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Content-based Instructional Strategies for ELL

Price

Content-based Instructional Strategies for ELL

LAUSD/UTLA Salary Point Classes

  • Tuition: $349.00
  • Tuition: $249.00
  • (You Save: $100.00)
What you need to know

New Course Approved!

Our course, Nimble Transitioning, has been approved for LAUSD educators!

LAUSD has revised its policy on how many courses CE Credits Online may provide to LAUSD educators for Salary Points, which have been approved by the Joint Salary Point Committee. Participants are able to submit up to 12 credits/salary points from CE Credits Online per trimester by agreement with LAUSD. (Jan-Apr, May-Aug, Sept-Dec). 

All courses listed in the catalog on this landing page (LAUSD/UTLA Salary Points) are currently eligible for Salary Points.

 For all courses that are not approved for salary points, please see LAUSD University Credits.

Any and all courses eligible for salary points, regardless of the provider, must meet the criteria established in the LAUSD/UTLA contract.

Your district requires you spend a minimum of 45 hours for a 1 salary-point course (15 in the online classroom and 30 doing outside work), 90 hours for a 2 salary-point course (30 in the online classroom and 60 hours doing outside work) and 135 hours for a 3 salary-point course (45 hours in the online classroom and 90 hours doing outside work).  There are many linked resources in the courses you may use as well as all your planning time for your all your assignments, lesson planning time for the implementation portions of the course, assessments and any other research you do for any course.  A time log is provided in every course so you may track your time and how it was spent as you proceed through the course, and we maintain your log in the event your district requests proof you did all the required work so you may receive your salary points.  Please see the LAUSD/UTLA contract for details.

Our refund policy, as stated on our site and restated here is that you may receive a refund within two weeks of purchase if you have not started the course. Once you have started a course and submitted an assignment to be moderated, there are no refunds. There is a $30 processing fee to refund fees that are eligible for refund.  You have 105 days to complete any course, and your time does not start until you click the “Start” button.  Therefore, you may purchase courses, and only begin (Start) them when it is convenient for you to actually take the course.  You may also purchase two-week extensions for an additional $30 if you need the extra time to complete. 

For more information regarding the Salary Point Allocation Department, click on the link provided:

http://achieve.lausd.net//site/Default.aspx?PageID=7568

Before beginning your course, you will be required to provide the following information to CE Credits Online:

  • Name:
  • LAUSD Employee Number:
  • School where you are now teaching or most recent school assignment:

This information is required so CE Credits Online can process your completion paperwork to the salary point committee upon completion of your course(s). Below are the steps to ensure you obtain Salary Points, please read them to familiarize yourself with the process. We want your experience with CE Credits Online to be the best possible so please, if you have questions, call (425) 788-7275 ext. 104. You may also email info@cecreditsonline.org.

Steps to ensure you obtain Salary Points:

  1. Enroll in the course(s).
  2. Provide the required information described above.
  3. Complete your CE Credits Online course(s), including the time log.
  4. Your completion paper work will be submitted directly to LAUSD Professional Development Unit by CE Credits Online along with the NA Claim for Staff Development Point Project form on the 1st of the month following your completion.
  5. Your portion of the NA form can be found on your Student Homepage. You will be able to see and print your portion of the NA form by selecting the NA Tab located in the upper right corner of your Student Homepage. You will see your completed courses listed and if the completion paperwork has been sent to LAUSD Professional Development Unit there will be a date listed showing when it was sent in. If it has not been processed yet it will say “Not Processed Yet."
  6. PLEASE DO NOT SUBMIT ADDITIONAL PAPERWORK If you decide to request university academic credits for your completed course, and this course is still eligible for Salary Points (all courses listed in the catalog on the LAUSD/UTLA Salary Point landing page are eligible for Salary Points) the official transcript you receive from the university will be for your own personal records. You may only submit the course once for Salary Points and we submit all the paperwork necessary for you to receive your Salary Points. Salary Point courses are less expensive because there is not the additional expense of university credit fees, which are charged by the University.
  7. ATTENTION: Salary point credit approval for NA Forms is done by the Professional Development Unit and may take up to 3 months to process. The delay in processing your salary points will not affect the eligibility date of your schedule advancement, as they are backdated to the date of completion. If the points from your NA Form have not been posted to your account on the LAUSD website at the end of 3 months, please contact the Salary Allocation Unit at 213-241-5100.
  8. We highly recommend that you check the number of salary points you have in your account before you complete your CE Credits Online course(s). Then check again eight weeks after receiving notification on your Student Homepage that your completion paperwork has been processed and submitted to the Salary Point Committee by CE Credits Online. Since the new salary points are added to your account without identifying the coursework for which you earned the salary points this will help you to identify receiving the additional salary point(s).

