Foundations and Methods of English Language/Literacy Development and Content Instruction

6 units (60 hours) 6-week course

ED 31220
Instructor Information Name: Kris Lambert
Email address: lambertUCSD.edu@gmail.com

Discussion Board Week 1:

Use this discussion forum to introduce yourself to your instructor and your classmates. In your
introduction, please include:

Information about where you work, your grade level and student population
How long you have been teaching
Where you live
Why you are taking this course
If you have taken other online courses
If you have had me as your instructor before

Hi! My name is Anna Joy Mariano, a Resource Specialist at Gonzales Unified School District for
Pre-K to 3rd grade and was assigned at La Gloria Elementary School. I am the case manager of
28 students with Individual Education Plan (IEP). I have been teaching for 18 years as special
education teacher, 16 years in the Philippines and 2 years here in USA. I live in Salinas, CA.

I am taking this course as one of the requirements to clear my credential. This course is the last
course I need to take before I can complete my portfolio. I never had Ms. Lambert as an
instructor.

Assignment #1—5 points

Find the requirements for the English Learner program in your California public school district
or a district of interest to you. You should be able to get this information by going on to the
school district’s website and looking under English Learners. What are the requirements for the
redesignation (some districts call it reclassification) of an English Learner to Fluent English
Speaker (FEP)? You may cut and paste from the internet. (This is probably about 1 paragraph
long) It is a simple as going to Google and putting in the school district of your choice and
“reclassification” or “redesignation.” List the name of the school district you researched

Passed 4/1/2019 *** see Foundation Assign 1 Mariano***

Reclassifications is a formal process districts use to reclassify a student from English

Learner (EL) to Fluent English Proficient (RFEP) status. When an English Learner no longer
needs English language support, that student is no longer called EL. Now, that student is known

as an R-FEP (Reclassified-Fluent English Proficient). Gonzales Unified School District follows

the required criteria which is based on California Education Code Section 313 (f).

The first criteria are the English Language Proficiency Assessment in which a student

must satisfy the following: (a) The overall proficiency level of 3 or 4 on the ELPAC; (b) Oral

Language Level 3 or above on the ELPAC; (c) Written Language Level at 80% of Level 2 or

above of the ELPAC (based on the scale score.

The second criteria are the Teacher Evaluation that include Student Achievement Report

Card C grade in Reading for English Language Arts (issues of modification shall not preclude a

student from reclassifying). A teacher is defined as anyone with instructional or placement

decisions. Once the student is reclassified as fluent English proficient, or RFEP, then the District

is required to monitor the student for four years. During this time, if the student appears to be

struggling, then appropriate interventions are identified and provided to help them experience

success.

The third criteria are the parental opinion and consultation where parent/guardian has

been consulted/notified through parent consent letter.

The fourth criteria are the comparison of performance in basic skills. Grade K basic

foundation literacy skills assessment or Dibels Assessment should be at grade K reading fluency

or above, knowing all letter name and sounds. Grade 1 should have 70% or higher overall on the

ELA/ELD Adoption Unit Assessment. Grade 2 should have 70% or higher overall on the

ELA/ELD Adoption AND Reading Inventory (RI) test of 220 or above. Grade 3 through 8

Reading Inventory (RI) score should be above the Basic for the student’s current grade level.
Grade 3: RI above 330; Grade 4: RI above 540; Grade 5: RI above 620; Grade 6: RI above 730;

Grade 7: RI above 770 and Grade 8: RI above 790.

Other measures are also given considerations such as INSPECT Assessment for grades 2-

12 and SBAC for grades 3-8, and 11.

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Discussion Board Week 2:

1)What can you do to assure that there is a positive affective environment in your classroom?
Please give some examples.

2)How can you make your English Learners feel comfortable?

3)Using the internet, find a website that you feel helps you in teaching ESL.

Name the site, and what you find useful about it.

