups of teacher candidates placed at the same school do research on the demographics of the school population, including the programs available for English language learners at the site.  Candidates demonstrate their knowledge of school law with a written assessment.

Candidates are provided with multiple, systematic opportunities to demonstrate knowledge and application of pedagogical theories, principles, and practices for (a) English Language Development leading to comprehensive literacy in English; and (b) for the development of academic language, comprehension and knowledge in the subjects of the curriculum, making grade-appropriate or advanced curriculum content comprehensible to English learners.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies. 

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A – Grades 4-8 school site in addition to observation requirements in LEE 172.  Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages.   Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge.  Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English. (See LEE 172 syllabus.)

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject Credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently.  Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons.  LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements.

Candidates learn how to implement an instructional program that facilitates English language acquisition and development by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading and writing skills in English in order to progress to the grade level reading/language arts program for English speakers.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies. (See LEE 172 syllabus.)

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A: Grades 4-8, school site in addition to observation requirements in LEE 172.  Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages.   Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge.  Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English.

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently.  Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons.  LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements.  (See LEE 173 syllabus.)

Candidates have opportunities to acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development.

The primary learning outcomes, objectives, and activities provided in LEE 172: Cultural and Language Contexts of the Classroom course include:

Primary Learning Outcomes:

The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, and Life-Long Learning.

Topics and Objectives:

Purpose(s), History(ies) and Cultural Traditions in United States Education

(CCTC 3, 9, 10, 12; TPE 7, 8, 11, 12; NCATE 1.4, 1.6 – Reflection, Critical Thinking, Professional Ethics, Valuing Diversity)

Objectives:

Explore the purposes, roles, and functions of education in American society.

Discuss the historical and cultural traditions of the major cultural and ethnic groups in California society, and examine effective ways to include cultural traditions and community values and resources in the instructional program of a classroom.

Examine one’s stated and implied beliefs, attitudes and expectations about diverse students, families, schools and communities, and to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts.

Understand and apply strategies that contribute to respectful and productive relationships between families and schools. 

Equity and Access(CCTC 3, 5, 9; TPE 8, 11; NCATE 1.4, 1.6 – Reflection, Critical Thinking, Professional Ethics, Valuing Diversity)

Objectives:

Examine principles of educational equity and diversity and their implementation in curriculum content and school practices, including equity issues related to class, ethnicity, gender, sex, and race.

Describe the relationship between background characteristics of students and inequities in academic outcomes of schooling.

Bias, Racism and Schooling(CCTC 9; TPE 11; NCATE 1.1, 1.3 – Critical Thinking, Professional Ethics)

Objectives:

Understand and apply major concepts, principles, and values necessary to create and sustain a just, democratic society in a classroom setting.

Accountability, Standards and Testing(TPE 3; NCATE 1.7 – Professional Ethics, Valuing Diversity)

Objectives:

Understand the relationship between equity, accountability, standards, and high-stakes testing and the implications for student learning. 

School Law And Policy(CCTC 10; TPE 12; NCATE 1.1 – Critical Thinking)

Objectives:

Understand relevant state and federal educational laws and policies currently and historically, including those related to English Learners and students’ and parents’ rights and responsibilities.

Professional and Ethical Responsibilities (TPE 12; NCATE 1.6 – Reflection, Professional Ethics)

Objectives:

Understand and meet professional and ethical obligations of teachers.

Language Acquisition Theory(CCTC 4, 9, 12; TPE 7, 9; NCATE 1.1, 1.3, 1.4 – Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Demonstrate understanding of adaptations necessary for English Learners at various proficiency levels by observing and reporting on a classroom observation of an ELD lesson.

Make suggestions for improving the lesson observed (in writing.) 

SDAIE Strategies(CCTC 4, 5, 6, 9, 12, 13; TPE 4, 9; NCATE 1.1, 1.3, 1.4 – Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Demonstrate understanding of strategies for making content accessible to English Learners.

