RDG 383 - S22

RDG 383 – English Language Learners PreK-4
SLATTERY, Spring 2022
Shippensburg University of Pennsylvania

Teacher Education Department – ECH Elem: PreK-4, Dual and Option C Programs
RDG 383 – ENGLISH LANGUAGE LEARNERS PreK-4

(2 Credits)
Dr. Cheryl A. Slattery, Professor (717) 422-7923 (Cell Phone)

Teacher Education/Literacy CASlat@ship.edu
205 Shippen Hall Zoom Office https://ship.zoom.us/j/7174227923
Classes:
Monday/Wednesday RDG 383-01 9:00 am – 9:50 am (Shippen Hall 250)
Tuesday/Thursday RDG 383-02 8:00 am – 8:50 am (Shippen Hall 250)
Tuesday/Thursday RDG 383-03 9:00 am – 9:50 am (Shippen Hall 200)
Office Hours:
Monday 8:00 am – 9:00 am and 10:00 am – 12:00 pm
Tuesday 5:30 pm – 6:30 pm
Wednesday 8:00 am – 9:00 am
(Additional times available upon request and appointment)
Course Description:
This course, English Language Learners PreK-4, is designed to address teaching reading and
writing to the English language learner in a non-ESL classroom in the primary grades; address the
concerns of teachers who encounter students in their classrooms who are learning English; explore
the theories about first- and second-language acquisition; introduce classroom best practices in
literacy as they relate to learners of English; and support teachers in developing an understanding of
the basic principles of teaching and assessing English language learners with practical suggestions
for assisting students in learning to cope in their new culture.
The theme Diversity, Inclusion and Equity in Education remains our Teacher Education

Department theme. Set a personal goal for yourself that expands your understanding of the nuances
that influence teaching and learning. Strive to be an advocate for all learners. Expand your
awareness of cultures in our campus community and region. Stand up against hate language and
marginalization. Teachers are leaders in many ways, so continue to walk the path of a proud
professional, one who knows that respect and kindness are essential in building a sense of belonging
so that learning is optimized.
Course Goals:
To investigate the multiple factors that influence first- and second-language acquisition. (CF 6.a)
InTASC Standards 1, 2, 3
To examine various theories that have been offered to explain the complex processes involved in
learning a foreign/second language. (CF 6.a) InTASC Standards 1, 2, 3
To realize the significance of and exemplify using oral language learning opportunity activities
through the arts to increase language acquisition. (CF 6.a) InTASC Standard 5
To investigate the role of literacy instruction in second-language acquisition. (CF 3.a; CF 3.b)
InTASC Standards 4, 5, 7, 8
1
To discuss guidelines for successful reading instruction for English Language Learners. (CF 3.a;
CF 3.b; CF 5.a; CF 5.b) InTASC Standards 4, 5, 7, 8
To demonstrate various instructional techniques for teaching English Language Learners. (CF 3.a;
CF 3.b; CF 5.a; CF 5.b) InTASC Standards 4, 5, 7, 8
To critically read and evaluate research on the ELL and reading acquisition. (CF 6.a) InTASC 4
To understand the importance of the use of Literature Circles with English Language Learners. (CF
3.a; CF 3.b; CF 5.a; CF 5.b) InTASC Standard 3
To demonstrate knowledge of language development and reading acquisition and the variations
related to cultural and linguistic diversity. (CF 3.a; CF 3.b; CF 6.a) InTASC Standards 1, 2, 3
https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
Standard #1: Learner Development. The teacher understands 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 #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each learner
to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
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 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.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
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Required Text and Materials:
Peregoy, S. F., & Boyle, O. F. (2017). Reading, writing, & learning in ESL: A resource
book for K-12 teachers (7th ed.). Boston, MA: Pearson Education, Inc.
Duolingo Journal – any small notebook-type journal or homemade journal (cover/13 pages) –
Journal may be print or electronic but MUST be with you in class EVERY session.
Assessment Methods linked to Learning Outcomes:
Attendance and Class Participation: Class attendance and participation are important and will be
required. Only excused absences will make a student eligible for make-up work. Students will be
expected to have the entire assigned text material read prior to class in order to adequately
participate in activities and engage in meaningful discussion each class session.
 To investigate the role of literacy instruction in second-language acquisition.
 To discuss guidelines for successful reading instruction for second-language
learners.
 To critically read and evaluate research on the ELL and reading acquisition.
 To understand the importance of and demonstrate the use of Literature Circles with
English Language Learners.
 To demonstrate knowledge of language development and reading acquisition and the
variations related to cultural and linguistic diversity.
PDE Competencies:
I.B-1. Identify sociocultural characteristics of ELLs including educational background and
demographics.
I.B-2. Describe how ELLs’ cultural communication styles and learning styles affect the learning
process.
I.B-3. Describe how ELLs’ cultural values affect their academic achievement and language
development.
I.B-4. Identify bias in instruction, materials and assessments.
II.C-1. Describe the legal responsibilities related to serving ELLs.
II.C-2. Demonstrate collaborative, co-teaching models for serving ELLs.
II.C-3. Define common terms associated with English Language Learners.
II.C-4. Identify professional resources and organizations related to serving ELLs.
Written Assessments: First- and second-language acquisition and implications for literacy
instruction.
 To investigate the multiple factors that influence first- and second-language
acquisition.
 To examine various theories that have been offered to explain the complex processes
involved in learning a foreign/second language.
 To discuss guidelines for successful reading instruction for English Language
Learners.
PDE Competencies:
I.A-1. Demonstrate knowledge of language systems, structures, functions, and variation.
I.A-2. Identify the process of acquiring multiple languages and literacy skills, including the general
3
stages of language development.