This is a great article on the subject! :)Room 202.pdf

Positive affective environment in the classroom with English Learners provides a high level of
self-fulfillment. In my Resource class with different range of EL, I assured them and let them
feel comfortable with positive relations. I asked different questions, I used to just say ‘who has
the answer’ or ‘who can tell us how to do this problem.’ I’ve since shifted to asking students ‘can
you share your thinking.’ It’s so much less pressure to just share your thinking than it is to
explain the right answer. Second, we do mindful breathing exercise, I ask students to sit up
straight and either close their eyes or rest their gaze down at the table. Just wanting to limit the
visual input. We will begin to take slow, deep breaths together. In through our nose and out our
mouth. I will have students (and myself) bring all their focus to the feeling of the air as it passes
through our noses. Lastly, weekly check-in, we spend the first 15 minutes of every Monday
going around the room and students shared what they did over the weekend. Nobody was obliged
to share, just anybody who wanted to.

We used https://www.freckle.com/ it includes differentiated Math, ELA, Science, and Social

Studies! For ELA, they can do phonics, reading comprehension, and decodables. Each time your
students answer questions correctly, they earn coins to spend in their stores as incentives. They
have a free side for teachers as well, but it limits the assignments.

Assignment #2—10 points

1) Opinion paper: After reading the article The Every Student Succeeds Act by Alyson Klein-
write a one page (200 to 350 words) essay summarizing the article and adding your own opinion.
•Please complete in Word OR PDF

Assignment #2 continued-(2 week class evaluation) 5 Points

2) This is a mid –course evaluation of the class thus far. Approximately (1) paragraph long about
what you like and don’t like about this course. Is the content clear? Do you understand what to
do? Is it too much work? This is to help me evaluate what needs to be changed in this class.
Please be honest! I know this is A LOT of work but keep in mind this is a 6 Unit class! You will
get 5 points for completing it!

**You may type in the comments section (You do not need to attach a word doc for this
assignment)

The new Every Student Succeed Act, signed into law last December 10, 2015, rolls back much
of the federal government’s big footprint in education policy, on everything from testing to
teacher quality to low-performing schools. And it gives new leeway to states in calling the shots.
States still have to submit accountability plans to the Education Department though. States can
pick their own goals, both a big long-term goal and smaller, interim goals. In the elementary and
middle schools, States need to incorporate at least four indicators into their accountability
systems and that includes three academic indicators: proficiency on state tests, English-language
proficiency, plus some other academic factors that can be broken out by subgroup, which could
be growth on state tests. In high school, will be judged the same set of indicators, except that
graduation rates will have to be a part of the mix.
In low-performing schools, States have to identify and intervene in the bottom 5% of
performers. These schools have to identified at least once every three years. School interventions
for the bottom 5% and for high school with high dropout rates include: come up with evidence-
based plan, monitor the turnaround effort. If the school continues to founder, after more than four
years, the State will be required to step in with its own plan. A state could take over the school if
it wanted, or fire the principal, or turn the school into a charter.
In testing, States still have to test the students in reading and math in grade 3 to 8 and
once in high school, and break out the data for whole schools, plus different “subgroups” of
students like English-learners, students in special education, racial minorities, and those in
poverty. ESSA maintains the federal requirement for 95% participation in the tests.
In standards, States are required to adopt “challenging” academic standards. That could
be the Common Core State Standards, but doesn’t have to be. The U. S. Secretary of Education
is expressly prohibited from forcing or even encouraging states to pick a particular set of
standards.
Accountability for English-language learners moves from Title III (the English-language
acquisition section of the ESSA) to Title I (where everyone else’s accountability is.) The idea is
to make accountability for those students a priority.
Only 1% of students overall can be given alternative tests and that’s about 10% of
students in special education.
In programs, a new $1.6 billion block grant consolidates dozens of programs, including
some involving physical education, Advance Placement, school counseling, and education
technology. Districts that get more than $30, 000 have to spend at least 20% of their funding on
at least one activity that helps students be safe and healthy, and part of the money can be spent
on technology.
State will no longer have to do teacher evaluation through student outcomes, as they did
under NCLB waivers. The former Teacher Incentive Fund, now called the Teacher and School
Leader Innovation Program will provide grants to districts that want to try out performance pay
and other teacher-quality improvement measures. ESSA also includes resources for helping train
teachers on literacy and STEM.
In my opinion, this is a new direction, to fully take advantage of the opportunity presented by the
Every Student Succeeds Act (ESSA), it is critical to abandon the thinking that led to previous
failed reforms and embrace a new mindset regarding the most promising strategies to improve
schools.
RETHINK the work of educators in order to provide structures that support teacher collaboration
and widely dispersed leadership.
ESTABLISH clarity of purpose regarding the collaboration.
PROVIDE ongoing feedback loops that help educators identify and address areas of strengths
and weaknesses.
CREATE conditions to allow educators to succeed at what they are being asked to do.
SUSTAIN this improvement focus and protect educators from other initiatives as they work to
become skilled in the professional learning community (PLC) process.
“With the passage of ESSA, states and local districts have an opportunity to put strategies into
place that have been proven to be the most successful at increasing student achievement." – Dr.
Richard DuFour
Even after the plans are approved, the federal government and states alike should
carefully monitor implementation efforts to determine where plans have been successful and
where changes are needed, and help build further evidence for the approaches and activities that
promote equity and lead to better results for kids. We encourage advocates, state departments of
education, and governors to use the lessons learned from this peer review process to guide
stakeholder engagement conversations and plan implementation going forward. The findings
from our independent reviews should be viewed as additional guidance from a bipartisan panel
of experts and, within the context of each state, can provide important information on how to put
in place strong statewide accountability systems that serve all students.

