• Welcome to TELL
  • Syllabus: Content-Based Instruction for Emergent Bilinguals
  • Session 1: Positioning Myself to Integrate Content and Promote Academic Language
  • Session 2: Deepening Understanding of TELL Conceptual Tools
  • Session 3: Beginning to Develop an MSDLA
  • Session 4: Strengthening Curriculum by Adjusting For ELs
  • Session 5: Learning to Develop Text Modifications
  • Session 6: Practicing Developing MSDLAs
  • Session 7: Reviewing Making Text Comprehensible
  • Session 8: Feedback for the MSDLA
  • Session 9: Presenting Our MSDLAs
  • Session 10: Evaluating the Final Project
  • Appendix: MSDLA examples
  • Download
  • Translations
  • Session 5: Learning to Develop Text Modifications

    Modifying Texts
    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: 100pts

    TA: class session

    Preservice teachers who understand EL students' difficulty with academic vocabulary and comprehending texts can make text modifications and teach vocabulary in ways that assist student learning.

    Students have learned about MSDLAs and funds of knowledge, selected content standards, developed content and language objectives and begun to design curriculum to meet standards. They are ready to consider how they can modify texts to support ELLs in learning content and language together. 

    In-class activities: 

    1. ( 10 minutes) Share something you learned from the homework.

    2. (30-50 minutes) Group SEP Presentations. The Joint Productive Activity (JPA) group will present. 

    4. (20 minutes) Text Modification Mini Lecture:    Cummins Coercive and Collaborative Relationships Model.docx  Download 

    5. (70 Minutes) BREAK OUT GROUPS: Focus on task cards, texts and any modifications of them. Instructors will circulate to help and answer questions. 

    Closing: Review Homework 

    1. Homework 5.1 SIOP Chapter 9: Review

    2 Homework 5.2 Observation for Instructional Conversation (IC) 

    3. Homework 5.3 MSDLA Self-Assessment. Next week the teacher we are working with will meet with you during the time you are working you your breakout rooms. You will review your centers and get feedback and guidance so be prepared to share documents. 

    4. Homework 5.4 Since you need to have students produce something that the teacher can have evidence of the student's work and since at least one center needs to have a specified assessment. We are asking you to watch a short YouTube Video on creating rubrics. 

    Homework 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

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/content_based_instru/session_5.