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DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION

SYLLABUS

FALL 2017

I. COURSE NUMBER/SECTION: EDBE 5590 Sections 026, 030

TITLE: Pedagogy of English as a Second Language for EC-12 Classrooms

II. INSTRUCTOR: Dr. Ricardo González-Carriedo

OFFICE: Matthews Hall, 218 T

E-MAIL: [email protected]

PHONE (O): 940-565-2514

OFFICE HOURS: Monday through Thursday from 9 am to 12 pm (Also available by appointment)

III. TEXTS, READINGS, AND RESOURCES

Readings from Required Text:

Echeverria, J., Vogt, M., & Short, D. (2017). 5th edition. Making Content Comprehensible for English Learners: The SIOP Model. White Plains, NY: Pearson Education.

Required Resources

Texas Essential Knowledge and Skills (TEKS):

http://tea.texas.gov/index2.aspx?id=6148

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http://www.coe.unt.edu/conceptual-framework

English Language Proficiency Standards and Language Proficiency Indicators:

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

Web Links listed in this syllabus.

Recommended Text

Echeverria, J. Vogt, M., & Short, D. (2015). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston, MA: Allyn and Bacon.

IV. COURSE DESCRIPTION

This course is designed to facilitate an examination of appropriate procedures and materials for academic content instruction and language development for English Language Learners (ELLs). Topics to be explored include structured and unstructured techniques for teaching EL’s, the relationship between oral language development and literacy skills, the development of literacy skills in English for students who are not literate in the first language, and methods for effective sheltered English instruction. Required: 15 hours of early clinical experiences in a classroom.

Course Overview and Introduction This course is intended to prepare pre-service teachers to serve English learners (ELs) from early childhood to grade 12. The contents of this course are aligned to three sets of standards that address instructional planning, instructional strategies, language development, content development, materials, resources, technological tools, and early clinical experiences.

V. COMPETENCY AND STANDARDS - BASED LEARNING

The objectives of this course are aligned to these standards:

a) Texas Education Agency’s standard and competencies for certification in ESL Education related to this course. The State of Texas assesses pre-service teachers on their knowledge of these competencies using the TExES ESL Supplemental exam.

b) Teacher Education and CAEP INTASC standards,

c) Teachers of English for Speakers of Other Languages (TESOL) national standards, and

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http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

ENGLISH AS A SECOND LANGUAGE TEXAS STATE STANDARD: Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.

CAEP INTASC STANDARDS

1. Learner development

2. Learning differences

3. Learning environments

4. Content knowledge

5. Application of Content

6. Assessment

7. Planning for instruction

8. Instructional strategies

9. Professional learning and ethical practice

10. Leadership and collaboration

TEACHERS FOR SPEAKERS OF OTHER LANGUAGES (TESOL) STANDARDS: Domain 3: Planning, implementing and managing instruction: Standard 3.a. Planning for Standards-Based ESL and Content Instruction Standard 3.b. Implementing and Managing Standards-Based ESL and Content Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction

STANDARDS SUB-COMPETENCIES CORRESPONDING ASSIGNMENT

TX STATE ESL Domain I

Language Concepts and Language Acquisition

Competency 002

The ESL teacher understands the processes of first (L1)

C. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition.

D. Analyzes the interrelatedness of

Wk 1

https://quizlet.com/689972/flashcards

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and second (L2) language acquisition and the interrelatedness of L1 and L2 development.

TESOL Standard 1.b. Language Acquisition and Development

first and second language acquisition and ways in which L1 may affect development of L2.

E. Knows common difficulties (e.g. idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by EL students in learning English and effective strategies for helping students overcome those difficulties.

Wk 2

Ch.1 Introducing the SIOP Model

and discussion forum about ELs difficulties

Wk 3

Test 1. Chapter 1 contents related to the standards and sub-competencies.

TEXAS State ESL Domain II

ESL Instruction and Assessment

Competency 003

The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective developmentally appropriate instruction.

INTASC Standard 7

Planning for Instruction

A. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the domains of listening, speaking, reading and writing.

TEKS: Texas Essential Knowledge and Skills (for classroom students in grades K-12

ELPS: English language

Wk 4

Ch.2 Lesson Preparation

Assignment

Development of 4th grade ELA with content objectives with TEKS and language objectives with ELPS

4

TESOL Domain 3, Standard 3.a. Planning for Standards-Based ESL and Content Instruction.

proficiency standards (for classrooms students in grades K-12

TEXAS State ESL Domain II, B ESL Instruction and Assessment

Competency 003

The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective developmentally appropriate instruction.

INTASC Standard 8

Instructional Strategies

B. Knows effective instructional methods and techniques for the ESL classroom, selects and uses instructional methods, resources, and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs.

Wk 5

SIOP Chapter 3- Building background and Chapter 4- Comprehensible input

Discussion forum

Sharing of activities and materials related to Ch. 3 and 4.