Observe and report on a classroom observation of a SDAIE lesson.

Make suggestions for improving the lesson observed.

Appropriate Assessment Practices for English Learners  (CCTC 9 13; TPE 3, 4, 8; NCATE 1.7 – Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Interpreting assessment results

Designing approaches to assessment

Building a sequence of learning based upon students’ ELD development levels and content-related assessments.

Assessing and Building Background Knowledge(CCTC 12, 13; TPE 4, 6, 8; NCATE 1.4, 1.6 – Collaboration, Valuing Diversity)

Objectives:

Integrating home cultures and values into instruction.

Communicating effectively with families across cultures.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction using Specially Designed Academic Instruction in English (SDAIE) strategies.  During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A:  Grades 4-8, school site.  Required elements for these observations will be explored in class prior to the observations and will address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages.

The case studies in the two required reading classes LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3) do require that candidates administer a battery of assessments to English learners and design an appropriate instructional plan to meet needs identified in the testing.  In addition, the analysis of the assessments and the writing of instructional plans based on the assessments emphasizes the need for differentiating between reading and language errors, appropriate instructional strategies for English learners, and the need to focus on vocabulary and comprehension strategies for English learners.  Readings related to the teaching of English learners have been added to both reading classes and will be explored by discussion, modeling, and classroom observations in the concurrent field experiences required with both reading classes. (See LEE 173 and LEE 177 syllabi.)

In LEE 177, teacher candidates are introduced to first and second language acquisition theory.  Teaching strategies for facilitating language development throughout the day and across the curriculum are emphasized. In both LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, the impact of first language literacy on second language. Special emphasis is put on vocabulary development and active-learning strategies for developing vocabulary and comprehension in both classes.

Candidates acquire and demonstrate the ability to use initial, formative, and summative assessment information to diagnose students’ language abilities, and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards.

Candidates are introduced to appropriate assessment for English learners and the importance of identifying and monitoring language development in an ongoing manner in LEE 172: Cultural and Language Contexts of the Classroom.   In this course, they learn to use observation matrices and anecdotal records for documenting student language development through modeling, discussion, and classroom observations. They are introduced to the California English Language Development Test (CELDT) and its purposes and use.

Candidates are introduced to appropriate formative and summative assessment in CI 171: Understanding the Learner, Instructional Design and Assessment and learn to administer assessments related to math, science, and social studies content standards in the methodology courses.

ELD Standards are introduced in LEE l72: Cultural and Language Contexts of the Classroom, and candidates observe in classrooms, focusing on ELD Standards, their relationship to English/Language Arts Standards and ways that teachers adapt instruction for non-fluent English speakers. [See LEE 172 syllabus:  Topics and Description.]  ELD Standards are examined closely in LEE 177 in order for candidates to understand the prerequisite requirements for students to be successful in acquiring English literacy and oral fluency.

Lessons are implemented in EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study B: Grades K-3, and EHD 170: Field Study C.  English learners are assessed and observed, and ELD Standards are related to student levels of English development in order to identify appropriate instructional goals and sequences for individual students. Expectations and appropriate teaching strategies for each level of English language development are addressed in both reading classes and other methodology classes. Lesson adaptations based on assessed ELD stages are a part of the expectations on all lesson plans written in fieldwork courses.

In both LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, candidates are taught to monitor student spelling, fluency, reading, writing, vocabulary, and comprehension progress through ongoing assessment, anecdotal records, and periodic sampling of student work. Candidates are taught to gather baseline assessment information, and to determine appropriate instructional strategies.

Candidates learn how cognitive, pedagogical, and individual factors affect students’ language acquisition.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies [See LEE 172 syllabus:  ELD and Content Lesson Observation.]

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A:  Grades 4-8, school site in addition to observation requirements in LEE 172.  Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages.   Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge.  Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English.

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject Credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently.  Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons.  LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements.

Candidates acquire skills for managing and organizing a classroom with first- and second-language learners.

In LEE 172: Cultural Language Contexts of the Classroom, candidates are introduced to first and second language acquisition theory and ELD development stages through readings, video, classroom discussion, and focused observation in public school classrooms.  In their classroom visitations, candidates interview students, teachers, paraprofessionals, and administrators who work with English learners. They observe and document the ways in which English learners are supported in classrooms and by structures within the schools. After their classroom visitations, time is spent in class in a guided discussion and analysis of what they observed in addition to written reflection of the observation.  This assignment also gives candidates an opportunity to practice their observation and anecdotal record writing in classroom situations. [See LEE 172 syllabus.]

In LEE 177: Teaching Reading and the Arts in K-3, teacher candidates are introduced to first and second language acquisition theory. Teaching strategies for facilitating language development throughout the day and across the curriculum are emphasized.  In both LEE 173: Teaching Reading and Social Studies in Grades 4-8, and LEE 177: Teaching Reading and the Arts in K-3, the impact of first language literacy on second language literacy is explored through several strategies discussed in class. Special emphasis is put on vocabulary development and active-learning strategies for developing vocabulary and comprehension in both classes.

Candidates enroll in field experiences along with their required reading classes ( EHD 174 with LEE 173: Teaching Reading and Social Studies in Grades 4-8 and EHD 178 with LEE 177: Teaching Reading and the Arts in K-3).  At least one of these field experiences, and in most cases, both of them, are diverse classroom placements.  Because of the diversity found in Fresno State’s service area, classrooms without English learners are rare.

EHD 174: Field Study A: Grades 4-8 requires that teacher candidates spend a minimum of six hours a week in their placement over an entire semester.  EHD 178: Field Study B: Grades K-3. requires that teacher candidates spend a minimum of twelve hours a week in their placement over an entire semester. EHD 170: Field Study C requires that teacher candidate spend all-day in full-time student teaching in their field placement.  Requirements for fulfilling teaching performance expectations are based on the Teacher Performance Expectations (TPEs) with emphasis on fulfilling standards 7 and 13 with English learners. (See Multiple Subject Field Work Handbook.)  Observation protocols are used by School Site Partners, Master Teachers, and university supervisors for evaluating student teachers.  Student teachers work with teachers, paraprofessionals, and administrators in planning, implementing, and assessing appropriate instructional sequences for all students. Student teachers are required to write and implement lesson plans that provide appropriate adaptations for English learners in each of their student teaching settings and field placement assignments. (See Multiple Subject Field Work Handbook.)

In LEE 173: Teaching Reading and Social Studies in Grades 4-8, LEE 177: Teaching Reading and the Arts in K-3, and SPED 179: Differentiated Instruction and Classroom Management, candidates are introduced to classroom management strategies for the use of small group instruction and learning centers. Through videotaped classroom examples, candidates become familiar with a number of management approaches that support student involvement and language development. In the fieldwork and student teaching placements taken concurrently with the reading classes, teacher candidates are required to implement teaching strategies adapted for ELL and to demonstrate their ability to use effective grouping practices to meet the needs of diverse learners. All candidates experience at least one highly diverse school setting in their field and student teaching placements. Most candidates are placed in diverse settings for both major placements.

Candidates acquire skills to collaborate with specialists and paraprofessionals.

During SPED 179: Differentiated Instruction and Classroom Management teacher candidates learn about team teaching and collaboration. Roles of classroom teachers, special educators, paraprofessionals, and other agency members are discussed and observed at work and in meetings.  In the ECE Program candidates acquire these same skills in LEE 172ECE and SPED120.

Candidates learn and understand the importance of students’ family and cultural backgrounds and experiences in planning instruction and supporting student learning.  Candidates communicate effectively with parents and families.

In LEE l72: Cultural and Language Contexts of the Classroom, candidates interview an English learner for several purposes: 1) to determine the student’s oral English development; and 2) to explore the student’s experiences related to the match or mismatch between school and home values and culture. [See LEE 172 syllabus:  Cultural Awareness Project.] 