References:
http://mkt.solution-tree.com/opportunity-for-american-education
https://bellwethereducation.org/publication/independent-review-essa-state-plans

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Discussion Board 3

Find any article or any specifics about prop 58

Summarize it in about 1 paragraph
Include the link
Write 1 or more questions you have about implementation
What problems do you think schools will encounter?
Prop 58 - English Proficiency. Multilingual Education.

Proposition 58 will repeal the most limiting parts of Proposition 227 of 1998, which
severely restricted opportunities for multilingual education in California. It will free schools to
offer all children access to the educational program they and their parents find best for them,
regardless of the primary language spoken in the home. The research findings about language
acquisition that prompted the League to oppose Prop 227 almost 20 years ago are even stronger
now. The advantages to being multilingual, both academically and economically, are even more
clearly defined than they were in 1998: (1) Language transfers. A strong base in the primary
language leads to more rapid advancement in the secondary language for any student; (2)
Children with a strong primary language base learn a second language more easily and faster at a
young age; (3) Children who speak a language other than English at home usually do not have an
opportunity to move past a conversational level of skill in that language without assistance; (4)
There are other academic advantages to being able to think bilingually; it offers an alternative
way to thinking and addressing problems; (5) Once a child is confident of his or her ability to
master a second language, learning an additional language becomes easier; (6) In a 21st century
economy, being fluently multilingual with the ability to read, write and communicate at an
academic level is a great advantage to anyone.

Proposition 58 allows, but it does not mandate any school to offer any of a wide range of
language programs to any student and their parents. And it still allows the family to accept or
reject any program that is offered. This is important to remember, as some opposing the
proposition will say it will lead to mandatory programs for students whose home language is not
English. It will only remove the restrictive language currently in law and allow an opportunity
for various approaches to gaining English proficiency while maintaining or gaining mastery of
another language.

https://lwvc.org/vote/elections/ballot-recommendations/prop-58-english-proficiency-
multilingual-education

Questions:
(1) Will this affect teacher’s credentialing? Who are qualified to teach?
(2) What level will this start?

I believe that one problem that a school will encounter is the eagerness of the parents to also
learn and with that, the school may need a language acquisition program for the parent to provide
service in a daily basis.