Competency 004

The ESL teacher understands how to promote students’ communicative language development in English.

INTASC Standard 7


INTASC Standard 8


TESOL Standard 3.a. Planning for Standards-

C. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in critical thinking and fostering students’ communicative competence.

Wk 7

Chapter 6 - Interaction

Discussion Forum

5

Based ESL and Content Instruction

TESOL Standard 3.c.

Using Resources and Technology Effectively in ESL and Content Instruction

D. Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning.

Wk 6

Chapter 5 – Strategies

Assignment

Digital Storytelling

INTASC Standard 2. Learning differences

INTASC Standard 3. Learning environments

INTASC Standard 8,


E. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations.

Wk 10

Chapter 8 - Lesson Delivery

Assignment

Reading and Writing Comprehension book project

ESL Domain II


INTASC Standard 7


INTASC Standard 8


F. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the proficiency level descriptors for beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains.

Wk 4

Chapter 2- Lesson Preparation

Assignment

Development of 4th grade ELA content objectives with TEKS and language objectives with ELPS

Competency 004

The ESL teacher understands how to promote students’ communicative language

G. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich,

Wk 7

Chapter 6- Interaction

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development in English.

INTASC Standard 1

Learner Development


comprehensible language environment with supported opportunities for communication in English.

Discussion Forum

Competency 004


A. Applies knowledge of practices, resources and materials that are effective in promoting students’ communicative competence in English.

Wk 7

Chapter 6- Interaction

Discussion Forum

INTASC Standard 1

Learner Development

INTASC Standard 8



D. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students’ oral language proficiency in English in accordance with the ELPS.

Wk 6

Chapter 5- Strategies

Assignment

Digital Storytelling Video to develop writing and oral language proficiency.

INTASC Standard 8


E. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2.

Wk 10


Assignment

Reading and Writing Comprehension

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book project

Competency 4


INTASC Standard 1

Learner development

INTASC Standard 2

Learning differences


F. Applies knowledge of individual differences to select focused, targeted and systematic second language acquisition instruction to English language learners in grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening and/or speaking in accordance with the ELPS.

Wk 8

Chapter 7 – Practice and Application

Assignment

Language Objectives and Strategies

ESL Domain II


Competency 4


INTASC Standard 1

Learner development

INTASC Standard 6.

Assessment

G. Knows how to provide appropriate feedback in response to students’’ developing English skills.

Wk 11

Chapter 7 – Review and Assessment

Assignment

Discussion Forum

8


ESL Domain II


INTASC Standard 5

Application of Content

INTASC Standard 8


A. Knows factors that affect ESL students’ reading comprehension (e.g. vocabulary, text structures, and cultural references) and applies effective strategies for facilitating ESL students’ reading comprehension in English.

Wk 10


Assignment


Competency 5

The ESL teacher understands how to promote literacy development in English.

INTASC Standard 8


B. Knows personal factors that affect ESL students’’ English literacy development (e.g. interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors.

Wk 12

Chapter 10 – Issues of Reading and Special Education for ELs.

Assignment

Standards, objectives, and linguistically accommodated content-based activities.

Competency 6:

The ESL teacher understands how to promote students’ content-area learning, academic language development and achievement across the curriculum.

A. Applies knowledge of effective practices, resources, and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded to the students’’ levels of English-language proficiency; engaging students in critical thinking; and developing students’ cognitive academic language across the

Wk 12

Chapter 10 – Issues of Reading and Special Education for ELs.

Assignment

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INTASC Standard 5


INTASC Standard 4

Content knowledge

content areas. Standards, objectives, and linguistically accommodated content-based activities.

INTASC Standard 4

Content knowledge

INTASC Standard 5


INTASC Standard 8


B. Knows instructional delivery practices that are effective in facilitating ESL students’ application of various learning strategies to introduce and/or reinforce concepts across content areas.

Wk 10


Assignment

Reading and Writing Comprehension book project.

INTASC Standard 3

Learning environments

INTASC Standard 7


TESOL Standard 3.a. Planning for Standards-Based ESL and Content Instruction.

Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.

Wk 10


Assignment


INTASC Standard 2

Learning differences

INTASC Standard 7

Candidates plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Wk 12

Chapter 10 - Issues of Reading and Special Education for ELs

10


TESOL Standard 3.a. Planning for Standards-Based ESL and Content Instruction.

Assignment

Standards, objectives, and linguistically accommodated content-based activities.

TESOL Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction.

Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing.

Wk 10


Assignment


V. TECHNICAL REQUIREMENTS/ASSISTANCE The following information has been provided to assist you in preparation for the technological aspect of the course.