CE Credits Online and Los Angeles Unified School District / UTLA are pleased to offer you Salary Point approved online professional development courses.

  • Standards-based, research-driven, supports California Standards for the Teaching Profession
  • Immediate classroom impact
  • Start at any time, user friendly
  • Video modeling and instruction
  • One-on-one facilitation
  • Completely online – no commuting, parking, missed classes and no dress code!
Course Description

Course Description:

This course focuses on effective content-based instructional strategies for English language learners (ELL). Learn how to balance the dual focus on language and subject matter, and also learn a helpful framework for designing content-based classes and lessons. Examine different criteria for choosing and developing the content to teach, as well as factors influencing the choice, development, and adaptation of materials. Learn several useful activity types and how to integrate listening, speaking, reading, and writing in content-based instruction with students at different proficiency levels. Explore and learn how to implement technological resources available for developing content-based curricula, and understand how assessment is affected by the use of content-based instruction.

Course Objectives: Participants will

  • Apply the “Six-T’s Approach” to developing their own content-based lessons. Originally proposed by Stoller and Grabe (1997), the Six T’s provides a useful framework for designing content-based courses.
  • Integrate the four skills and language components in content-based instruction and develop a content-based unit that includes prototypical activities in order to create an integrated-skills focus.
  • Work with students at various proficiency levels, using techniques related to using content-based instruction with (literate) beginners, false beginners, intermediate, and advanced language learners.
  • Incorporate numerous technological resources that can be used in content-based instruction. These include Internet resources, such as websites that give information about language learning and teaching, as well as those that provide subject matter information.
  • Assess issues in content-based instruction and assess learners’ language skills and content knowledge with the main purposes of language testing and criteria used to evaluate language measures. They should also be able to explain the role alternative and authentic assessment play in language testing and content-based instruction.
Syllabus
  • Course:
    Content-based Instructional Strategies for ELL
  • Prerequisites:
    None
  • Number of Credits:
    3 credits
  • Number of Hours:
    45 Hours

Course Description:

This course focuses on effective content-based instructional strategies for English language learners (ELL). Learn how to balance the dual focus on language and subject matter, and also learn a helpful framework for designing content-based classes and lessons. Examine different criteria for choosing and developing the content to teach, as well as factors influencing the choice, development, and adaptation of materials. Learn several useful activity types and how to integrate listening, speaking, reading, and writing in content-based instruction with students at different proficiency levels. Explore and learn how to implement technological resources available for developing content-based curricula, and understand how assessment is affected by the use of content-based instruction.