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Assignment #3- Teach, Observe or write a Future lesson on the SIOP template #2
See week 1 in “lessons” tab.
Please note*** The SIOP Template #2 is only 1 page! Therefore, 3 lessons will be a total of
about 3 pages. (They might be a little more depending on the detail)
Either teach, observe, or write a future lesson plan. (The final project will be different depending
on the one you pick) The subject or class is up to you! Ideally it would be a 3 day lesson,
 however I realize that is not always possible. Fill out a SIOP #2 Template for at least the 1st of
the 3 lessons. (You may then switch to a different template if you choose!) If you are observing
you might want to print it out and bring it to the observation. After the lesson, the teacher should
be able to help you fill out the SIOP if you have questions about the standards etc. I realize that if
you are observing, the teacher will not be using this lesson plan. That is fine; just fill it out
according to the lesson observed. See the resource section for examples.

SIOP Lesson Plan Template 2

Name: ANNA JOY MARIANO Grade level: 2nd
Please highlight one: Teach now Teach in the future Observation
Standards: RF 2.3 Know and apply grade level phonics and word analysis skills to decode words; RF 2.4 Read
with sufficient accuracy and fluency; RF 2.1 Ask and answer questions such as who, what, where, when, why
and how, to demonstrate understanding of key details in the text.

Theme: * Blend phonemes * Read basic sight words in isolation and in connected text

Lesson Topic: The /ou/ sound of ow and reading words with sound options.

Objectives:
Language: The students will be able to read and spell words with the vowel teams ou and ow
that say /ou/.

Content: Flexibility in sound choices for reading. Spelling generalizations of /ou/ sound.

Learning Strategies:
(1) Instruct students to try both pronunciations when determining how to read a word and
choose the one that makes a real word. (2) Teach spelling generalizations for the /ou/ sound.
(3) Differentiation: When dictating sentences be sure students repeat the sentence in phrases
before they begin writing. If a student has difficulty recalling the whole sentence, have them
repeat and write on phrase at a time. For students who finish writing more quickly, have them
proofread it carefully and then show “everything they know” by marking up all known
concepts. You can also dictate an additional sentence for those students to write on a separate
piece of paper if time allows.
Key Vocabulary:
ou – trout - /ou/ ow – snow - /õ/ ow – plow - /ou/

Materials:
Teacher materials: Echo and baby echo (stuff toys), large sound cards, standard sound cards,
trick words flashcards, vowel team poster, large letter formation grid.
Student materials: student notebook, gel word board with magic pen
Motivation:
Large sound cards: Practice any new or challenging sounds with the large sound card. You
model these by showing the large card and saying letter-keyword-sound and having students
echo.
Standard sound cards: You and student can be the drill leader. Say letter name-keyword-sound
(for vowels and new or challenging sounds) and letter name-sound for 4-5 consonants.

Presentation:
Introduce the /ou/ sound of ow and reading words with sound options.

1. Present the ow Large Sound Card. Explain that students will now practice a new sound for
the vowel team ow.
Say: You already know that ow can say /õ/ like in snow. It can also say, /ou/ like in plow.

2. If students see an ow words they are not sure of, tell them to try both of these sounds to
determine which one makes a real word.
Ask: What are the two possible sounds of ow? ( /õ/, /ou/ )

3. Build the word snow with the Standard Sound Cards. Have a student tap out the word using
the long o sound for ow.

s n ow

4. Now, build the word brown with the sound cards. Have students tap the word out with you
using the long o sound for ow.
b r ow n

5. Tell students that because “brone” is not a word, they will need to try the /ou/ sound for
ow.

6. Have students tap out the word with the /ou/ sound. Tell the students that in this case, since
“brown” is a real word, then ow makes the /ou/ sound.

7. Using the Unit Resources, build several words with ow and have the students tap and read
them. Tell students that it can be tricky to read ow words. Some words have the /õ/ sound and
some have the /ou/ sound.

8. Explain that sometimes the /ow/ says /õ/ but when we add more letters to make a new word,
it changes to say /ou/.
10. Build the word bow with the Standard Sound Cards. Tell students that sometimes both
sounds will work in a word.
b ow
Ask: What are the two possible pronunciations of the letters b-o-w? (/bou/ and /bõ/)

11. Point out that these are both real words so you would need to hear them in a sentence to
determine which pronunciation is correct.

Practice/Application:
9. Make words to demonstrate this:
1. flow – flower
2. tow – tower
3. show – shower
4. crow – crowd
5. row – rowdy
Each time determine the sound of ow in the first word. Then add the letters to make a new
word, and determine its correct ow sound.

12. Write the following sentences on the board:

I tied the string in a bow.
We took a bow at the end of our play.
Read each sentence and ask what the sound of ow was in both sentences.

Review/Assessment:
Student Notebook entry:

Write the sentence:

Did he frown when he fell down?

Discuss the meaning, ask students when they might frown. Have the students add this word,
mark it, and add the sentence in the Vocabulary section in their Student Notebooks.

f r ow n

Have students color the keyword pictures for ou and ow in the sound section in their Student
notebook.

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Discussion Board 4

Motivation-
 Name a topic or subject you teach (or want to teach)
What is the grade level?
What is a great way to motivate your students to learn that subject? Will you use a video,
book, picture, hat, skit , game or manipulative?

Be creative! Share a fun way to motivate your students to learn!

When I had an announced observation last November with my Vice Principal, my topic was to
be able to read we, she, he, be, me in the sentence. I had it prepared for my 1st grader. As
motivation, I used the song BINGO but replaced it with topic words. Instead of just saying the
topic words to them, I sang it with them with the tunes of BINGO. It goes like this:

“There are these words you need to learn

and this this is how it goes...
we, she, he, be, me (2x)
and don’t forget you...”

My students love the tune of the song and at the same time, they’re recalling the topic with the
song. It was fun!

Assignment #4 Quiz—10 points

This is a simple 20 multiple-choice question quiz. You may attempt the quiz two times. It is open
book but you need to complete the quiz by midnight of the due date. Do NOT attempt this quiz at
the last minute. It WILL NOT BE AVAILABLE AFTER THE DUE DATE!!! Try it a day or
two before it is due to insure that you don’t have any technical difficulties the day it’s due. You
will receive feedback immediately upon taking it.

**** printed already got 7.5 out of 10*****

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Discussion Board 5

1. Give a brief summary of your final project (3 lessons) to the rest of the group. Please include
your theme (if you have one) and some activities that you are especially eager to try. If you
observed another teacher, what did you learn?

2. Share one (1) of your SIOP lessons with the class. Just pick your best to attach.
3. Do you like the SIOP model? Is it easier to use than you expected?

4. Share a teacher quote or life quote that you feel is fun or inspirational! It's OK to cheat and
Google one! :)

******
(1) I am a Resource Teacher and I handled students with Individualized Education Plan (IEP). I
follow a program to help and support my students in Reading, Writing and Math. I am thinking
of my final project would be Making a Movie; turning words into images. Students should have
a copy of Ross Gets Help book. I will read the title and ask students what they remember about
it. I will ask a student to read a paragraph. Then I will reread it, stopping to help students picture
it, “making a movie in their heads. I will ask questions to help them. I will let them draw a very
simple sketches on chart paper to represent the main events in the story and facilitate
understanding. Let them use the pictures to retell the story and then ask a student to do the same.

(2-3) I am sharing with you my SIOP Lesson Plan, please see the attached document. I like the
SIOP Model because it was easier to use. I am not familiar with this at first and quite nervous
and confuse, but when I did the first lesson I am fulfilled.

(4) “A good teacher is like a candle, it consumes itself to light the way for others.” – Anonymous
I like this quote because I believe we are not only teaching our students to learn but also giving
part of ourselves for them to become a better person.

****attached the SIOP Lesson Plan Day 1****

Assignment # 5 -20 points

Write and submit the Day 2 & 3 lesson plans. You may also include activities and strategies from
50 Strategies, and/or other resources.
**Feel free to try a different lesson template!! They are all listed in the resource section if you
don't have them in your text. This is to help YOU so find one that fits your needs
The resource tab gives you access to all 4 SIOP Templates. Some editions of your text may not
have all 4 Templates. Check these out!