UNT Help Desk: http://www.unt.edu/helpdesk/index.htmHardware and software necessary to use Blackboard Learn: http://www.unt.edu/helpdesk/bblearn/Browser requirements: http://kb.blackboard.com/pages/viewpage.action?pageId=84639794Computer and Internet Literacy: http://clt.odu.edu/oso/index.php?src=pe_comp_litNecessary plug-ins: http://goo.gl/1lsVF Internet Access with compatible web browser Headset/Microphone (if required for synchronous audio and video calls) Word Processor

Minimum Technical Skills Needed: Using the learning management systemUsing email with attachments

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http://www.unt.edu/helpdesk/index.htm

Developing and submitting files in commonly used word processing formatsCopying and pastingDownloading and installing softwareUsing spreadsheet programs

VII. ACCESS AND NAVIGATION

Log in Information

By now you used your EUID and password to log on to the course in https://learn.unt.edu .

Student Resources

Locate the “UNT Helpdesk” tab at the top of the Blackboard Learn window. This provides links to student resources related to technical information and instruction and how to contact the Help Desk if assistance is needed.

Take the Blackboard Learn Student Orientation. It is recommended that you become familiar with the tools and tutorials within the Orientation to better equip you in navigating the course.

Blackboard’s On Demand Learning Center for Students . It is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course.

To Be A Successful Online Student:

What Makes a Successful Online Student? (Click to open the web link)

Self-Evaluation for Potential Online Students (click to open the web link)

How the Course is Organized

This course is divided into 15 weeks of assignments described in folders in Blackboard under the WEEKLY ASSIGNMENT menu item. The assignments include: discussion forums, text readings, web links, videos, one test, an electronic book, a video, a thematic unit, and 15 hours of early clinical experiences in an ESL classroom. The assignments are closely linked to three set of standards and competencies for teacher preparation.

What Students Should Do First

To start the course, go to the home page of Blackboard and click on the START HERE icon. In there you will find instructions about how to get started.

How to Proceed Each Week of Class

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The course has a summary of assignments and detailed instructions for each week. Follow the steps for each assignment, carry out the assignments, and meet the established deadlines.

Course Requirements

Purchase your texts. Purchase a TK20 account at www.coe.unt.edu/tk20 if you do not have one yet

so that you can upload the Thematic Unit which is the key assignment of the course.

Apply for and complete 15 hours of pre-clinical experiences in a classroom. UNT will find a placement for you or you can find your own placement as well.

Transmit only WORD documents via Blackboard that are of high quality and that evidence creativity and thought;

Demonstrate professional attitudes and dispositions toward each other during discussions;

Use the UNT library and open source resources to supplement your learning.

Complete all weekly assignments if they will carry a grade or not. Any documents that need to be turn in will need to be in WORD. Assignments will be due on Fridays by 11:59 pm.

Attendance Requirements

Attendance to an online course is defined as completing all the assignments weekly and by the deadline.

Late Work Policy

If the deadline is missed work will be accepted if the student communicates with the instructor ahead of time describing the reason for the lateness or lack of participation. Extensions for assignments will be granted by the instructor on a case by case basis. If no communication happens ahead of time because of an emergency, death in the family, illness of self or a family member, a copy of the obituary or a doctor’s excuse (if self) will be required.

Semester Drop Dates

If for any reason you have to drop the course, deadlines and information can be found at the Registrar’s Office at: http://essc.unt.edu/registrar/schedule .

Support for Students with Disabilities

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http://essc.unt.edu/registrar/schedule

http://www.coe.unt.edu/tk20

This course has been designed to make content accessible to students of different styles of learning. For example, it includes PP presentations with graphics, PDF documents that can be accessed using the reader tool, textbook readings, articles, and different external web links related to course contents. Additionally, UNT provides academic adjustments and auxiliary aids to individuals with disabilities. If you need a reasonable accommodation because of a disability to fully participate in this course, please contact the Office of Disability Accommodation at 940-565-4323. Please make the request during the first week of class or as soon as possible to allow sufficient time to obtain authorized documentation and to arrange the reasonable accommodation. http://www.unt.edu/oda or http://disability.unt.edu/services/taglines

Student Technical Support

The University of North Texas provides technical support in the use of Blackboard. The student help desk may be reached at: [email protected], phone: 940-565-2324, or in person at UNT Sage Hall, Room 130. Regular hours are maintained to provide support to students. Please refer to the website http://www.unt.edu/helpdesk/hours.htm for updated hours.

Other UNT Support Services

The Graduate Student Advising Office

Office of the Registrar: http://registrar.unt.edu/registration

Student Financial Aid and Scholarships: http://financialaid.unt.edu/

Counseling: http://studentaffairs.unt.edu/counseling-testing-services

VIII. COMMUNICATION

To communicate with me the preferred method will be via email messages in Blackboard. To answer your messages I will log on the course once per day.

If you want an immediate response you can do the following: call my office, call my cell phone, send me a text message, or send me an email to [email protected]. I check this account daily.

