Welcome to EP240! Jessica Rodriguez

E-College Platform: Units Units Units Located on left of course homepage Located on left of course homepage Include readings, discussions, projects and seminars Include readings, discussions, projects and seminars Units 2, 4, and 9 include projects Units 2, 4, and 9 include projects

E-College Platform: Course Homepage Announcements Announcements Syllabus Syllabus Seminar Instructions Seminar Instructions Student Lounge Student Lounge Course Questions Course Questions APA Quick Reference APA Quick Reference Library Presentation Library Presentation

Unit 1 Overview Read all information on course homepage Read all information on course homepage Unit 1 Unit 1 Introduce yourself Introduce yourself Reading Reading Discussion Discussion Seminar Seminar

E-College Platform: Tools Tools (located at the top of the course homepage) Tools (located at the top of the course homepage) Gradebook Gradebook Live (chat tool) Live (chat tool) Doc Sharing Doc Sharing Dropbox Dropbox Webliography Webliography

Dropbox Submit all projects to the Dropbox Submit all projects to the Dropbox All projects should be submitted in Microsoft Word All projects should be submitted in Microsoft Word Save your project with first name, last name and unit # Save your project with first name, last name and unit # Example: JessicaRodriguezUnit2 Example: JessicaRodriguezUnit2

Seminars Live seminars Live seminars For full credit, attend the full hour and contribute to the discussion For full credit, attend the full hour and contribute to the discussion Attend Flex Seminar, 7pm EST; no other options Attend Flex Seminar, 7pm EST; no other options Seminar option 2: due at the end of the unit Seminar option 2: due at the end of the unit For full credit, respond to the questions with a word minimum response and submit to the Dropbox For full credit, respond to the questions with a word minimum response and submit to the Dropbox

Contact Information address: address: Include concern or topic of your in the subject line Include concern or topic of your in the subject line Office Hours: Available by appointment Office Hours: Available by appointment AIM screen name: RodriguezKaplan AIM screen name: RodriguezKaplan

Textbook Teaching ESL K-12 Views from the Classroom, Helene Becker, Heinle & Heinle Teaching ESL K-12 Views from the Classroom, Helene Becker, Heinle & Heinle

Grading Total course points: 1,000 Total course points: 1,000 Weekly discussions: 30 points Weekly discussions: 30 points Weekly seminars: 20 points Weekly seminars: 20 points Projects: 120 points each Projects: 120 points each Quizzes: 60 points each Quizzes: 60 points each Final project: 130 points Final project: 130 points Refer to rubrics in the syllabus for all grades Refer to rubrics in the syllabus for all grades

Discussion Requirements For full credit: For full credit: 1. Complete answers to all discussion questions. Make sure your responses provide a thorough discussion of the questions and include relevant examples of unit concepts. 2. Make sure your postings relate to the readings. Include reflections about how the unit objectives will be relevant to your “real world” experiences in the classroom. 3. Write responses that are at least 100 words. Read over your responses before posting to check for clear writing and correct spelling and grammar. 4. Interact with other students. Make sure to further the discussion by connecting your responses to the readings and course content. You should also interact with at least 2 classmates per thread Connect and Cite Course Readings. You must make connections to the readings through citations 6. Post on time. 6. Post on time. Late Discussion Board posts will be given partial credit.

Project Requirements Complete projects for Units 2, 4, and 9 Complete projects for Units 2, 4, and 9 Refer to the project instructions and rubrics Refer to the project instructions and rubrics All projects need a separate Title and Reference Page All projects need a separate Title and Reference Page

Late Policy Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Late projects may be marked down 5 points per week (with a maximum of -20 points) Late projects may be marked down 5 points per week (with a maximum of -20 points) me if you need an extension! me if you need an extension!

Incompletes Incompletes provide students with an option to complete coursework after the term’s end. Incompletes provide students with an option to complete coursework after the term’s end. Eligibility: Eligibility: Must have completed 75% of coursework Must have completed 75% of coursework Must request an incomplete by due date – See Syllabus Must request an incomplete by due date – See Syllabus

Plagiarism Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you.

Working with English Learners

Preview of Course Language development Language development Academic factors Academic factors Social and emotional considerations Social and emotional considerations Strategies for modifying instruction Strategies for modifying instruction Approaches to teaching English Learners Approaches to teaching English Learners

Relevant Terms EL – English Learner EL – English Learner ELL – English Language Learner ELL – English Language Learner ESL – English as a Second Language ESL – English as a Second Language ELD – English Language Development ELD – English Language Development LEP – Limited English Proficient LEP – Limited English Proficient FEP – Fluent English Proficient FEP – Fluent English Proficient

Imagine… You are a school-age child. You have just moved to a new country and have left behind your friends, many family members, and your familiar setting. Shortly after your arrival, you enter a new school. Everyone behaves differently… even the teacher. You do not understand any of the language.

Imagine.. What emotional issues might you experience? What emotional issues might you experience?

Imagine.. What social issues might affect you? What social issues might affect you?

Imagine.. What supports might you need to be able to learn the language? What supports might you need to be able to learn the language?

Imagine.. What supports might you need to be able to learn the grade level content? What supports might you need to be able to learn the grade level content?

Seminar Question 1 What are your expectations for this class? What are your expectations for this class?

Field Trip Let’s take a brief field trip to visit an article from our readings: Let’s take a brief field trip to visit an article from our readings: “Parents' Frequently Asked Questions” Click on the link in the Information pod (lower left side of your screen) Click on the link in the Information pod (lower left side of your screen)

Seminar Question 2 Why have paraprofessionals become needed in the classroom? Why have paraprofessionals become needed in the classroom?

Need for Paraprofessionals Complexity of student population in schools; (ESE, ELL, high risk of failure) Complexity of student population in schools; (ESE, ELL, high risk of failure) Need for instructional support (high academic standards/testing) Need for instructional support (high academic standards/testing) Cost effectiveness Cost effectiveness Instruct; Instruct; Community connections (share linguistic cultural similarities) Community connections (share linguistic cultural similarities) Individualized support; Individualized support; Improve teacher-student ratio Improve teacher-student ratio Legislation allows /requires it (No Child Left Behind Act of 2002 as Disabilities Education Act (IDEA) Amendments of 2004 ) adequately trained/qualified and supervised paras provide instructional and other supports for students. Legislation allows /requires it (No Child Left Behind Act of 2002 as Disabilities Education Act (IDEA) Amendments of 2004 ) adequately trained/qualified and supervised paras provide instructional and other supports for students.

Seminar Question 3 What do you see as your role in working with students as a paraeducator? What do you see as your role in working with students as a paraeducator?

Weekly Quote “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France

Happy Learning! Good night and see you next week! you next week!