Cover
Welcome to TELL
Syllabus: Integrating Content & Langauge Instruction
Explanation of the Template
Total Points
Session One: Positioning Myself to Integrate Content and Promote Academic Language
LA 1.1 Sharing My Learning and Professional Development
LA 1.2 Negotiating Understanding of Inclusive Pedagogy.
LA 1.3. Integrating the Conceptual Tools for Teaching ELs
LA 1.4: Reviewing the Major Course Assignments
LA 1.X Consulting with the Facilitator on Presentation --Contextualization (CTX)
HW 1.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 1.2 Learning Teaching through Multi-media Cases and Expert Perspectives
HW 1.3 Gaining an understanding of Making Content Comprehensible
HW 1.4 Reviewing Major Assignments
HW 1.5 Learning about Designing and Implementing Activity Centers
Session Two: Deepening Understanding of TELL Conceptual Tools
LA 2.1 Sharing My Learning and Professional Development
LA 2.2 Presentation on SEP--Contextualization
LA 2.3 Demonstrating Setting Up Activity Centers
LA 2.4 Designing Activity Center 1-- the Teacher Center
LA 2.5 Activity Center Planning Web--Center 2
LA 2.6 Exploring MetaGoals and MetaStrategies for Standards for Effective Pedagogy--Center 3
LA 2.7 Consider Materials for Your MSDLAs--Center 4
LA 2.8 Text and Vocabulary Issues in MSDLAs--Center 5
LA 2.9 Learning from Vocabulary Research
LA 2.X Consulting with Facilitator on Presentation--Language and Literacy Development (LLD)
HW 2.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 2.2 Learning Teaching through Multi-media Cases and Expert Perspectives
HW 2.3 Gaining an understanding of Making Content Comprehensible
HW 2.4 Learning from Corpus Studies
HW 2.5 Identifying Texts for Your MSDLAs
HW 2.6 Deepening Knowledge for Promoting Academic Vocabulary
Session Three: Building Knowledge of Vocabulary
LA 3.1 Sharing My Learning and Professional Development
LA 3.2 Presentation on SEP--Language and Literacy Development
LA 3.3 Considering Text Modification and Vocabulary Learning in Making Content Comprehensible
LA 3.4 Learning to Attend to Vocabulary in Making Concepts Comprehensible
LA 3.5 Sharing Your Learning about Vocabulary in the Texts of Your Discipline
LA 3.6 Building Strategies and Techniques for Developing Academic Language
LA 3.X Consulting with the Facilitator on Presentation--Challenging Activities (CA)
HW 3.1 Reflection on My Practice in Developing ELs' Content and Language Proficiency
HW 3.2 Learning Teaching through Multi-media Cases and Expert Perspectives
HW 3.3 Gaining an understanding of Making Content Comprehensible
HW 3.4 Developing Language Objectives
HW 3.5 Reviewing Knowledge about Text Structures
HW 3.6 Exploring Teaching Strategy Marketplaces
HW 3.7 Exploring Funds of Knowledge
Session Four: Strengthening Curriculum by Adjusting for ELs
LA 4.1 Sharing My Learning and Professional Development
LA 4.2 Presentation on SEP--Challenging Activities
LA 4.3 Reviewing My Objectives to Strengthen Them
LA 4.4 Considering Funds of Knowledge Among My Students
LA 4.5 Examining Your Texts And Your Strategies in Making them Comprehensible
LA 4.6 Sharing Strategies by Reviewing Promotional Flyers
LA 4.X Consulting with Facilitator on Presenting--Joint Productive Activity (JPA)
HW 4.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 4.2 Learning Teaching through Multi-media Cases and Expert Perspectives
HW 4.3 Gaining an Understanding of Making Content Comprehensible
HW 4.4 Developing Rubrics for Informal Assessments to Evaluate EL Learning
HW 4.5 Developing Students' Thinking Skills
Session Five: Learning from Feedback
LA 5.1 Sharing My Learning and Professional Development
LA 5.2 Presentation on SEP--Joint Productive Activity
LA 5.3 Reviewing Practice, Application and Lesson Delivery
LA 5.4 Receiving Feedback on MSDLA Components and Documentation
LA 5.X Consulting with Facilitator on Presenting--Instructional Conversation (IC)
HW 5.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 5.2 Learning Teaching through Multi-media Cases and Expert Perspectives
HW 5.3 Gaining an understanding of Making Content Comprehensible
HW 5.4 Deepening Learning by Attending to Discipline and ESL Standards
HW 5.5 Thinking of Culturally Responsive Pedagogy in Relationship to My Teaching Practice
Session Six: Practicing Developing MSDLAs
LA 6.1 Sharing My Learning and Professional Development
LA 6.2 Presentation on SEP--Instructional Conversation
LA 6.3 Creating MSDLAs to Teach SIOP Principles 
LA 6.4 Working on Your MSDLA Project
HW 6.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 6.2 Creating a Self-Portrait
HW 6.3 Build and Refine Your Final MSDLA
Session Seven: Enacting an MSDLA to Review SIOP
LA 7.1 Sharing My Learning and Professional Development
LA 7.2 Enacting Centers to Demonstrate Skill in Using High-Quality Strategies and Practices
LA 7.3 Displaying My Self-Portrait
HW 7.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
HW 7.2 Finalize Your MSDLAs
HW 7.3 Implementing Centers in My Classroom
Session Eight: Demonstrating My Knowing of Integrating Content and Language Instruction
LA 8.1 Sharing Our MSDLAs
LA 8.2 Sharing Development as an ESL Teacher

LA 3.4 Learning to Attend to Vocabulary in Making Concepts Comprehensible

Communicating Understandings With One Another

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Learning Outcome Pedagogical Intent Student Position

Employ a variety of strategies, materials and resources in standards-based ESL and content instruction.

Assessment: 25 pts.

TA: 15 Minutes

Teachers can apply what the learned from homework pertaining to academic vocabulary and how to teach vocabulary in their work with ELs.

Students have read about text mdification and academic vocabulary, including a video segment and an article by Paul Nations. Now they will discuss their learning with one another.

Instructions

1. In your group, discuss your learning from watching a video on vocabulary and reading an article.

2. Use your notes from both the video and the article to inform your ideas. Share things that rang true to you, things that were new to you, and things you had questions about. Try to answer those questions.

3. Consider the Vocabulary that will be necessary for students to understand the texts you assign and communicate their understanding.  

4. Discuss how your will make decisions about the three ways your approach vocabulary in your MSDLA: Direct Instruction of Words, Glossary for meaning, Interaction that requires the use of vocabulary. 

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