Course Objectives: Participants will

  • Apply the “Six-T’s Approach” to developing their own content-based lessons. Originally proposed by Stoller and Grabe (1997), the Six T’s provides a useful framework for designing content-based courses.
  • Integrate the four skills and language components in content-based instruction and develop a content-based unit that includes prototypical activities in order to create an integrated-skills focus.
  • Work with students at various proficiency levels, using techniques related to using content-based instruction with (literate) beginners, false beginners, intermediate, and advanced language learners.
  • Incorporate numerous technological resources that can be used in content-based instruction. These include Internet resources, such as websites that give information about language learning and teaching, as well as those that provide subject matter information.
  • Assess issues in content-based instruction and assess learners’ language skills and content knowledge with the main purposes of language testing and criteria used to evaluate language measures. They should also be able to explain the role alternative and authentic assessment play in language testing and content-based instruction.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include reflective journal exercises, short answers that are reviewed by a moderator, quizzes, and observation and analysis of lessons. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see the Affiliations tab at the top of the main page, www.cecreditsonline.org, or select How to Obtain Credits under the Obtaining Credits tab within your account.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a Defining Content Based Instruction
    • 1.b Seven Characteristics of Content-Based Instruction
    • 1.c The Seven Characteristics of CBI: A Classroom Example
    • 1.d The Seven Characteristics of CBI: A Classroom Example (Continued)
    • 1.e Subject Areas Used As the Basis for CBI Courses
    • 1.f Supplementary Material
  • Lesson 2
    • 2.a Sustained Content-Based Instruction
    • 2.b The Adjunct Model
    • 2.c Sheltered Content Instruction
    • 2.d Theme-Based Instruction
    • 2.e A Comparison of the Four Types of Content-Based Instruction
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a The Immersion Model
    • 3.b Language Across the Curriculum and Content-Enriched FLES
    • 3.c Language for Specific Purposes
    • 3.d General English Curricula
    • 3.e The Relationship of the Curricular Models to CBI
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a Components of the Six-T’s Approach
    • 4.b Texts and Tasks
    • 4.c Transitions
    • 4.d Example of the Six-T’s Approach
    • 4.e Example of the Six-T’s Approach (Continued)
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a The Shifting Focus of Language and Content
    • 5.b The Interacting Subsystems of Language
    • 5.c Helping Students Learn the Language of the Subject Matter
    • 5.d The Balance of Language and Content Instruction in Different CBI Courses
    • 5.e Practical Activities for the CBI Classroom
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a Themes That Have Been Addressed in CBI Curricula
    • 6.b Criteria for Theme Selection
    • 6.c Learning Content and Language through "Multiple Exposures"
    • 6.d An Example of Exploitability in a Topic
    • 6.e Theme Selection in a Sustained Content Course in Guinea
    • 6.f Supplementary Material
  • Midterm
  • Lesson 7
    • 7.a Materials in Content-Based Instruction
    • 7.b The Textbook and Beyond
    • 7.c The Value of Using Authentic Materials in CBI
    • 7.d Background Knowledge and Content-Based Materials
    • 7.e Schema Activation and Advance Organizers
    • 7.f Supplementary Material
  • Lesson 8
    • 8.a Task-Based Learning
    • 8.b Elements of a Task
    • 8.c Seven Principles for Task-Based Language Teaching
    • 8.d Creating Visual Products
    • 8.e Project-Based Learning
    • 8.f Supplementary Material
  • Lesson 9
    • 9.a Revisiting the Four Skills
    • 9.b Activities for Integrating the Four Skills in Content-Based Instruction
    • 9.c Vocabulary Building in Content-Based Instruction
    • 9.d Focusing on Grammar in Content-Based Instruction
    • 9.e A Sample Unit Integrating the Four Skills, Grammar, and Vocabulary
    • 9.f Supplementary Material
  • Lesson 10
    • 10.a Proficiency and Language Learners
    • 10.b Understanding Scaffolding in Content-Based Instruction
    • 10.c Scaffolding Strategies for Language Teachers
    • 10.d Modifying Communication with Learners
    • 10.e Scaffolding CBI Lessons
    • 10.f supplementary material
  • Lesson 11
    • 11.a Technology and the Six-T’s Approach to Content-Based Instruction
    • 11.b Technology and Information about Content Areas
    • 11.c Information about Language, Language Learning, and Language Teaching
    • 11.d Technological Applications and Language Teaching
    • 11.e Technology Tools in Language Lessons
    • 11.f Supplementary Material
  • Lesson 12
    • 12.a Useful Language Assessment
    • 12.b purposes and methods of language assessment
    • 12.c Alternative Assessment
    • 12.d Authentic Assessment in Content-Based Instruction
    • 12.e Assessing Language and Content
    • 12.f Supplementary Material
  • Post Survey
  • Evaluation
  • Final Exam

Contact Information:

support@cecreditsonline.org

425.788.7275

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Save 15% on any course through 6/29/2017


  • 15% Off until 6/29/2017
  • Use promo code:
  • SummerSpecial17
  • at checkout

*Not available in all districts.

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • This course was tremendously useful and helped to validate my current style of teaching. The more I have taught, the more I have become convinced that units of study must be thematic. In particular, Stoller and Grabe's Six-T's approach was quite valuable in creating a systematic approach to organizing content-based units. While I have naturally moved towards this shift in education anyhow, when teaching struggling readers, and now in teaching ESL students, it was great to gather specific tools on how to reinforce this style of teaching with some concrete tools. I also have been a firm believer of not just using one textbook to teach a course; using authentic texts is so much more meaningful, relevant and engaging for students as it zeroes in on ability, interest, and can still be aligned to state standards. I loved all the specific designed lesson ideas about how to embed vocabulary and grammar into a lesson without teaching the skills in isolation. Again- very useful. I plan to use many of the ideas to create a balance between content and language learning in my classroom.

    What a participant from Colorado said about Content-based Instructional Strategies for ELL
  • I think my big take away from this course is the different types of ELL instructional models that can be used in the classroom. I also realized that I was implementing some of the strategies for my ELL kiddos but not to the level that I need to. I plan on focusing on helping my ELL student’s access, acquire and display their knowledge. I now realize that to help my student do this I have to be much more intentional in my planning. I feel as if my current project does this by accident. The way I planned this unit puts group work, research work, teaching, assessing, presenting and writing. I believe that this project has helped my ELL students more than other assignments have, however, it still have faults in its design that will need to be tweaked with more intention for next year.

    What a participant from Colorado said about Content-based Instructional Strategies for ELL
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom