This section will be where all course documents can be found to include syllabus, rubrics, MOODLE article, and weekly powerpoints from class.
Dialogue Discussion Assignments (Due throughout course – 90 points total [30 pts. each])
There are three dialogue assignments with other classmates on MOODLE during the course. These dialogues will be an opportunity for you to reflect on class readings and peer discussions that provide important information to help you integrate and apply what you are learning to your classroom practice. Each post you do is worth 20 points. You must respond to at least two other classmates with each response being worth 5 points. This makes each MOODLE dialogue worth 30 points. Original posts should be one page in length, typed in Times New Roman, 12 point font, and follow APA format. Responses should be ½ page in length, typed in Times New Roman, 12 point font, and follow APA format. Citations for sources should be included. Support your opinions. Please see rubric for further expectations.
Data Tracker (Due September 17th – 45 points)
Teachers will use Infinite Campus, CUM files, ELL Teachers, former teachers, etc to collect and record data on three selected ELL students creating an assessment profile on a data tracker. Profile should include a variety of data depending on the grade level of students. Examples of data to include would be: MAP, CRT, DRA, HSPE, QSI, ACCESS, WIDA Writing, SOPA, etc. Data should go back at least one full calendar year, two or more years would be most beneficial so you can examine data trends and student growth on different assessments. Please use form as given and tweak as needed.
All three data trackers will be turned in as a HARD COPY IN CLASS.
Four written assessments for elements of language: (1) Speaking, (2) Listening, (3) Reading, and (4) Writing (Due October 1st – 100 points total).
In small groups you will examine multiple assessments and discuss their validity, ease in administration, etc. using O’Malley book as a reference. Then you will devise an assessment plan as a group for your three chosen students from the Data Tracker assignment. The plan should consist of assessments you devise yourself. Your group will present the assessment plan to the class on October 1st. You will also turn in a hard copy on this night. Understanding that groups may have different grade levels in them, it may be necessary to have different leveled reading passages but you would still have the same assessment format/structure and tweaked questions for comprehension. Your assessments need to be detailed enough to analyze language acquisition for all four domains and provide information that could drive instruction in all four domains.
A hard copy will also be included in your case study and presented with specific student results during the last class when you present your Case Studies.
Case Study Paper & Presentation (Due October 22nd in class – 100 points)
You will write a case study about two of the three students you completed data trackers on and devised assessments for. You will complete those assessments, grade them, and then complete a case study report about them.
Your Case Study should include:
Your introduction page and summaries (#1,3,5) should be a MINIMUM of one page in length FOR each student.
It is extremely important that you conceal the identity of the students. Please do not reveal students’ names. Use fictitious names such as “Student A – Student B”.
PRESENTATION: You will present your written case study to a group of 3-4 peers. Your presentation should be about 15 minutes long. Please be creative in how you present your case studies so as to engage your mini-audience. You will turn in a hard copy of your entire case study On October 22nd.
Course Reflection (75 points)
This is a 500 word essay in which you reflect on what you have learned in this class. Please include citations and use APA format. Be sure to not only summarize what you have learned but include how it will impact your work with students. Due October 29th on MOODLE. Please refer to rubric for more information.
Students are expected to attend all classes as it is essential for maximum learning to occur. In emergency cases absences can be arranged with the instructor but the student will be responsible for all content missed. Each class session is worth 10 points. Points will be deducted for frequent tardiness. Five points can be made up if a class is completely missed but it is up to the student to request a make up assignment.
O'Malley, J.M., &
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement.
The course will meet face to face on the following dates:
Tuesday’s September 3rd, 10th, 17th, 24th from 4:00-7:00 P.M.
Tuesday’s October 1st, 8th, 22nd from 4:00-7:00 P.M.
Meeting Location: Bud Beasley Elementary