Welcome to TELLSyllabus: Content-Based Instruction for Emergent Bilinguals Session 1: Positioning Myself to Integrate Content and Promote Academic LanguageHomework 1.1: Beginning with SIOP--Sheltered Instruction & Lesson Preparation Homework 1.2: Observing Standards for Effective Pedagogy Teaching (Contextualization)Homework 1.3: Understanding Activity Centers Homework 1.4 Review Developmental Benchmarks Homework 1.5: Guidelines for Presentation on Standards for Effective Pedagogy Homework 1.6 MSDLA Documents Session 2: Deepening Understanding of TELL Conceptual ToolsHomework 2.1: SIOP Charateristics: Building Background and Comprehensible InputHomework 2.2: Observing Standards for Effective Pedagogy Teaching (Language & Literacy Development)Homework 2.3 Learning about Funds of KnowledgeHomework 2.4 Inclusive Pedagogy as a Tool VideoHomework 2.5 Creating Content and Language Objectives Session 3: Beginning to Develop an MSDLAHomework 3.1: SIOP Charateristics: Strategies and InteractionHomework 3.2: Observing Standards for Effective Pedagogy Teaching (Challenging Activities)Homework 3.3 Looking for Resources For Activity CentersHomework 3.4 Developing Understanding for Vocabulary TeachingSession 4: Strengthening Curriculum by Adjusting For ELsHomework 4.1: SIOP Charateristics: Practice/Application and Lesson DeliveryHomework 4.2: Observing Standards for Effective Pedagogy Teaching (Joint Productive Activitiy)Homework 4.3 Learning to Differentiate Accomodations and Modifications Homework 4.4 Attending to VocabularyHomework 4.5 Strategies for Making Text ComprehensibleSession 5: Learning to Develop Text ModificationsHomework 5.1: SIOP Characteristics: Review and Assessment Homework 5.2: Observing Standards for Effective Pedagogy Teaching (Instructional Conversation)Homework 5.3 Engaging in Self-Assessment Homework 5.4 Creating Rubrics Session 6: Practicing Developing MSDLAsHomework 6.1: Review Making Text Comprehensible Chapter Notes Homework 6.2: Responding to FeedbackHomework 6.3: Learning the Nomenclature for ELsSession 7: Reviewing Making Text ComprehensibleHomework 7.1 Refine and Complete you MSDLASession 8: Feedback for the MSDLAHomework 8.1: Polishing the Final MSDLASession 9: Presenting Our MSDLAsHomework 9.1: Submit MSDLAHomework 9.2: Reflecting on My LearningHomework 9.3: Schedule a Final InterviewSession 10: Evaluating the Final ProjectAppendix: MSDLA examples

Homework 4.3 Learning to Differentiate Accomodations and Modifications

Learning Outcome Pedagogical Intent Student Position

Demonstrate knowledge and use of the Utah English Language Proficiency Standards  in selection of programs,practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom, organization,teaching strategies for development and integrating language skills, and choosing and adapting classroom resources

Assessment: 50 pts.

Preservice teachers will be able to distinguish when to accomodate and when to modify  teaching practices and curriculum to meet the needs of ELLs.

Students have developed knowledge of how to modify curriculum to attend to student language and literacy development and teach to student strengths. 

Instructions:

1. For this activity, you will learn the difference between accommodations and modifications by reviewing the definitions and applying them to scenarios. 

2. You will need two documents: the form to report your answers with the scenarios linked here and the document with the definitions  in this link.

3. Review the definitions and then as you read a case, determine whether it describes an accommodation or an modification.

4. Write your answer in the report form. 

5. Use the answer key linked here to check your answer. If your answer was wrong, explain your thinking in mislabeling it. Then, explain why the correct answer is the correct answer. 

6. Submit your report form.