The importance of family and cultural beliefs on the literacy development of children is discussed in both LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, as well as in LEE 172. Teacher candidates are required to gather case study information and administer a battery of assessments appropriate for the age and grade levels of students in both LEE 173 and LEE 177. As a part of this assignment, the candidates must complete an interview with an English language learner and his/her family related to the child’s educational, linguistic, and related literacy experiences.

In LEE 177: Teaching Reading and the Arts in Grades K-3 and LEE 173: Teaching Reading and Social Studies, candidates interview students, parents, and teachers to determine the literacy backgrounds and home attitudes toward literacy and schooling of an individual student with whom they will be conducting a number of assessments.  In CI 171: Understanding the Learner, Instructional Design and Assessment, candidates read and discuss several articles related to cognitive, emotional, and linguistic factors influencing learning and motivation in English learners and English-only students.  Home attitudes toward schooling are explored through readings, discussions, interviews, and video, and these factors are related to school achievement. Candidates examine their own family, ethnic, and community values and relate these to their beliefs about school, learning, and motivation. Candidates interview members of diverse populations within the Fresno area to further their understanding of the impact of home language, values, and culture on learning, schooling, and academic success.

Candidates learn how to differentiate instruction based upon their students’ primary language and proficiency levels in English, and considering the students’ culture, level of acculturation, and prior schooling.

Beginning with the required course, LEE 172: Cultural and Language Contexts of the Classroom, and in every methods course in the Multiple Subject sequence of courses, candidates are taught to adapt lesson plans and use ELD and SDAIE strategies in order to make content comprehensible to English learners. [See LEE 172 syllabus:  ELD and Content Lesson Observations.]   [See syllabi for LEE 173: Teaching Reading and Social Studies in Grades 4-8; LEE 177: Teaching Reading and the Arts in Grades K-3; CI 175: Science Instruction and Applied Technology; and CI 176: Mathematics Instruction and Applied Assessment.]

In LEE l72: Cultural and Language Contexts of the Classroom, teacher candidates are taught SDAIE strategies for content area instruction through modeling, classroom observation, and viewing, discussing, and analyzing classroom video of exemplary practices for teaching English learners [See LEE 172 syllabus.] In the two required reading courses LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3), candidates design instructional sequences for English learners based on a battery of assessments given. They also design a literature focus unit in LEE 177 and a content-based unit in LEE 173, both of which require the writing of lesson plans aligned with English/Language Arts and English Language Development Standards.  All written lesson plans must demonstrate candidates’ knowledge of ELD and SDAIE strategies and use visual and/or realia whenever appropriate.  In the concurrent field experiences required with the reading courses, candidates must demonstrate their ability to teach English learners and provide appropriate lesson adaptations, including language scaffolding, questioning, and interactions appropriate for each student’s English development level and active-involvement strategies.

In CI 175: Science Instruction and Applied Technology and CI 176: Mathematics Instruction and Applied Assessment, methods for working with English learners are demonstrated and discussed.  SDAIE strategies are reviewed in relation to the content standards relevant to the course discipline and lesson plans and sequences, including evidence of effective strategies for English learners, are written. These same plans are implemented in field placements. [See EHD 178: Field Study B: Grades K-3 and EHD 170: Field Study C syllabi.]  Teaching Performance Expectations are documented throughout the EHD 178 and EHD 170 placements. (See Student Teaching Handbook: Addendum: Field Experience Observation Protocols used by Master Teachers and university supervisors for evaluating student teachers.)

Intern Program Delivery Model:

In preservice, teacher preparation programs provide candidates with a knowledge of and ability to teach English learners, including but not limited to Specially Designed Academic Instruction in English (SDAIE) methodology, language acquisition and English Language Development (ELD).

Teacher intern preservice and teacher preparation programs include all of the above:(Standard 12) English learner coursework.

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