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Division of Teacher Education

Macomb Campus, Michigan 48038

Division: Teacher Education

Program Area: Bilingual-Bicultural/ Foreign Language/ESL Education

Course #: LED 6555-902 SIOP

Course Title: Integration of Language and Content in Language Teaching

Section #: 19258

Term/Year:

Course Location: WCS

Day: Thursdays

Time: 4:30 – 7:30pm

Class Instructor: Dr. Suchiraphon (Su) McKeithen-Polish

Office Address: TBA

Office Phone #

Cell Phone #: (586) 873-8474

E-mail: ar7077@wayne.edu; su.mckeithenpolish@gmail.com

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COURSE SYLLABUS

InTASC Standards Alignment

LED 6555

Standard 1 - Learner Development: The teachers understand how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and implements developmentally

appropriate and challenging learning experiences.

Standard 4 – Content Knowledge: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects

of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5 - Application of Content: The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative problem

solving related to authentic local and global issues.

Standard 6 – Assessment: The teacher understands and uses multiple methods of assessment to engage

learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s

decision making.

Standard 7 – Planning for Instruction: The teacher plans instruction that supports every student in

meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8 – Instructional Strategies: The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep understanding of content areas and their connections,

and to build skills to apply knowledge in meaningful ways.

Course Description:

LED 6555 is a course on the Sheltered Instruction Observation Protocol (SIOP) and Steps to a

Language–Rich Interactive classroom. It is taught in a hands-on interactive workshop format.

This course provides opportunities for students to explore a language and literacy for linguistically and

culturally diverse students (ELLs), to help K-12 teachers with instructional strategies that ensure the

academic success of ELL students. At the heart of the course, there are instructional strategy practices

adapted from SIOP (Sheltered Instruction Observation Protocol) that illustrate different ways to work

with not only ELLs but all learners. In addition, the course offers teachers opportunities to discuss their

own classroom experiences in working with ELL and struggling learning students; to explore strategies

in lessons led by the instructor; to plan, conduct, and analyze lesson plans; to analyze lessons taken from

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supplemental texts of SIOP and Language &Literacy for ELLs, including struggling learners; and to

read and reflect on overviews of related research.

Theories to Support ELL Course Content:

As indicated in the Language and Literacy for ELLs, linguistic experts like Stephen Krashen and Tracy

Terrell indicated that during language acquisition, speakers are more concerned with the meaning of the

message that they convey rather than with the word forms. Children learn a second language similarly to

the way they learn their first language. They move through stages of babbling to one-word utterances,

two-word phrases, full sentences, and then complex grammar. The instructional models that are

implemented in the classroom should reflect strategies that have stages similar to how children learn

their first language.

Another major theory about second language development is the Contextual Interaction Theory by

James Cummins, which describes how student input factors interact with instructional treatments to

reach the goals of education for English language learners. According to the Contextual Learning

Theory, there are two levels of learning, similar to an iceberg. The upper or top level contains processes

called Basic Interpersonal Communicative Skills (BICS). BICS is everyday conversational English, the

ability to understand and speak informally with friends, teachers, and parents. At this level,

conversational ability may not be intellectually demanding. English language learning students will get

to this level after about two years of exposure to English.

Similar to the lower part of an iceberg, which is under the water and much larger, the lower level is

referred to as Cognitive Academic Language Proficiency (CALP). CALP represents the reading and

writing level, or academic level. The cognitive processes involved at this level include analysis,

synthesis, and evaluation. The language processes include semantic meaning and functional meaning.

Students must master this level of proficiency in order to understand textbooks, write papers, solve math

word problems, and take tests. Research indicates ELL students can reach this level after 5-7 years of

exposure to language learning through literacy. ELL students need to have extensive exposure to

language through instructional strategies that ensure their academic success.

The Sheltered Instruction Observation Protocol (SIOP) model is a research-based instructional model

that integrates content and language instruction in a regular classroom. It is specifically designed to help

mainstream teachers teach students content in strategic ways that make the subject matter concepts

comprehensible while promoting the students’ language development. SIOP is suited for content-based

ESL courses, sheltered content classes as well as subject area classes that are part of a program

implemented work with students from diverse and learning backgrounds. Overall it is a model that has

strategies of instruction that works for all students.

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Course Outcomes:

Course Outcome Assignment(s) aligned to outcome

InTASC standard(s) aligned to outcome and assignment(s)

1. Learner Development: Recognize and examine the effective and

meaningful learning

experience of the

future teachers who

will be teaching

English learners.

The instructional

strategies that will

be taught is research

based of the

Sheltered

Instruction

Observation

Protocol - SIOP

Model strategies of

instruction that are

well suited for all

learners.

