This course is one of five courses that will comprise the Granite School District’s ESL Endorsement. It is aligned with Standard 1: Knowledge About Language, from the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs, as follows:

TESOL Standard 1: Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and lit

This course is one of five courses that will comprise the Granite School District’s ESL Endorsement. It is aligned with Standard 1: Knowledge About Language, from the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs, as follows:

TESOL Standard 1: Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.

1a: Candidates demonstrate knowledge of English language structures in different discourse contexts to promote acquisition of reading, writing, speaking, and listening skills across content areas. Candidates serve as language models for ELLs.

1b: Candidates demonstrate knowledge of second language acquisition theory and developmental process of language to set expectations for and facilitate language learning.

1c: Candidates demonstrate knowledge of language processes (e.g., interlanguage and language progressions) to facilitate and monitor ELLs’ language learning in English.

1d: Candidates apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote ELLs’ academic achievement across content areas.

The course provides activities, assessments, and reflection and collaboration opportunities aligned to the above standard, and will include such topics as:

• Introduction to the WIDA ELD Standards Framework including: o The design, purpose and research supporting the WIDA ELD Standards Framework o Introduction to using the WIDA standards to learn about students’ proficiency levels and to plan instruction o Using the WIDA site resources • Introduction to the Sheltered Instruction Observation Protocol (SIOP) , including: o Building Background o Comprehensible Input o Interaction • Second/New Language Acquisition Theory and Best Practices, including: o Krashen’s Five Hypotheses, I+1 o Translanguaging o Developmental sequences in English language acquisition o Sociocultural and psychological factors affecting language learning o The Affective Filter o Teacher expectations • Introduction to Ellevation, including using accessing student data and teaching tools and strategies.

Participants will be assessed in this course in multiple ways, including (but not limited to):

• Completing ingoing rubric-based discussion posts in response to prompts designed to engage participants in deep reflection on their practice and in professional collaboration and troubleshooting with colleagues. • Completing a case study/student profile that integrates content from Courses 1 and 2 and that engages participants in analysis of students’ primary language skills, their English language proficiency, their classroom-based assets and needs, and an exploration of students’ Funds of Knowledge. • Practicing new skills learned in this course through implementing low-stakes mini-lessons in the classroom, building toward lesson and unit planning in later courses.