I.A-3. Identify the differences between academic language and social language.
I.B-1. Identify sociocultural characteristics of ELLs including educational background
and demographics.
I.B-2. Describe how ELLs’ cultural communication styles and learning styles affect the
learning process.
I.B-3. Describe how ELLs’ cultural values affect their academic achievement and
language development.
I.B-4. Identify bias in instruction, materials and assessments.
II.C-1. Describe the legal responsibilities related to serving ELLs.
II.C-2. Demonstrate collaborative, co-teaching models for serving ELLs.
II.C-3. Define common terms associated with English Language Learners.
II.C-4. Identify professional resources and organizations related to serving ELLs.
Oral Language Development through Duolingo:

Demonstrate oral language learning through weekly (or daily) exercises using the free Duolingo
application to begin to learn a second language of your choice throughout this semester and
maintain a dated journal of thoughts/progress.
 To realize the significance of and exemplify using oral language learning opportunity
activities to increase language acquisition.
 To demonstrate various instructional techniques for teaching English Language
Learners.
PDE Competencies:
II.A-1. Apply research, concepts and theories of language acquisition to instruction.
II.A-2. Implement appropriate research-based instructional strategies to make content
comprehensible for all ELLs.
II.A-3. Demonstrate effective instructional planning and assessment integrating the PA Language
Proficiency Standards for English Language Learners PreK-12 (ELPS)
http://www.able.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|644 and PA academic
standards.
I.B-1. Identify sociocultural characteristics of ELLs including educational background and
demographics.
I.B-2. Describe how ELLs’ cultural communication styles and learning styles affect the learning
process.
I.B-3. Describe how ELLs’ cultural values affect their academic achievement and language
development.
I.B-5. Demonstrate cross-cultural competence in interactions with colleagues, administrators, school
and community specialists, students and their families.
I.B-6. Observe culturally and/or linguistically diverse instructional settings.
Assignments:
Attendance and Class Participation – INTASC Standards 9, 10

Class attendance and participation are important and required. Only excused absences will make a
student eligible for make-up work. Students are expected to have the entire assigned material read
4
prior to class in order to adequately participate in activities and engage in meaningful discussion
each class session.
It is expected that you will demonstrate the behaviors expected of life-long learning professionals.
These behaviors include, but are not limited to: regular attendance, arriving to class on time, staying
in class for the entire period, reading assignments, reflective responses to topics, respectful
interaction with others, and active involvement during class time. Students are responsible for all
work missed during an absence.
Celebrations of Knowledge – INTASC Standards 1, 2, 3, 5, 7, 8 – First and second language

acquisition. There will be 3 celebrations. During designated weeks a quiz will be launched.
TESOL – INTASC Standards 1, 2, 3, 4, 5, 6, 7 – Online assignment using a professional website.
Duolingo – INTASC Standards 1, 2, 3 – You will register and complete weekly (or daily) exercises
using the free Duolingo application to begin to learn a second language of your choice throughout
this semester and maintain a dated journal of thoughts/progress (https://www.duolingo.com/). The
goal is NOT to learn a new language (although some of you WILL!), the goal is to “experience”
what it feels like to learn a new language.
Final Exam – INTASC Standards 2, 8, 10 – Three ELL scenarios will be presented. Each scenario
has to do specifically with teaching English Language Learners. Students should now consider
himself/herself knowledgeable about second language acquisition and instruction, specifically in
reading, to English language learners. Educators should and will seek advice and expertise when
they realize his/her knowledge and understanding in this area. Using any information accumulated
over the past few months (via notes, texts, videos, articles, handouts, presentations, discussions,
conversations, etc.), students will determine a specific plan of action to take when involved in the
following situations. Four different scenarios on teaching English language learners will be given.
Course Evaluation:
Grade Value Indicator Description