Eagle Connect

Official correspondence between UNT and students is conducted via Eagle Connect. Check your account often which should end with @my.unt.edu.

Netiquette

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mailto:[email protected]

http://www.unt.edu/oda

Please observe the following Netiquette Guidelines during the discussions and email messages:

1) Tone down your language. Given the absence of face-to-face clues, written text can easily be misinterpreted. Avoid the use of strong or offensive language and the excessive use of exclamation points. If you feel particularly strongly about a point, it may be best to write it first as a draft and then to review it, before posting it, in order to remove any strong language.

2) Keep a straight face. In general, avoid humor and sarcasm. These frequently depend either on facial or tone of voice cues absent in text communication or on familiarity with the reader.

3) Be forgiving. If someone states something that you find offensive, mention this directly to the instructor. Remember that the person contributing to the discussion is also new to this form of communication. What you find offensive may quite possibly have been unintended and can best be cleared up by the instructor.

4) The recorder is on. Think carefully about the content of your message before contributing it. Once sent to the group, there is no taking it back. Also, although the grammar and spelling of a message typically are not graded, they do reflect on you, and your audience might not be able to decode misspelled words or poorly constructed sentences. It is a good practice to compose and check your comments in a word-processor before posting them.

5) Test for clarity. Messages may often appear perfectly clear to you as you compose them, but turn out to be perfectly obtuse to your reader. One way to test for clarity is to read your message aloud to see if it flows smoothly. If you can read it to another person before posting it, it will be even better.

6) Netspeak. DO NOT TYPE IN ALL CAPS. This is regarded as shouting and is out of place in a virtual environment. Acronyms and emoticons (arrangements of symbols to express emotions) are popular but excessive use of them can make your message difficult to read.

IX. GRADING

I will grade the assignments that have a number of points listed next to them in the Summary of Assignments table below. I will grade one lesson plan ahead of time to make sure that it is following the requirements and the sequence for the thematic unit. Once feedback is provided use that lesson plan as a model to develop the others.

You will be able to view your individual grades and check your progress in the online gradebook in Blackboard. The most points to earn are 100. Any extra credit points you earn will be added to the 100. Below is the grade scale for the course, the assignments’ summary, and a detailed description of each weekly assignment.

The grading scale for this course is:

90 - 100 = A

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80 - 89 = B

70 - 79 = C

60 - 69 = D

59 and below F

X. ASSIGNMENTS

The course is equivalent to a three-hour credit graduate level course and it consists of 15 assignments that represent a variety of activities, such as: pre-clinical observations, discussions, readings, videos, tests, using web links, papers, and the thematic unit key assignment. Each assignment is related to one or more standards or competencies which establish the learning expectations.

The pre-clinical experiences consist of 15 hours of observations in a classroom between grades PreK-6 to better understand how other teachers teach English learners. A guide related to this course will be provided by the instructor to record the observations and to log the hours. To request placement in a school do the following:

a. Apply for placement through the COE Clinical Practice Office website at: http://www.coe.unt.edu/clinical-practice-office/application-forms. Applications for placement must be completed by the end of the second week of class.

b. You will be informed through Eagle Connect email about tentative placement as it is received from each school district.

c. You will be informed about how to complete the Criminal Background Check

for access to students in the assigned district.

d. The College of Education’s (COE) Office Clinical Practice does not accept late applications or late criminal background forms. If you miss the application deadline you will be responsible for identifying a classroom with ELLs. You can also seek your own placement by completing a background check and an application for observations at school districts that have a link available in their Human Resources webpage. Ex. Northeast ISD, Fort Worth ISD and others.

Extra credit points

Opportunities for extra-credit will be announced throughout the semester.

XI. DETAILED DESCRIPTION OF REQUIRED ASSIGNMENTS

Week 1

Learning expectations

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http://www.coe.unt.edu/clinical-practice-office/application-forms

ESL Domain I, Standard 002 Sub-competencies:

C. Can recognize the cognitive processes involved in synthesizing and internalizing language rules for second-language acquisition.

D. Can analyze the interrelatedness of first and second language acquisition and ways in which L1 may affect development of L2.

TESOL Standard 1.b. Can describe the concept of Language Acquisition and Development

Activities to accomplish this week

1. Complete the zip code survey if you live 50 or more miles from UNT.2. Introduce yourself using the discussion forum link. Tell us about you, your

family, your interests, your travels overseas if any, and your experiences teaching ELL students if any. Attach a picture of yourself in your profile.

3. Review the syllabus and the Post Bac Handbook.4. Order your textbook. You will need it for the test on week 3.5. Use this web link, https://quizlet.com/689972/flashcards, to review the concepts

and definitions related to the standards. Click on the upper right hand corner and the lower right hand corner of each card to see a concept and the corresponding definition.

Week 2 Discussion Forum





E. Can demonstrate knowledge about common difficulties (e.g. idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by EL students in learning English and effective strategies for helping students overcome those difficulties.



