Cover
Welcome to TELL
Course Syllabus: Foundations of Education for Emergent Bilinguals
Explanation of the Template
Total Points Sheet
Session One: Exploring My Culture and ELs Strengths
LA 1.1: Welcome to TELL
LA 1.2: Belief Statements
LA 1.3: Questions About Culture
LA 1.4: Considering a Framework for Meeting the Needs of My Students
LA 1.5: Considering Concepts as Tools
HW 1.1: Reflection on My Learning
HW 1.2: Find and Share Cultural Artifacts
HW 1.3: Building Vocabulary About Culture
HW 1.4: Assessing My Knowledge and Beliefs
HW 1.5: Representation of My Learning in the Course
Session Two: Developing Understandings of Culture--Mine and My ELs
LA 2.1: Share Cultural Artifacts
LA 2.2: Building Vocabulary About Culture
LA 2.3: Examining Definitions of Immigrants
LA 2.4: Discuss Stereotypes and Culture
LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation
LA 2.6: Resolving Questions about the Major Project and Homework Assigments
HW 2.1: Reflecting On My Practice
HW 2.2: The State's Changing Demographics
HW 2.3: Danger of a Single Story
HW 2.4: Cultural Patterns of an EL
Session Three: Considering ELs as a Resource in My Teaching
LA 3.1: Water as a Problem, Right, and Resource
LA 3.2: Language as a Problem, Right, and Resource
LA 3.3: Mr. Chacon's Story
VS 3.3: Social Theories Part 2
LA 3.4: Norma's Story
LA 3.5: Jean Anyon Study
HW 3.1: Teacher Reflection
HW 3.2: Considering the Myths and Realities Concerning ELs
HW 3.3: Reading about Poverty PhDs
HW 3.4: Discovering Assets in My Community
HW 3.5: Considering the Difference between the North Star and the Map to Philadelphia
Session Four: Developing Knowledge of Assets and Legal Obligations
LA 4.1: Sharing the Assets of Our School Neighborhood.
LA 4.2 : Reviewing the Changing Demographics
LA 4.3: Exploring Learning about EL Myths and Realities
LA 4.4: Examining the Meaning of a Supreme Court Decision
LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)
HW 4.1: Teacher Reflection
HW 4.2: Understanding the Myths and Realities of Enrollment
HW 4.3: The World Outside and Inside Schools
HW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELs
HW 4.5: Implications of Court Decisions for ELLs
Session Five: Attending to Standards and Classifications with WIDA
LA 5.1: Enrollment, Placement, Staffing Myths
LA 5.2: Program Models
LA 5.3: The World Outside and Inside Schools
LA 5.4: Introduction to WIDA standards
HW 5.1 Teacher Reflection
HW 5.2: Creating a WIDA Strand
HW 5.3 Exploring Practice Through Technology
HW 5.4 Learning about Classifications and Standards
Session Six: Positioning ELs within the School Game
LA 6.1: Sharing Thinking about Program Models
LA 6.2: Critical Learning Domains
LA 6.3: Standards for Effective Pedagogy
LA 6.4: Connecting ELs to the School Game
HW 6.1: Teacher Reflection
HW 6.2: Reconsidering Beliefs and Practices
HW 6.3: Learning a New Language
HW 6.4: Collecting Evidence for My Portfolio
Session Seven: Promoting ELs Learning through My Learning
LA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My Beliefs
LA 7.2 Developing My Portfolio
HW 7.1: Teacher Reflection
HW 7.2: Representation of My Learning in the Course
Session Eight: Celebrating and Presenting My Learning
LA 8.1: Sharing Displays of Learning
LA 8.2: Summarizing Ideas
LA 8.3: Revisiting Course Survey

HW 3.4: Discovering Assets in My Community

Identifying Assests in the Neighborhood of My School

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Learning Outcome Pedagogical Intent Student Position

Understand and apply knowledge of how cultural identities impact language learning and school success by creating an environment that is inclusive of all students.

Assessment: 50 pts.

Due: Session 4

Teachers, when they venture out into the school community, learn about resources and assets within the community, can appreciate and utilize them in teaching EL students.

Students have read about people living in poverty.  They now will move into their school community to discover the assets and resources that are there, particularly those they don’t already know about.

Instructions

  1. Using the Asset Map Outline (linked here), construct an Asset Map of your school community. The details of the assignment can be recoverd by clicking on this link. ,
  2. Now imagine the road is a main road in the community where you teach. Build your map as you consider the assets you already know about, and consider some key individuals, formal institutions, and informal organizations that are important local assets.  
  3. Complete the asset map by driving or walking your school neighborhood and community to identify assets like churches, services, businesses, and individuals (you may be unaware of--you might also ask other teachers and other school personnel--like secretaries, janitors, lunch ladies, crosswalk patrol, etc.), then sketch different items found on the map.
  4. Write a description about each item on your map and any significant/non-significant events that may have taken place. (there is an example of this assignment on the following pages).
  5. If you want more guidance,click and download the Asset Map Example to and a description of it in Asset Map Explanation .
  6. Consider this short article that reports the impact on one school when teachers really reviewed the neighborhood their school was in. The article is located here: I convinced my teacher article.

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