Evidenced by Assignments: Reading of assigned

texts,

1. Writing of

lesson plans

using SIOP

model,

2. Keeping a

Double-

Entry

Journal,

3. Projects of

SIOP

components

4. Content Knowledge: 8 components & 30 features of SIOP Model. WIDA Standards & Language and Literacy for ELs.

5. Application of Content:

Teachers will reflect on the reading assignments, class discussions, class

activities and create a final project that reflects the SIOP Model lesson plan and

activities.

Assessment: Teachers will use multiple

methods to monitor learner’s progress and guide them to a

better decision when it comes to teaching ELs.

2. Experience and demonstrate understanding

language and

literacy for

linguistically and

culturally diverse

students

Evidenced by Assignments:

1. Presentations of

SIOP Model,

Language &

Literacy, using

WIDA Standards

4. Content Knowledge: Teachers will have a better

understanding of the language & literacy combining with the cultural

etiquettes of ELs’ background. Students will incorporate the knowledge in their

lesson plans & activities.

5. Application of Content: Teachers will create a project

that reflects their understanding of language

and literacy for linguistically and culturally diverse

students that will include the native language resources.

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6. Assessment: Teachers understand and use multiple methods of assessment to engage learners. Key goals of assessment include:

Comprehensive review of key vocabulary

Comprehensive review of key content concepts

Regular (ongoing) feedback to students on their output

Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

Required Text(s):

1. Seidlitz, J. and Castillo, M. (2011). Language & Literacy for ELLs. San Clemente, CA: Melcast

Educational Consulting.

2. Echevarria, J., Vogt, M. & Short, D.J. (2008). Making content comprehensible for English

learners: The SIOP model. Boston, MA: Pearson.

Additional References:

1. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the

optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.

2. Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language

learners. Alexandria, VA: Association for Supervision and Curriculum Development.

3. Krashen, S. (1982). Principles and practice in second language learning and acquisition.

Oxford: Pergamon.

4. Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the

classroom. Hayward, CA: Alemany Press.

5. Echevarria, J., Vogt, M. & Short, D.J. (2008). Making content comprehensible for English

learners: The SIOP model. Boston, MA: Pearson.

Course Assignments:

4. Reading of assigned texts/articles,

5. Writing of lesson plans using SIOP model,

6. projects of SIOP components

7. Presentations of SIOP Model, Language & Literacy, using WIDA Standards

Each assignment will be evaluated based on discussions, participation and products.

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Teacher Education Grading Policy

The Teacher Education faculty members strive to implement assessment measures that reflect a variety

of strategies in order to evaluate a student's performance in a course. For undergraduates and post-

bachelor students C grades will be awarded for satisfactory work that satisfies all course requirements; B

grades will be awarded for very good work, and A grades will be reserved for outstanding performance.

[For graduate students B grades will be awarded for satisfactory work that satisfies all course

requirements; B+, grades will be awarded for very good work, and A grades will be reserved for

outstanding performance.] Please note that there is a distribution of grades from A-F within the College

of Education and that plusses and minuses are recorded and distinguish distinct grade point averages.

Graduate Grading Scale based on total percentage:

93-100 A 90-92.9 A- 87-89.9 B+ 83-86.9 B 80-82.9 B- 77-79.9 C+ 73-76.9 C Below 73 F

Undergraduate Grades: [you can also include percentages or other metrics next to the letter grades, as

applicable to your course]

93-100 A 90-92.9 A- 87-89.9 B+ 83-86.9 B 80-82.9 B- 77-79.9 C+ 73-76.9 C Below 73 F

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Rubric for Evaluating Credits:

Attendance/participation Students attended all

sessions and actively

participated in class

discussions.

(maximum 5 points)

Students missed one session

and actively participated in

class discussions.

(maximum 3 points)

Online assignments Students read all assigned

articles and write assigned

tasks.

(maximum 5 points)

Students missed one

assigned article and one

assigned task

(maximum 3 points)

H.W. assignments Students completed

assigned all h.w.

assignments and turned

them in.

(maximum 5 points)

Students missed one

assigned h.w. assignment.

(maximum 3 points)

Individual Project Students wrote two

complete lesson plans and

two activities with SIOP

components.

(maximum 20 points)

Students wrote one

complete lesson plan and

one activity with SIOP

components.

(maximum 10 points)

Group Activities Students

created/recommended two

activities that integrated all

four language skills

(reading, writing, speaking

& listening). Maximum 25

points

Students

created/recommended one

activity.

(maximum 15 points)

Group Project &

Presentation

Students presented the

completed lesson activity

with all SIOP components,

WIDA Standards and L&L.

(maximum 40 points)

No presentation

(0 point)

Assignments:

1. Reading & DEJ

2. Individual projects

3. Group/team projects/In class group activities

4. Final project/presentation

5. Reading Assignments: Class assigned & online – Total points: 10

Individual Project 1: • Write a lesson plan and create an activity that has all four components of SIOP Model: Lesson

Preparation, Building Background, Comprehensible input & strategies, including MPI.