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1. If needed, purchase a TK20 Account at www.coe.unt.edu/tk202. Purchase your text.3. If already available, apply for school placement for the pre-clinical experiences at:

http://www.coe.unt.edu/clinical-practice-office/application-forms4. Review Text Chapter 1 - Introducing Sheltered Instruction.5. Read the information about learning about your students’ backgrounds. When

you reach the end of the page you will see the sub-title Reaching Out that links to a video where Pat Mora explains how to support English Learners (ELs) and their families, http://www.colorincolorado.org/article/learning-about-your-students-backgrounds

6. Read the information about language transfer at: http://en.wikipedia.org/wiki/Language_transfer

7. Using the second discussion forum link start a thread to share with your classmates one difficulty that ELs may experience in the classroom when learning English and how you as the teacher can address the difficulty. Comment on the posts of two classmates.

8. Evaluation: Demonstrate in the discussion forum knowledge about common difficulties experienced by ELs when learning English and effective strategies for helping these students overcome those difficulties.

Week 3 Test





E. Can demonstrate knowledge about common difficulties (e.g. idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by EL students in learning English and effective strategies for helping students overcome those difficulties.



1. Review for Test 1 about chapter 1, first and second language acquisition, language transfer, relationship between L1 and L2, difficulties experienced by ELL students when learning English, academic language and literacy (pg. 12, 13), effective instruction for ELs (pg. 15), Content-based ESL (Fig. 1.3 pg.16), ELs diverse characteristics (Fig. 1.1 pg. 5), learning about your students’ backgrounds (Pat Mora’s video), effective SIOP instruction (pgs. 2-0-23), and other concepts

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http://en.wikipedia.org/wiki/Language_transfer

http://www.colorincolorado.org/article/learning-about-your-students-backgrounds

http://www.colorincolorado.org/article/learning-about-your-students-backgrounds

http://www.coe.unt.edu/tk20

related to the standards. 2. Using the link in this week’s folder take a test (multiple choice and true/false). 3. Evaluation: Demonstrate your knowledge about the standards and sub-

competencies in the test.

Week 4 List of 8 Objectives

Learning Expectations

ESL Domain II, C. 003

A. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the domains of listening, speaking, reading, and writing.

F. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the proficiency level descriptors for beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains.

INTASC Standard 7 - Planning for Instruction

TESOL Domain 3, Standard 3.a. - Planning for Standards-Based ESL and Content Instruction


1. Review text Chapter 2 - Lesson Preparation2. Become familiar with the TEKS which are the academic standards that all

students are expected to meet: http://tea.texas.gov/index2.aspx?id=61483. Become familiar with the English language proficiency standards (ELPS).

Required by 19 Texas Administrative Code Chapter 74 they outline English language proficiency level descriptors and student expectations for English Learners (ELs). Use this ELPS Academy document as it provides the framework for their use. Focus on p.20, 21, and 22 to understand how to accommodate instruction for ELs based on their proficiency level, language skill, and grade level: https://www.region10.org/r10website/assets/File/ELPSResourceSupplementJan2012.pdf

4. Now focus on reviewing the English language arts and reading TEKs for grades K to 5 found at: http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

5. Select a story book for 4th graders. 6. Select four TEKs for 4th graders, one related to reading, another to listening,

another to speaking, and the 4th one to writing, http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

7. Now develop four content objectives that correspond to each TEK and contents of the story book.

8. Now develop the four language objectives that correspond to ELPS and story

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http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

https://www.region10.org/r10website/assets/File/ELPSResourceSupplementJan2012.pdf



book as follows: one related to listening for a beginning level EL, a second one related to speaking for an intermediate level ELs, a third related to reading for an advanced level ELs and the 4th one related to writing for advanced high level ELs. CAUTION: Language objectives related to reading, listening, speaking, writing and language structures and functions: https://www.region10.org/r10website/assets/File/ELPSResourceSupplementJan2012.pdf

9. Turn in your eight objectives to your instructor for a grade.10. Evaluation: Knowledge gained related to TEKS, ELPS will be evident in the

content and language objectives.



ESL Domain II, C. 003, B - Knows effective instructional methods and techniques for the ESL classroom and selects and uses instructional methods, resources, and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs.

INTASC Standard 8 - Instructional Strategies


1. Review text Chapter 3 - Building Background and Chapter 4 - Comprehensible Input.

2. Read the information about ideas for building background at http://www.colorincolorado.org/article/connect-students-background-knowledge-content-ell-classroom

3. Use the 4 content objectives you developed earlier to write one building background activity for each.

4. Use the 4 content objectives you developed earlier to write one comprehensible input activity for each.

5. In the discussion forum share your 8 activities with your classmates and recommend materials that can be used for the 8 activities of one classmate.

6. Keep your list of activities and materials as an artifact for your Part A or Part B Portfolio to support INTASC Standard 8.

