Welcome to TELLSyllabus: Developing Second Language Literacy Explanation of the TemplateTotal PointsSession 1: Analyzing My Literacy BackgroundLA 1.1 Understanding My Literacy Background and PracticesLA 1.2 Expanding the Definition of Literacy LA 1.3 Exploring Literacy through TELL ToolsLA 1.4 Assessing for Literacy Development HW 1.1 Implementing and Reflecting on My Literacy PracticesHW 1.2 Investigating Knowledge about Literacy DevelopmentHW 1.3 Revisiting WIDA Performance DefinitionsHW 1.4 Using First Language Acquisition in Current Educational PracticesHW 1.5 Understanding My Final ProjectSession 2: Increasing Awareness of Language, Literacy, and PowerLA 2.1 Discussing Literacy DevelopmentLA 2.2 Connecting Cross-Linguistic Transfer and Literacy LA 2.3 Literacy Profiles LA 2.4 Makoto's Literacy ProfileHW 2.1 Implementing and Reflecting on My Literacy PracticesHW 2.2 Designing a Literacy-Focused ClassroomHW 2.3 Final Project Work for Unit RevisionHW 2.4 More and Less Proficient ELL Student's Literacy ProfilesHW 2.5 Integrating Ideas from Jim Cummins and Attention to Literacy Session 3: Designing a Literacy-Focused ClassroomLA 3.1 Reviewing Final Project and Literacy ProfileLA 3.2 Evaluating Literacy Richness and Standards for Effective PedagogyLA 3.3 Examining Literacy Guidelines LA 3.4 Planning Lessons that Build Learners' LiteracyHW 3.1 Implementing and Reflecting on My Literacy PracticesHW 3.2 Unit Goals for ELLs' Literacy ProfilesHW 3.3 Final Project Work for Unit RevisionHW 3.4 Using Video Segment 7.1 to Learn about VocabularyHW 3.5 Reading a Dense Text Using a Double Entry JournalHW 3.6 Bring a Text for Your Unit PlanSession 4: Building Knowledge of Academic LanguageLA 4.1 Characteristics of Academic LanguageLA 4.2 Effectively Teaching Academic Vocabulary and LanguageLA 4.3 Selecting Academic Vocabulary and Language to Teach LA 4.4 Planning to Teach Vocabulary HW 4.1 Implementing and Reflecting on My Literacy PracticesHW 4.2 Planning for Teaching Vocabulary in my UnitHW 4.3 Gathering Resources for Revising a Unit PlanHW 4.4 Learning about Comprehension and the Role of Text Structure HW 4.5 Identifying Readings in My Unit Plan HW 4.6 Deepening Understanding of Literacy Guidelines for ELsSession 5: Assisting Students in Understanding and Constructing TextsLA 5.1 Accumulating Knowledge for Promoting Literacy Development LA 5.2: Center 1: (Teacher Center) Utilizing the Literacy Guidelines for ELs LA 5.3 Center 2: Building on and Developing Oral Language LA 5.4: Center 3: Text Structures and Text Features in Literacy Instructon LA 5.5 Center 4: Modeling Good Reading StrategiesLA 5.6: Center 5: Selecting a Text with PurposeLA 5.7 Consolidating Knowledge for Supporting EL LiteracyHW 5.1 Implementing and Reflecting on My Practice HW 5.2 Planning for Teaching Reading in My UnitHW 5.3 Writing Instruction GuidelinesHW 5.4 Examining Process WritingHW 5.5 Writing Instruction for ELLs (Wright)HW 5.6 Identifying Writings for My Unit PlanSession 6: Intentionally Teaching Writing in Content Area InstructionLA 6.1 Teaching Effective Writing PracticesLA 6.2 Connecting Reading to WritingLA 6.3 Creating Authentic Writing OpportunitiesLA 6.4 Process Writing and Writer's WorkshopLA 6.5 Partner Debrief: Consolidating Knowledge of ELL Writing InstructionHW 6.1 Implementing and Reflecting on My Literacy Practice HW 6.2 Planning for Teaching Writing in My UnitHW 6.3 Creating Equity in Literacy Teaching PracticesSession 7: Critiquing, Reviewing, Editing, Revising My Unit PlanLA 7.1 Center 1 (Teacher Center): Aligning Objective and Assessments LA 7.2 Center 2: Responding to ELs Language and Literacy Development through Input and InteractionLA 7.3 Center 3: Building Academic Language and Literacy LA 7.4 Center 4: Attending to Writing InstructionLA 7.5 Center 5: Attending to Equity through the Standards for Effective PedagogyLA 7.6 Preparing My Explanatory Document and Revising My Final ProjectHW 7.1 Implementing and Reflecting on my Literacy PracticeHW 7.2 Completing the Final ProjectHW 7.3 Reviewing What I Know about Teaching to Improve Session 8: Sharing My Learning LA 8.1 Presenting My Knowledge of the Literacy Guidelines for ELs LA 8.2 Sharing an Exemplar of Designing Lessons to Promote ELs' Literacy DevelopmentLA 8.3 Making a Commitment to My Best-Loved Self as Teacher

HW 2.3 Final Project Work for Unit Revision

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Learning Outcome Pedagogical Intent Student Position

Apply current research based practices to plan classroom instruction in supportive learning environments. This includes planning for learners from diverse backgrounds using standards-based ESL and content curriculum.

Assessment: 50 pts.

Due: Session 3

Teachers can plan standards-based units incorporating second language literacy development with research-based and evidence-based practices as they teach English language learners.

Students have examined the literacy theories, explored multiple learner profiles, reviewed a unit plan example, and categorized literacy assessments. These activities are the first steps need in creating the unit plan revision for final project.

Instructions

  1. Pick a unit you want to revise to better meet the literacy needs of your ELLs.
  2. Read the Unpacking Standards and Backward Design article summaries.
  3. Use the Unit Instrucional Planning Guide to start the revision process by thinking about the big picture of the unit plan.