• Write up a lesson plan for your activity

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• DUE: 3/3

Rubrics/Grading:

1. Present your activity on 3/3 – 5 points

2. Turn in the lesson plan, 3/3 – 5 points

Total points: 10 points

Individual Project 2: • Write a lesson plan and create an activity that has all components of SIOP Model: Lesson

Preparation, Building Background, Comprehensible input, strategies, Interaction,

Practice/Application, Lesson Delivery & Review/Assessment, including MPI &

Language/Literacy for ELs.

• Write up a lesson plan for your activity.

Rubrics/Grading:

3. Present your activity on 3/31– 5 points

4. Turn in the lesson plan on 3/31 – 5 points

Total points – 10

Group Activity 1: Integrating All Language Skills Think about how you will address integrating all language skills (LSRW) in your lessons.

With your group/team, recommend two activities for each language skill (listening, speaking,

reading, and writing) her/his students could do.

Rubric/Grading:

1. Team participation – 5 points

2. Activity 1 write-up – 10 points

3. Activity 2 write-up - 10 points

Total Points: 25

Group Project 2: Final Project & Presentation With your group, create a lesson plan using the WIDA Template or SIOP Model and its eight

components Record the lesson & activities on the lesson preparation sheet to be turned in. Incorporate Language & Literacy for ELLs strategies and WIDA Standards. Use checklist (p. 228) in SIOP text as a guide. Create a PowerPoint and/or activities to demonstrate your lesson.

Rubrics/Grading:

1. Lesson Plan Sheet – 10 points 2. PowerPoint presentation – 15 points 3. Lesson demonstration – 15 points

Total: 40 points

Class Participation: 5 points Total Grade Points: 100

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Class Policies:

1. Attendance: 10% of grade

2. Participation: 10% of grade

3. Assignments: 10% of grade

4. Individual Projects: 15%

5. Group Activities: 15%

6. Final presentation: 30%

Academic Dishonesty/Plagiarism

The College of Education has a “zero tolerance” approach to plagiarism and other forms of academic

dishonesty. (See Student Code of Conduct http://doso.wayne.edu/assets/student-code-of-conduct-

brochure.pdf). Plagiarism includes copying material (any more than 5 consecutive words) from outside

texts or presenting outside information as if it were your own by not crediting authors through citations.

It can be deliberate or unintended. Specific examples of academic dishonesty, including what constitutes

plagiarism, can be found in the University’s Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-

output/index.html) and Graduate Catalog (http://www.bulletins.wayne.edu/gbk-output/index.html) under

the heading “Student Ethics.” These university policies are also included as a link on Blackboard within

each course in which students are enrolled. It is every student’s responsibility to read these documents

to be aware which actions are defined as plagiarism and academic dishonesty. Sanctions could include

failure in the course involved, probation and expulsion, so students are advised to think carefully and

thoroughly, ask for help from instructors if it is needed, and make smart decisions about their academic

work.

Weekly Class Schedule:

Week Date Topic

1 1/14 Course Overview: Pre-Survey of students, goals/objectives of

Language & Literacy Instruction. Introduction of linguistically and

culturally diverse student population. Second Language Acquisition

(SLA). Assignment, Presentation and Project will be assigned.

2 1/21 Identifying Linguistically and Culturally Diverse Students (ELs).

Introduction to the Sheltered Instruction Observation Protocol

(SIOP) Model, focusing on its first component. Instructional

Strategies: presentation and group discussion. H.W. Assignment:

TBA

3 1/28 Standards and Components of Language and Literacy Instruction.

Introduction to WIDA Standards and Model Performance Indicator

(MPI). Instructional Strategies: direct instruction, group activity.

H.W. Assignment: TBA

4 2/4 SIOP & WIDA Combined: Work Smarter, Not Harder.

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Instructional Strategies: Cooperative Learning & Direct

instructions. H.W. TBA

5 2/11 Continue to explore the SIOP Model, with the focus on its

components of Building Background. Assignment: Create a lesson

plan using SIOP Model’s 2 components of Lesson Preparation,

Building Background and WIDA Standards. Instructional

Strategies: group activity, jigsaw.

6 2/18 Instruction will be online via BlackBoard. There will be articles

reading & Assignment of online posted questions.

7 2/25 Introducing 3 &4 SIOP Components: Comprehensible input and

Strategies. Assignment: Create a lesson plan using SIOP Model’s 4

components of Lesson Preparation, Building Background,

Comprehensible Input and Strategies. Instructional Strategies:

group activity, jigsaw. H.W. Assignment: using SIOP template,

create a lesson plan.

8 3/3 Continue to explore the SIOP Model’s components of Interaction

and Practice/Application. Instructional Strategies: direct

instruction and group activity. H.W. Assignment: continue to write

a lesson plan that incorporates Interaction and Practice/Application.