7. Evaluation: Demonstrate knowledge of activities to promote comprehensible input and appropriate materials in the discussion forum.

Week 6 Digital Storytelling Video


ESL Domain II, C. 003,

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http://www.colorincolorado.org/article/connect-students-background-knowledge-content-ell-classroom

http://www.colorincolorado.org/article/connect-students-background-knowledge-content-ell-classroom



D - Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning.

INTASC Standard 1 - Learner Development

INTASC Standard 8 - Instructional Strategies


TESOL Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction


1. Review text Chapter 5 - Strategies Earlier you developed four content objectives that correspond to 4th grade ELA TEKS and a story book. Now use the story book to plan and develop a digital storytelling (text p.133) of about 20 frames using IMovie (Apple computers) or Media Player (Desktop computers). You can Google specific instructions about how to create the digital storytelling (video).

2. The digital storytelling will be up to four minutes in length and should include background music, still or moving pictures, narration, and about 20 frames as follows:

3. (1, 2) The Title and Author of the book, and copy of the cover page, (3) a speaking objective, (4) a writing objective, (5, 6, 7) the characters and their pictures, (8, 9) the setting and a picture, (10, 11) the plot and a picture, (12, 13) the conflict and a picture, (14, 15) the resolution and a picture, (16, 17, 18) three follow up questions about point of view, emotional content, and opinions, (19, 20) credits and date of production. Keep the story running smoothly in a way that the reader can follow.

4. Convert the file in a web link to paste on a page and upload it in YouTube. Make it available to the public so that I can watch it. You can make it private later. If you do not have a YouTube account you will need to create one.

5. Evaluation: Demonstrate knowledge of the integration of technology by creating and publishing a digital storytelling.



ESL Domain II, C 004

A. Applies knowledge of practices, resources and materials that are effective in promoting students’ communicative competence in English.

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G. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.

TESOL Standard 3.a. Planning for Standards-Based ESL and Content Instruction



1. Review text Chapter 6 - Interaction 2. Watch the video about Cooperative Learning to Increase Classroom Interaction at:

http://www.youtube.com/watch?v=15djwsGc4Wg3. Read the information about L2 methods and approaches at:

http://moramodules.com/ALMMethods.htm. Focus on communicative Competence, TPR, Community Language Learning, and the Natural Approach.

4. Access the article by Dr. Guccione and read it to learn more about oral language development of ELLs: http://www.colorincolorado.org/article/50910/

5. In the discussion forum share 4 multilevel activities and 4 collaborative activities for the 4 content objectives you developed earlier. These will help differentiate instruction (pg. 169) for students of different language levels. Share those 8 activities with your classmates. Comment on the activities of 2 classmates.

6. Evaluation: Demonstrate in the discussion forum, knowledge about developing activities to differentiate instruction and promote collaboration.

Week 8 List of 12 Objectives and Activities



F. Applies knowledge of individual differences to select focused, targeted and systematic second language acquisition instruction to English language learners in grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening and/or speaking in accordance with the ELPS.

G. Understands the role of the linguistic environment and conversational support in second-language development, and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English.

INTASC Standard 1 – Learner development

INTASC Standard 2 - Learning differences


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http://moramodules.com/ALMMethods.htm

http://www.youtube.com/watch?v=15djwsGc4Wg

1. Review text Chapter 7 - Practice and Application2. Earlier you developed four language objectives that correspond to ELPS and a

story book. One objective was related to listening for a beginning level EL. Now develop three more listening objectives: one for intermediate, one for advanced, and the third for advanced high level ELs that focus on working in collaborative groups to develop social and conversational language skills.

3. Earlier you also developed one language objective related to speaking for intermediate level ELs. Now develop three more speaking objectives: one for beginning, another for advanced and the third for advanced high level ELs that focus on building interaction and communicative competence (oral language).

4. Use the 6 new language objectives to develop 6 higher order-thinking strategies or activities (one for each) based on the proficiency levels of students that would facilitate meeting the objectives.

5. Turn in to your instructor the 6 language objectives and the 6 corresponding higher order thinking skill strategies/activities.

6. Keep your list of objectives and activities as an artifact for your Part A or Part B Portfolio to support INTASC Standard 1 or 2.

7. Evaluation: Demonstrate knowledge about fostering students’ communicative competence, higher order thinking, and others in the objectives strategies/activities developed.

Week 9 Electronic Book



E. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations


A. Knows factors that affect ESL students’ reading comprehension (e.g. vocabulary, text structures, and cultural references) and applies effective strategies for facilitating ESL students’ reading comprehension in English.

