• Welcome to TELL
  • Session 1: Analyzing My Literacy Background
  • Session 2: Increasing Awareness of Language, Literacy, and Power
  • Session 3: Designing a Literacy-Focused Classroom
  • Session 4: Building Knowledge of Academic Language
  • Session 5: Assisting Students in Understanding and Constructing Texts
  • Session 6: Intentionally Teaching Writing in Content Area Instruction
  • Session 7: Critiquing, Reviewing, Editing, Revising My Unit Plan
  • Session 8: Sharing My Learning
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  • HW 3.5 Reading a Dense Text Using a Double Entry Journal


    Learning Outcome Pedagogical Intent Student Position

    Develop knowledge and skills to construct learning environments that support development of English language proficiency: literacy, academic, and cognitive development.

    Assessment: 25 pts.

    Due: Session 4

    Teachers can make decisions about how to attend to developing academic vocabulary in their teaching.

    Students have learned about developing literacy-rich and literacy-focused classrooms and have begun planning for how they will apply the knowledge to their classsoom. 


    1. Using the Double Entry Journal, read the article Words as Tools: Learning Academic Vocabulary as Language Acquisition
    by Nagy & Townsend. As you read the text...

    a. Underline or highlight the key ideas that stand out to you in the left column.

    b. Use the right column to record or summarize your understanding of the section or paragraph as you read.

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/second_language_literacy/hw_35_reading_a_dens.