A = 94 to 100% Exceptional Achievement Demonstrates a superior and effective
A-= 90 to 93% understanding, application, and connection of
knowledge, skills, and values.
B+ = 88 to 89% Very Good Achievement Demonstrates a thorough and effective
B = 82 to 87% understanding, application, and connection of
B- = 80 to 81% knowledge, skills, and values.
C+ = 78 to 79% Proficient Achievement Demonstrates a competent level of understanding,
C = 70 to 77% application, and connection of knowledge, skills,
and values.
D = 65 to 69% Incomplete Achievement Fails to demonstrate a basic understanding,
F = < 65% application, and connection of knowledge, skills,
and values.
5
Attendance and Class Participation: 3 points/class missed

Celebrations of Knowledge: 120 points (40 points x 3 celebrations)
TESOL: 25 points
Duolingo Journal: 130 points (10 points x 13 weeks)
Final Exam: 40 points
Total Points Possible: 315 points
No class on quiz days, one journal every week, 5 mins and 35 mins a week
Week 1 Day 1 – Introduction/Syllabus Review
Day 2 – Register for Duolingo https://www.duolingo.com/; set up Duolingo Journal

Duolingo exercises (5 minutes/day or 35 minutes/week)
Duolingo Journal entry #1
Week 2 Day 1 – Questions/Discussion about course expectations

Opening activities
Six Common Mistakes
Day 2 – Simple View of Reading/Reading Rope

Science of Reading and Structured Literacy
Week 3 Day 1 – Course content (Reading, Writing, and Learning in ESL)
Day 2 – Course content (Reading, Writing, and Learning in ESL)


Week 5 Day 1 – Celebration of Knowledge information
Day 2 – C of K – Language Acquisition (online assessment via D2L – No F2F class)


6

TESOL assignment explained
Day 2 – Virtual class assignment – TESOL (No F2F class)

Week 8
SPRING BREAK Friday, March 4, 2022 @ 4:00 pm – Sunday, March 13, 2022

Day 2 – C of K 2 – Stages of Second Language Acquisition (online assessment via D2L – No

F2F class)


Day 2 – C of K 3 – ELs Beginning to Write/Read (online assessment via D2L – No F2F class)
Week 14 Day 1 – Selected Topic: Idioms

Duolingo Journal final assignment TBA
7
Day 2 – Duolingo Journal – Class discussion

Duolingo Journal final entry #13
Week 15 Day 1 – Course Wrap-up
Preparation for FINAL Exam
Day 2 – No F2F class
FINALS FINALS WEEK
FINAL Exam – Launched (via email) on Sunday, May 1, 2022 @ 2:00 pm DUE by Thursday,
May 5, 2022 @ 11:59 pm in the Assignments folder on D2L.
PDE Competencies for ELL

I. Foundations for Preservice Candidates
A. Language
Candidates will be able to:
1. Demonstrate knowledge of language systems, structures, functions, and variation.
2. Identify the process of acquiring multiple languages and literacy skills, including the general
stages of language development.
3. Identify the differences between academic language and social language.
B. Culture
1. Identify sociocultural characteristics of ELLs including educational background and
demographics.
2. Describe how ELLs’ cultural communication styles and learning styles affect the learning
process.
3. Describe how ELLs’ cultural values affect their academic achievement and language
development.
4. Identify bias in instruction, materials and assessments.
5. Demonstrate cross-cultural competence in interactions with colleagues, administrators, school
and community specialists, students and their families.
6. Observe culturally and/or linguistically diverse instructional settings.
II. Applications for Preservice Candidates

A. Standards-based Instruction
1. Apply research, concepts and theories of language acquisition to instruction.
2. Implement appropriate research-based instructional strategies to make content comprehensible
for all ELLs.
3. Demonstrate effective instructional planning and assessment integrating the PA Language
Proficiency Standards for English Language Learners PreK-12
(ELPS) http://www.able.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|644
and PA academic standards.
8
B. Assessment
1. Use PA ELPS to design content assessment.
2. Identify issues related to standards-based formative and summative assessment for all ELLs.
3. Use assessment data to differentiate and modify instruction for optimal student learning.
C. Professionalism
1. Describe the legal responsibilities related to serving ELLs.
2. Demonstrate collaborative, co-teaching models for serving ELLs.
3. Define common terms associated with English Language Learners.
4. Identify professional resources and organizations related to serving ELLs.
9
Office of Accessibility Resources (OAR): https://www.ship.edu/about/offices/oar/accommodate/
Title IX: Shippensburg University and its faculty are committed to assuring a safe and productive
educational environment for all students. In order to comply with the requirements of Title IX of the
Education Amendments of 1972 and the University’s commitment to offering supportive measures
in accordance with the 2020 regulations issued under Title IX, the University requires faculty
members to report incidents of sexual violence shared by students to the University's Title IX
Coordinator title9@ship.edu or by calling 717.477.1161.The only exceptions to the faculty
member's reporting obligation are when incidents of sexual violence are communicated by a
student during: 1. a classroom discussion; 2. in a writing assignment for a class; 3. or as part of a
University-approved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse
allegedly occurred to the person designated in the University protection of minors policy found
here https://www.ship.edu/globalassets/no-more/su-protection-and-supervision-of-minors-on-
campus.pdf Information regarding the resources that are available to victims of sexual violence are
set forth here https://www.ship.edu/life/resources/womens-center/resources/ and reporting processes
and resolution can be found
here https://www.ship.edu/globalassets/administration-finance/policies/701-002-sexual-misconduct-
policy.pdf
Support services offered: The College of Education and Human Services’ (CEHS) Center for Student
Engagement and Academic Enrichment was created to serve all of our students by optimizing their
engagement and success. With the overall goal of engaging and enriching undergraduate and graduate
students’ experience, especially at-risk students as they matriculate through their academic programs, the
Center creates opportunities to celebrate student accomplishments, coordinate student services across the
College, and develops new programs to support our students. The Center is a central clearinghouse for all
things student-related in the CEHS. If students are looking to celebrate an accomplishment or are in need of
academic and social support, they are encouraged to contact us. The Center for Student Engagement and
Academic Enrichment is located in 211 Shippen Hall, email SEAE@ship.edu.
Plagiarism: According to the university student code of conduct, plagiarism is a form of academic
dishonesty. First time offenders will be penalized with a maximum sanction of an F in the course.
ACTS OF ACADEMIC DISHONESTY WILL NOT BE TOLERATED. EXAMPLES FOR THIS
COURSE INCLUDE BUT ARE NOT LIMITED TO: failure to provide accurate and appropriate
referencing of sources, failure to carry out field assignments to the extent stated in the assignment,
using another student's work as your own, or falsifying observation or practice. Any act of academic
dishonesty will be grounds for failing this course.
http://www.ship.edu/life/dean-students/student-conduct/academic_policies/
(See section titled Policy on Academic Dishonesty)
https://library.ship.edu/copyright
10
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RDG 383 – English Language Learners PreK-4

SLATTERY, Spring 2022

Shippensburg University of Pennsylvania

RDG 383 – ENGLISH LANGUAGE LEARNERS PreK-4

Dr. Cheryl A. Slattery, Professor (717) 422-7923 (Cell Phone)

The theme Diversity, Inclusion and Equity in Education remains our Teacher Education

Required Text and Materials:

Assessment Methods linked to Learning Outcomes:

stages of language development.

Oral Language Development through Duolingo:

Attendance and Class Participation – INTASC Standards 9, 10

Celebrations of Knowledge – INTASC Standards 1, 2, 3, 5, 7, 8 – First and second language

TESOL – INTASC Standards 1, 2, 3, 4, 5, 6, 7 – Online assignment using a professional website.

Grade Value Indicator Description

Attendance and Class Participation: 3 points/class missed

Week 1 Day 1 – Introduction/Syllabus Review

Day 2 – Register for Duolingo https://www.duolingo.com/; set up Duolingo Journal

Week 2 Day 1 – Questions/Discussion about course expectations

Day 2 – Simple View of Reading/Reading Rope

Week 3 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Week 4 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Week 5 Day 1 – Celebration of Knowledge information

Day 2 – C of K – Language Acquisition (online assessment via D2L – No F2F class)

Week 6 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Duolingo Journal entry #6

Week 7 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Virtual class assignment – TESOL (No F2F class)

Week 9 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Week 10 Day 1 – Celebration of Knowledge information

Day 2 – C of K 2 – Stages of Second Language Acquisition (online assessment via D2L – No

Week 11 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Week 12 Day 1 – Course content (Reading, Writing, and Learning in ESL)

Day 2 – Course content (Reading, Writing, and Learning in ESL)

Week 13 Day 1 – Celebration of Knowledge information

Week 14 Day 1 – Selected Topic: Idioms

Day 2 – Duolingo Journal – Class discussion

Day 2 – No F2F class

FINALS FINALS WEEK

PDE Competencies for ELL

II. Applications for Preservice Candidates

Office of Accessibility Resources (OAR): https://www.ship.edu/about/offices/oar/accommodate/

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