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Assignment # 6- 15 points
Please follow below according to: Teach NOW, Teach FUTURE or OBSERVE a class
Final Project If you are TEACHING the lessons now
1. Check to make sure you have turned in all 3 days of your SIOP Lessons. (This should be
evident on the "grade" page.) If you are missing a lesson grade, please re-submit it with a note.
 Write a 1 -3 page reflection on your lessons. (250-750 words)
 Include a title page
Answer these questions: What worked? What would you change? Did you need more visuals?
More prep. time? Which template worked best for you? Why? You may break your refection
page down by days, or lump together as one overall assessment. If you were observing the
lessons write about what you would have done differently. Include your opinion about whether
the ELL’s were appropriately addressed.
2. Evaluate your lessons by using the SIOP Protocol evaluation rubric online. (attached in
assignments OR open from the Resources tab ) You might have to check the boxes, save it to
your computer and then attach it. This is just a check off sheet to make sure you have addressed
the SIOP components.
3. Make your own word search, puzzle, game, or worksheet to use as an extension activity to
your lesson. You may use the following websites, OR a website of your choice. Create
something that you will actually use in your classroom with your students.
www.edhelper.com
www.superkids.com
www.puzzle-maker.com

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Final Project If you are writing FUTURE lessons

1. Check to make sure you have turned in all 3 days of your SIOP Lessons. (This should be
evident on the "grade" page.) If you are missing a lesson grade, please re-submit it with a
note.
 Include a title page
Because you won't be able to "reflect," You can substitute the reflection for a 250 -750 word
essay about the SIOP model.
Include answers to these 3 questions:
 SIOP MODEL:
What is the SIOP model?
Which templates did you use?
Which templates worked best for you?
 TEMPLATE RESEARCH:
Research a different lesson template ( not the SIOP model). Compare and contrast it to the SIOP.
What other lesson templates have you used in the past?
 ELL TECHNIQUES:
Why is group and pair work important for English learners?
What can you do to ensure sufficient wait time for students to formulate expressive thought?
What have you learned for using the SIOP model to write up these future lessons?
2. Evaluate your lessons by using the SIOP Protocol evaluation rubric online. (Attached in
assignments OR open from the Resources tab) Evaluate your project using the rubric. This will
be part of your final grade for the project. You might have to check the boxes, save it to your
computer and then attach it. This is just a check off sheet to make sure you have addressed the
SIOP components. I know you haven’t taught these lessons, just check the boxes for the
components that you covered.
3. Make your own word search, puzzle, game, or worksheet to use as an extension activity to
your lesson. You may use the following websites, OR a website of your choice. Create
something that you will actually use in your classroom with your students.
www.edhelper.com
www.superkids.com
www.puzzle-maker.com

Final Project If you are OBSERVING a classroom

Write up all 3 lesson observations on the SIOP template #2.

Add what you would have done differently (example: I would have posted the standards) See the
example in the section “Sample Observation”
1. Check to make sure you have turned in all 3 days of your SIOP Lessons. (This should be
evident on the "grade" page.) If you are missing a lesson grade, please re-submit it with a note.
 Write a 1 -3 page reflection on the lessons you observed. (250-770 words)
 Include a title page
Answer these questions: What worked? What would you change? What would you do different?
Did the teacher use any of the SIOP strategies? Which strategies? Did they work well? Were the
ELL’s appropriately addressed.
You may break your refection page down by days, or lump together as one overall assessment.
2. Evaluate your observed lessons by using the SIOP Protocol evaluation rubric online.
(Attached in assignments OR open from the Resources tab) Evaluate your observation using the
rubric. This will be part of your final grade for the project. You might have to check the boxes,
save it to your computer and then attach it. This is just a check off sheet to make sure you have
addressed the SIOP components.
3. Make your own word search, puzzle, game, or worksheet to use in the future. You may use the
following websites, OR a website of your choice. Create something that you will actually use in
your classroom with your students at a later date.
www.edhelper.com
www.superkids.com
www.puzzle-maker.com

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Final Evaluation – 5 points
A final evaluation will be sent to you via email the last week of class. The University uses these
to determine how many classes they offer me. After filling it out, please email me @
LambertUCSD.edu@gmail.com
Include in the email:
 Your name:
 Course #:
 The date the evaluation was completed:
I will then post your points! 
Thank you in advance for your time.