INTASC Standard 2. Learning differences

INTASC Standard 3. Learning environments

INTASC Standard 8. Instructional strategies

TESOL Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction


1. Review the information in the text Chapter 8 – Lesson Delivery

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2. Watch video about the SIOP Model Lesson Delivery at: https://www.youtube.com/watch?v=lVGbz4EqyGs

3. Watch video about teaching reading comprehension to ELs at https://www.youtube.com/watch?v=s4A85oOjZW0

4. Watch this video about using games to build reading comprehension:https://www.youtube.com/watch?v=qDSwvFL3mdQ

5. It is important that you get to know your students and any difficulties they may have to succeed in school. The use hands on activities and manipulatives are effective tools to enhance reading and writing comprehension skills. You as a future teacher will create an electronic book (10 pages excluding covers prologue, dedication, etc.). You can use it later as a model for your students to develop their own. Choose one of the following topics or generate your own:a. what is the elementary education systems like in three different cultures.b. write a book about your own culture. Illustrate it with a video, a song, a piece

of art, a family photo, favorite pastimes, favorite foods, values, and beliefs.c. a very important concern in the world such as: hunger, poverty, the

environment, animal destruction, contaminated water, or the lack of understanding among cultures, world peace, etc.

d. use oral interviews and descriptions from family members and friends about what life was like 20 years ago in their place of origin.

e. about life in school using interview content and pictures from teachers, students, volunteers, and other school personnel.

6. Turn in the electronic book to your instructor.

7. Evaluation: Demonstrate knowledge about how to enhance students’ reading and writing comprehension skills by writing an electronic book.



ESL Domain II, C 003 - ESL Instruction and Assessment

G. Knows how to provide appropriate feedback in response to students’’ developing English skills.

INTASC Standard 6. Assessment

INTASC Standard 1. Learner Development



1. Read text Chapter 9 - Review and Assessment 2. Focus on the ideas to provide regular feedback to students based on their progress

of acquiring language skills, text pages 232-233.

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https://www.youtube.com/watch?v=qDSwvFL3mdQ

https://www.youtube.com/watch?v=s4A85oOjZW0

https://www.youtube.com/watch?v=lVGbz4EqyGs

3. Use one of the language objectives and one of the content objectives that you wrote initially and develop assessment activities and a rubric or a checklist for each one.

4. In the discussion forum share them with your classmates and provide another assessment idea to one of the objectives of one of your classmates.

5. This is an example, Language Objective: The students will be able to read accurately the story about the rainforest in Brazil.Assessment Activity: The student will demonstrate that he/she can read the story about the rainforest in Brazil accurately by not making any pronunciation or fluency errors. Measure: Reading Accuracy Checklist

Reading Accuracy Checklist

___________A= The student read the entire book accurately

___________B = The student read most of the book accurately but made sporadic errors.

___________C= The student had difficulty reading the book.

___________D = The student’s reading skills are poor and he/she

made many pronunciation errors.

___________F= The student could not read any words.

Comments about instructional recommendations and follow up instruction:

OR

Measure: Reading Accuracy Rubric

Rubric for Reading Accuracy

Criteria Progress Indicators

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Reading accuracy

Poor Fair

Developing Good Excellent

F= 0 D = 1 C = 2 B = 3 A = 4

The student could not read any words.

The student’s reading skills are poor and he/she

made many pronunciation errors.

The student had difficulty reading the book.

The student read most of the book accurately but made sporadic errors.

The student read the entire book accurately

Comments about instructional recommendations and follow up instruction:

6. Evaluation: Demonstrate knowledge about assessment activities and ways to measure student progress by using two objectives, developing two activities, and developing corresponding measures.

Week 11 Standards, objectives, and linguistically accommodated

content-based activities



C. Candidates plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.


A. Applies knowledge of effective practices, resources, and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded to the students’’ levels of English-language proficiency; engaging students in critical thinking; and developing students’ cognitive academic language across the content areas.

INTASC Standard 7 Planning for Instruction

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INTASC Standard 8 Instructional Strategies



1. Review text Chapter 10 - Issues of Reading Development and Special Education for English Learners.

2. By now you have a full English language Arts and Reading lesson plan with a variety of language objectives related to students proficiency levels and ELPS, content objectives related to an ELA and Reading TEK, activities for oral and communicative competence development, writing skills, comprehensible input, and some ways to assess and measure the objectives.

3. Although not all the SIOP features were included you can use this plan as a model to develop the other lesson plans related to mathematics, science, and social studies content areas. You can still incorporate other features in these. To practice developing accommodated, sequenced, and scaffolded activities for ELs you will select a 4th grade social studies TEK (student expectation) and a reading ELP (student expectation). Select social studies content materials, write one content objective and one language objective.

4. The main task this week is for you to design 4 linguistically accommodated content-based activities that will help ELs understand the social studies content. For example, you may include pre-teaching key vocabulary, applying prior experiences to new concepts, include scaffolding activities such as sentence frames (pg. 261), include learning strategies such as highlighting key information, and include strategies for providing native language support with the use of a bilingual dictionary.For other ideas you can refer back to the documents related to ELPS and Proficiency Level Descriptors.

