ES 340-B Building Academic Language Syllabus

Building Academic Language focuses on research-based instructional and assessment activities that content teachers can use to build students’ abilities to understand and describe many abstract concepts, higher-order thinking skills, and complex relationships in a discipline. Coursework will address the academic language demands of content learning, called for by the California ELA/ELD Framework, the California Standards for ELA/Literacy and ELD as well as an analysis and application of the principles of the California English Learner Roadmap. We will address the academic language through the lens of both vocabulary and academic language structures, with the intention of building a repertoire of strategies to teach language as a meaning-making resource for reading, writing, and academic discourse. 

RATIONALE: 

Candidates who will become the future leaders of education in California will demonstrate competence in applying the California Standards for ELA/Literacy, the California English Language Development Standards in tandem with the mission and vision of the California English Language Roadmap as the inspiration and foundation of thoughtful reflective practices of the educational professional. 

CORE LEARNING OUTCOMES (CLO):

1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 

3. Graduates sustain a practice of innovation and reform including the application and collaboration of technology in the classroom. 

4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 

5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for ALL students including strategies to support Dual language or Multi-language learners. 

6. Graduates have an understanding of the full range of service delivery options that their students might experience.

Textbook and Materials
Building Background Knowledge for Academic Achievement,​ Robert J. Marzano
California., Ong, F., & California. (2002). ​English-language development standards for California
public schools, kindergarten through grade twelve​. Sacramento, Calif: Dept. of Education.Additional selected readings as assigned
Miscellaneous assigned readings, including but not limited to:

● “Choosing Words to Teach” from ​Bringing Words to Life​ (Beck, McKeown, Kucan)

• ●  Chapter 2: ​Scaffolding Language, Scaffolding Learning​ (P. Gibbons)

• ●  “How to Start Academic Conversations” article (Zwiers and Crawford)

• ●  Chapter 3 “Planning for Purposeful Talk” from ​Content-Area Conversations: How to
  Plan Discussion-Based Lessons for Diverse Language Learners​ (Fisher, Frey, Rothenberg)

STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the candidate will:

1. Candidates will gain understanding and research academic language in the classroom environment emphasizing the use of technology and accelerated language acquisition practices.

2. Candidates will demonstrate proficiency in application of the California Standards for ELA/Literacy and the California English Language Development Standards in tandem as a reference to plan classroom instruction for academic language learning.

3. Candidates will use the ELA/ELD Framework, the 5 Key Themes within the document, and the California English Language Roadmap as tools to guide instructional decision-making when planning for academic language learning. 

4. Candidates will demonstrate proficiency and capacity to deliver instruction for the learning of both academic language and vocabulary.

5. Candidates will be able to determine which instructional strategy will yield high outcomes for a setting, academic language goal, and target group of learners.

NOTE: ​Full attendance is expected at​ every​ session. Daily attendance contributes to overall course grade.

• Assignments & Grading Policies
  * Refer to rubric for assignment expectations, including “met” and “exceeded” criteria.
  
  

• Course Assignments:
  To earn full credit, weekly readings will be completed in advance of the class session and participants will come to class with finished assignments to share out each week. Participants will extend the work in task-based collaboration sessions. Final culminating assignment will be submitted online.
  
  

• Grading Scale and Description

Attendance and Tardy Policy

Attendance is mandatory, and on-time attendance is expected at all scheduled class sessions. This is an interactive course involving communication and frequent collaboration through professional learning conversations.

Professional Conduct:

Students and Staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.

Student Responsibilities and Expectations

• ●  Be an active listener and full participant. .

• ●  Be prepared to engage in class discussions and activities.

Professional Conduct

Students and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.

COURSE SCHEDULE

DISABILITY STATEMENT:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities.  Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disability.  If you believe you have a disability requiring an accommodation please contact our office.  We are located at the Merced County Office of Education Complex, 632 W. 13th Street, Merced CA in Building H or call (209) 381-5976.

EXPECTATIONS AND STANDARDS: