CoverWelcome to TELLSyllabus: Integrating Content & Langauge Instruction Explanation of the TemplateTotal PointsSession One: Positioning Myself to Integrate Content and Promote Academic LanguageLA 1.1 Sharing My Learning and Professional DevelopmentLA 1.2 Negotiating Understanding of Inclusive Pedagogy.LA 1.3. Integrating the Conceptual Tools for Teaching ELsLA 1.4: Reviewing the Major Course AssignmentsLA 1.X Consulting with the Facilitator on Presentation --Contextualization (CTX)HW 1.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 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 AssignmentsHW 1.5 Learning about Designing and Implementing Activity Centers Session Two: Deepening Understanding of TELL Conceptual ToolsLA 2.1 Sharing My Learning and Professional DevelopmentLA 2.2 Presentation on SEP--Contextualization LA 2.3 Demonstrating Setting Up Activity CentersLA 2.4 Designing Activity Center 1-- the Teacher CenterLA 2.5 Activity Center Planning Web--Center 2LA 2.6 Exploring MetaGoals and MetaStrategies for Standards for Effective Pedagogy--Center 3LA 2.7 Consider Materials for Your MSDLAs--Center 4LA 2.8 Text and Vocabulary Issues in MSDLAs--Center 5LA 2.9 Learning from Vocabulary ResearchLA 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 ProficiencyHW 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 MSDLAsHW 2.6 Deepening Knowledge for Promoting Academic VocabularySession Three: Building Knowledge of Vocabulary LA 3.1 Sharing My Learning and Professional DevelopmentLA 3.2 Presentation on SEP--Language and Literacy DevelopmentLA 3.3 Considering Text Modification and Vocabulary Learning in Making Content ComprehensibleLA 3.4 Learning to Attend to Vocabulary in Making Concepts ComprehensibleLA 3.5 Sharing Your Learning about Vocabulary in the Texts of Your DisciplineLA 3.6 Building Strategies and Techniques for Developing Academic LanguageLA 3.X Consulting with the Facilitator on Presentation--Challenging Activities (CA)HW 3.1 Reflection on My Practice in Developing ELs' Content and Language ProficiencyHW 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 ObjectivesHW 3.5 Reviewing Knowledge about Text StructuresHW 3.6 Exploring Teaching Strategy Marketplaces HW 3.7 Exploring Funds of Knowledge Session Four: Strengthening Curriculum by Adjusting for ELsLA 4.1 Sharing My Learning and Professional DevelopmentLA 4.2 Presentation on SEP--Challenging ActivitiesLA 4.3 Reviewing My Objectives to Strengthen Them LA 4.4 Considering Funds of Knowledge Among My StudentsLA 4.5 Examining Your Texts And Your Strategies in Making them ComprehensibleLA 4.6 Sharing Strategies by Reviewing Promotional FlyersLA 4.X Consulting with Facilitator on Presenting--Joint Productive Activity (JPA)HW 4.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 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 LearningHW 4.5 Developing Students' Thinking SkillsSession Five: Learning from Feedback LA 5.1 Sharing My Learning and Professional DevelopmentLA 5.2 Presentation on SEP--Joint Productive ActivityLA 5.3 Reviewing Practice, Application and Lesson Delivery LA 5.4 Receiving Feedback on MSDLA Components and DocumentationLA 5.X Consulting with Facilitator on Presenting--Instructional Conversation (IC)HW 5.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 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 StandardsHW 5.5 Thinking of Culturally Responsive Pedagogy in Relationship to My Teaching Practice Session Six: Practicing Developing MSDLAsLA 6.1 Sharing My Learning and Professional DevelopmentLA 6.2 Presentation on SEP--Instructional ConversationLA 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 ProficiencyHW 6.2 Creating a Self-Portrait HW 6.3 Build and Refine Your Final MSDLASession Seven: Enacting an MSDLA to Review SIOPLA 7.1 Sharing My Learning and Professional DevelopmentLA 7.2 Enacting Centers to Demonstrate Skill in Using High-Quality Strategies and PracticesLA 7.3 Displaying My Self-PortraitHW 7.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 7.2 Finalize Your MSDLAsHW 7.3 Implementing Centers in My ClassroomSession Eight: Demonstrating My Knowing of Integrating Content and Language InstructionLA 8.1 Sharing Our MSDLAs LA 8.2 Sharing Development as an ESL Teacher

Syllabus: Integrating Content & Langauge Instruction

Course Description: 

This is the fifth course in the TELL program, which leads to an ESL endorsement. Working in teacher working groups, teachers explore content-area learning from a second language perspective. Teachers review the conceptual tools and content of previous TELL courses found here (https://equitypress.org/ell_tools). In this course teachers explore their pedagogical practices within their disciplines, learn to attend more strategically to teaching content as they teach language, and developing literacy skills and academic language with their EL students. They revisit sheltered language instruction through reviewing SIOP. Finally, they create multiple, simultaneous learning activities that they can enact in their regular instruction.  

Course Goals and Objectives: 

This course builds on the following ESL standard: 

Know, understand, and use 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. 

The objectives are:

Textbook:

Integrating Content and Language.This is the main textbook for this course, an instructional guide found in an open access online platform developed by Royce Kimmons (EdTech Books). The book  includes all the learning activities, homework activities, and major projects you will be using for the course. 

Making Content Comprehensible for English Language Learners: The SIOP Model. Boston: Pearson, Allyn & Bacon.

Funds of knowledge. Mahway, NJ: Lawrence Erlbaum Associates.Multimedia 

Digital Resources:

The Lucia Villarreal case: A videoethnography of literacy practices in a bilingual classroom. Provo, UT: Brigham Young University

The Craig Cleveland case: A videoethnography of Mexican American history in a Spanish/ English bilingual classroom. Provo,UT:BYU

The Mara Mills case: A videoethnography of biological science in a sheltered English classroom. Provo, UT: BYU

The Sheri Galarza pre-school case: A videoethnography of developmentally appropriate teaching of language and literacy.Provo,UT: BYU

Learning Activities:

A variety of learning activities and assignments will be used to help students understand course concepts. Students become active participants through the use of self-assessment, reflective writing, jigsaw readings, concept application logs, portfolio work, student profiles, response papers, and technology. Assignments will focus on active learning and require individual, paired, or group work to enrich learning. These activities model the planning, teaching, and assessment strategies that can be used with language minority students. There are also homework activities that, when completed successfully contribute to the points accrued for grading. 

Attendance Policy:

This course is grounded in the belief that learning is a socially constructed process. In fact, active learning is a central feature of the course. Furthermore, the concepts presented through the video segments promote a conversational approach to learning. Concepts are immediately explored and applied through learning activities. As a result, much of the learning will take place through discussion and group activities that ask you to apply the research and theories about the teaching of English learners to your daily practice. Class discussion allows you to learn from your colleagues and to contribute to their learning; the insights of class members will be invaluable in your learning.

The experiences within the classroom cannot be reconstructed outside of class time with the facilitator or independently. Therefore, while attendance in and of itself does not count as part of your course grade, it is an important factor since recovering and reconstructing learning that occurs during class time will be difficult, if not impossible. Further, you will often be given credit for products developed during class time, and your presence is highly valued. In addition, students will usually work with colleagues and will frequently present findings and analysis during class time. For these reasons, it will be very difficult to make up class periods missed.

Grading Policy:

For the above reasons, full credit is only available to those students who attend each session and are present for the entire session. We recommend that if a teacher has to miss more than one of the eight sessions, they should be advised to take the course at another time.

In this course, your grade is based on participation in a learning process (i.e., process points) and the creation of individual and group products (i.e., individual and group product points) that emerge from participation in learning activities and homework. In addition, you will be asked to complete independent major assignments that will be evaluated for evidence of how you are learning and growing as a professional. Finally, you will present your professional development in relation to educating students of cultural and linguistic diversity in the final session of the course.

Grading Summary:

Type of Points Description Points
Process Points for participating in learning activities during class  
Homework Individual Product Points for individual products produced for homework assignments  
Practicum Points for individual or group products produced for practicum assignments  
Total    

In the next chapter in this book, you will find a Total Points sheet you can copy and use to track your points earned throughout the course.

Grading Scale: You must earn at least a B- to pass this class.

Percentage Grade
94-100% A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-

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