Individual Project #1 DUE

9 3/10 Continue to explore the SIOP Model’s component of Lesson

Delivery and Review/Assessment. Instructional Strategies: direct

instruction, individual work and group activity. H.W. Assignment:

Create a lesson plan that includes all 8 components of SIOP.

10 3/17 Instruction will be online via BlackBoard. Language Rich

Instruction in classroom, incorporating academic vocabulary. Read

posted articles and respond to posted questions on BB. H.W.

Assignment: Double Entry Journal writing.

11 3/24 The seven steps of creating a language-rich classroom and exploring

the classroom application of creating a language-rich classroom.

Instructional Strategies: direct instruction, group discussion,

interactive dialoguing, group activity and direct teaching. H.W.

Assignment: read and review steps 1-4 of creating a language-rich

classroom, from assigned text. Language-rich instruction and

classroom application. Group 2 Activities DUE.

12 3/31 Exploring the process for understanding and accessing information

from texts. Assessment implementation: discussion of reflective

instructional action and expectation for teachers & exploration of

how to measure the evidence of Language Instruction. Instructional

Strategies: individual share-out, direct instruction, and group

activity. H.W. Assignment: read assigned texts and respond.

Individual Project # 2 DUE.

13 4/7 Instruction will be online via BB. SIOP and Language and Literacy Connection to WIDA Identify WIDA standards framework components Review grade-level clusters with matching linguistic accommodations

Academic language activities; unlocking academic language, language

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map. Instructional Strategies: Online – answer online posted

questions. DEJ

14 4/14 Review SIOP and L & L connection to WIDA. Project preparation & presentation.

15 4/21 Bring it all together: SIOP, Language & Literacy, WIDA, and analyze

connection to state content standards, CCSS; Instructional Strategies:

Individual share out, group discussion, direct instruction. H.W.

Assignment: read an assigned article.

16 4/28 Post Survey. Presentation of projects. Turn in the projects.

Course evaluation.

Types of instructional strategies:

1. Group activity

2. Jigsaw activity

3. Direct instruction

4. Presentation/project

5. Online

Enrollment/Withdrawal Policy

Students must add classes no later than the end of the first week of classes. This includes online

classes. Students may continue to drop classes (with full tuition cancellation) through the first two

weeks of the term.

Students who withdraw from a course after the end of the 5th week of class will receive a grade of WP,

WF, or WN.

o WP will be awarded if the student is passing the course (based on work due to date) at the

time the withdrawal is requested

o WF will be awarded if the student is failing the course (based on work due to date) at the

time the withdrawal is requested

o WN will be awarded if no materials have been submitted, and so there is no basis for a

grade

Students must submit their withdrawal request on-line through Pipeline. The faculty member must

approve the withdrawal request before it becomes final, and students should continue to attend class

until they receive notification via email that the withdrawal has been approved.

Beginning the fifth week of class students are no longer allowed to drop but must withdraw from

classes. The last day to withdraw will be at the end of the 10th full week of classes. The withdrawal date

for courses longer or shorter than the full 15-week terms will be adjusted proportionately.

See the university webpage for full details: http://reg.wayne.edu/students/information.php

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Attention Students with Disabilities:

If you have a documented disability that requires accommodations, you will need to register with

Student Disability Services (SDS) for coordination of your academic accommodations. The Student

Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the

Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-202-

4216 (video phone). Once you have your accommodations in place, I will be glad to meet with you

privately during my office hours to discuss your special needs. Student Disability Services’ mission is to

assist the university in creating an accessible community where students with disabilities have an equal

opportunity to fully participate in their educational experience at Wayne State University.

Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder

the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best

interest to get your accommodation letters as early in the semester as possible.

Religious Observance Policy:

Because of the extraordinary variety of religious affiliations represented in the University student body

and staff, the Wayne State University calendar makes no provision for religious holidays. It is

University policy, however, to respect the faith and religious obligations of the individual. Students who

find that their classes or examinations involve conflicts with their religious observances are expected to

notify their instructors well in advance so that alternative arrangements as suitable as possible may be

worked out.

Resources for optional inclusion in course syllabi:

Wayne State University Writing Center:

The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for

students at Wayne State University. While the center serves both graduate and undergraduate

students, undergraduate students in General Education courses, including composition courses, receive

priority for tutoring appointments. The Writing Center serves as a resource for writers, providing

tutoring sessions on the range of activities in the writing process – considering the audience, analyzing

the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing

documentation. The Writing Center is not an editing or proofreading service; rather, students are

guided as they engage collaboratively in the process of academic writing, from developing an idea to

correctly citing sources. To make an appointment, consult the Writing Center website:

http://www.clas.wayne.edu/writing/.

To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-

One Tutoring) http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.