5. Turn in to your instructor a social studies TEK, an aligned content objective, an ELP, an aligned language objective, and 4 linguistically accommodated content-based activities.

6. Evaluation: Demonstrate knowledge about designing content and language instruction by developing linguistically accommodated content-based activities.

Week 12 Finish developing the social studies lesson plan

Early clinical experiences



A. Knows applicable TEKS and ELPS and knows how to design and implement appropriate instruction to address the proficiency level descriptors for beginning, intermediate, advanced and advanced-high levels in the listening and speaking reading and writing domains.

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1. If you have secured a school placement please conduct your early clinical observations. A guide is provided in the content page and in this Week 13 folder. The teacher signed time log and the typed observations in WORD will need to be uploaded in TK20 at any time until the last day of this course on May 5th.

2. Watch the video about preparing an Engaging Lessons for English Language Learners (ELLs), http://www.colorincolorado.org/article/35950/

3. Use the Thematic Unit assignment description provided for development instructions. It can also be found in TK20 along with the rubric.

4. Please use the lesson plan template to finish designing the social studies lesson plan. Exclude the College and Career Readiness Standards.

5. Use the same template to develop the other lessons. 6. Make sure that there is a clear alignment between the TEKs’ student expectations

and the content objectives as well as ELPS and language objectives. The same alignment needs to be present in the assessment activities and in the teacher and student activities. I am providing a sample lesson plan for you to visualize the expectations.

7. If you would like additional clarification just contact me and I will be glad to provide feedback.

Week 13 Develop a science lesson plan







1. If you have secured a school placement please conduct your early clinical observations. Use the guide is provided. Submit the teacher signed time log and the typed observations in WORD in TK20 at any time until the last day of this course on May 5th.

2. Develop the science lesson plan following the assignment description and the lesson plan template.

Week 14 Develop a mathematics lesson plan

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http://www.colorincolorado.org/article/35950/







1. If you have secured a school placement please conduct your early clinical observations. Use the guide is provided. Submit the teacher signed time log and the typed observations in WORD in TK20 at any time until the last day of this course on May 5th.

2. Develop the mathematics lesson plan following the assignment description and the lesson plan template.

Week 15 Thematic Unit due in TK20

Early clinical experience documents due in TK20






1. Turn in your early clinical experience documents typed and as a single WORD document in TK20. Include the teacher signed time log.

2. Submit in TK20 the compiled lessons into a Thematic Unit written in one single WORD file. I will convert the 100% value of the unit to 30 points and post them in the gradebook in Blackboard.

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3. Evaluation: Demonstrate knowledge of applicable TEKS and ELPS and knows how to design appropriate content instruction to address the proficiency levels for beginning, intermediate, advanced and advanced-high in the listening and speaking reading and writing domains.

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The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

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1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written

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products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Sage Hall 152) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

Teacher Education & AdministrationDepartmental Policy Statements

UNT Career Connect: All undergraduate students are expected to participate in “UNT Career Connect.” Each student needs to set up a UNT e-portfolio for this purpose. As a UNT student engages in real-life, career-related experiences in curricular and/or co-curricular settings, s/he should upload documentation of these experiences into his/her UNT e-portfolio. Course instructors will help students identify appropriate experiences and accompanying documentation/artifacts for inclusion in the e-portfolio. Through their respective e-portfolios, students are able to make connections across their student experiences and reflect upon their learning and skills in order to prepare them with marketable skills for careers and graduate degrees. The e-portfolio also serves as a useful device for future job interviews. Career Connect places emphasis on important job skills such as communication, teamwork, and critical thinking. For students seeking teacher certification, these on-the-job skills will be evaluated during student teaching using the North Texas Appraisal of Classroom Teaching (NTACT) or its successor instrument. Follow this link to learn more and to set up your personal e-portfolio: http://careerconnect.unt.edu/default .

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be

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http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf

http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf

http://careerconnect.unt.edu/default

https://ltc.unt.edu/labs/unt-writing-lab-home

https://ltc.unt.edu/labs/unt-writing-lab-home

reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptops: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course. Similarly, laptops should be turned off, unless they are being used to take class notes and/or participate in class activities.

SPOT: The Student Perceptions of Teaching (SPOT) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and

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http://www.coe.unt.edu/tk20-campus-tools

https://deanofstudents.unt.edu/conduct

movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams. If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at [email protected]. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org .

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

NOTE: THIS COURSE SYLLABUS/SCHEDULE IS INTENDED TO BE A GUIDE AND MAY BE MODIFIED AT ANY TIME AT THE INSTRUCTOR’S

DISCRETION.

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http://www.texes.ets.org/

http://www.coe.unt.edu/texes-advising-office/texes-exams

facultyinfo.unt.edu · web viewsummarizes the conceptual framework for unt's basic and...

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