Course Description

This course discusses instruction in the content areas, using both the first language and the second language, and principles for standards-based assessments, as well as the roles, purposes, and different types of assessments. Effective language and content-area assessments and foundations for programs for English learners and English language literacy are also analyzed.  The course also examines English Language Development (ELD) and Specifically Designed Academic Instruction in English (SDAIE), as well as resources, approaches and methods, listening and speaking, and reading and writing.

This graduate course is 8 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

This course is only available for enrollment to residents of California.

Course Objectives

Principles of Standards-Based Assessment and Instruction

  • Analyze how the California ELD standards reinforce the English Language Arts (ELA) standards, including the difference between English learners’ achievement of ELD standards and achievement of ELA standards.
  • Demonstrate understanding of state-mandated standardized assessments, as well as assessments in programs for English learners, and examine how to apply data results to instruction.

The Role, Purposes, and Types of Assessment

  • Develop strategies to address the needs of English learners through differentiated, standards-based assessment and instruction.
  • Analyze how to develop differentiated instruction using ELD and content standards and based upon the results of formative and summative assessments, as well as on students’ measured English skill level.
  • Analyze various types of classroom assessments for English learners.
  • Analyze how reliability, validity, and test bias, including cultural and linguistic bias, affect English learners.
  • Evaluate the importance of selecting and applying classroom assessments for English learners to demonstrate their knowledge of content with regard to their skill level of the English language.

Language and Content-Area Assessment

  • Examine the formal and informal ELD and content-area assessments’ characteristics, advantages, and limitations.
  • Analyze strategies for interpreting and applying assessment results from oral language, reading and writing, and the content area.
  • Describe the teacher’s process for identifying student variations in performance and recognizing when a student needs extra attention or referrals for additional help.
  • Analyze student assessments and assessment results in order to modify and differentiate both language and content instruction, including scaffolding for ELD and content-area material.

Foundations of Programs for English Learners

  • Examine historical, legal, and legislative foundations of educational programs, federal and state requirements for program implementation, and political foundations for English learners.
  • Evaluate basic empowerment and equity issues in the education of English learners and the effects of district and school philosophies on educational policies for English learners.
  • Analyze the philosophy/assumptions, characteristics, and research on the effectiveness of various types and models of programs, and examine parent notification rights within these programs.
  • Analyze program components to determine specific programs for helping English learners.
  • Evaluate similarities and differences between ELD and SDAIE, and their benefits for English learners.

Foundations of English Language Literacy

  • Evaluate connections between oral and written language.
  • Analyze students’ individual factors affecting their English language literacy development.
  • Determine pedagogical practices that affect English language literacy progress throughout different curriculum.
  • Design appropriate methods and scaffolding strategies for developing English learners’ reading and writing proficiency in English throughout curriculum.
  • Analyze instructional issues relating to long-term English learners.
  • Analyze the connection between oral language and literacy development.
  • Demonstrate facilitative approaches to enhance language growth.
  • Identify literacy skills assessed in educational settings.

ELD and SDAIE Instruction; Planning, Organization, Effective Instruction, and Resources

  • Identify physical settings that support student interactions for ELD students.
  • Demonstrate knowledge of team teaching, peer tutoring, utilizing technologies, and working with bilingual professionals.
  • Evaluate strategies for involving families and the community to promote student achievement.
  • Apply scaffolding strategies for providing English learners with needed support to successfully complete tasks requiring academic language proficiency.
  • Demonstrate the ability to check for comprehension during instruction.
  • Demonstrate knowledge for modifying age- and grade-level appropriate materials and resources to meet the academic needs of English learners.
  • Identify appropriate multi-cultural materials for language and content-area learning.
  • Apply technological resources to enhance language and content-area instruction for English learners.
  • Identify Internet resources for effective ELD and core content-area instruction.
  • Apply ELD and ELA standards at different proficiency levels in listening and speaking to content-area instruction.
  • Apply ELD and ELA standards at different proficiency levels in reading and writing described in the RLA framework and emphasized in the CELDT reading component to content-area instruction.

Specially Designed Academic Instruction Delivered in English (SDAIE)

  • Demonstrate understanding of instructional planning, organization, and delivery of instruction through ELD and SDAIE.
  • Identify ways to provide students with engaging oral and written input with contextual support.
  • Apply procedures and strategies used in SDAIE to plan and implement content-area instruction.
  • Identify the components of effective instructional delivery in ELD and SDAIE.
  • Identify the similarities and differences between ELD and SDAIE.
  • Design lesson objectives and assessments addressing both ELD and content standards appropriate to ELD learners’ English level proficiency.


This course requires the student to have a current or expired California Teaching Credential, Single Subject, Multiple Subject, Life, Preliminary, Speech-Language Pathology or Clinical or Rehabilitative Sciences Credential with Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Visiting Faculty Permit, Children's Center Permit (excluding emergency) or Child Development Permit (excluding Assistant and Associate Permits) that authorizes the holder to provide instruction to pupils.

You will be required to upload proof of this requirement during the checkout process.

PLEASE NOTE: The following are not appropriate prerequisite credentials or permits: Emergency Permits, Provisional Internship Permits, Short-Term Staff Permits, District Intern Credentials, University Intern Credentials, Exchange Credentials Sojourn, Certified Employee Credentials, or Services Credential without a special class authorizations.


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Instructor Led
T, M
12:00AM to 11:59AM
Aug 25, 2020 to Oct 19, 2020
Online Campus
Online Non-Degree
Schedule and Location
Contact Hours
  • Online Campus
Course Fee(s)
Section Fees
Resource Fee $75.00 Mandatory
4 Credit Hours
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