Developing Second Language Literacy
Cover
Welcome to TELL
Syllabus: Developing Second Language Literacy
Explanation of the Template
Total Points
Session 1: Analyzing My Literacy Background
LA 1.1 Understanding My Literacy Background and Practices
LA 1.2 Expanding the Definition of Literacy
LA 1.3 Exploring Literacy through TELL Tools
LA 1.4 Assessing for Literacy Development
HW 1.1 Implementing and Reflecting on My Literacy Practices
HW 1.2 Investigating Knowledge about Literacy Development
HW 1.3 Revisiting WIDA Performance Definitions
HW 1.4 Using First Language Acquisition in Current Educational Practices
HW 1.5 Understanding My Final Project
Session 2: Increasing Awareness of Language, Literacy, and Power
LA 2.1 Discussing Literacy Development
LA 2.2 Connecting Cross-Linguistic Transfer and Literacy
LA 2.3 Literacy Profiles
LA 2.4 Makoto's Literacy Profile
HW 2.1 Implementing and Reflecting on My Literacy Practices
HW 2.2 Designing a Literacy-Focused Classroom
HW 2.3 Final Project Work for Unit Revision
HW 2.4 More and Less Proficient ELL Student's Literacy Profiles
HW 2.5 Integrating Ideas from Jim Cummins and Attention to Literacy
Session 3: Designing a Literacy-Focused Classroom
LA 3.1 Reviewing Final Project and Literacy Profile
LA 3.2 Evaluating Literacy Richness and Standards for Effective Pedagogy
LA 3.3 Examining Literacy Guidelines
LA 3.4 Planning Lessons that Build Learners' Literacy
HW 3.1 Implementing and Reflecting on My Literacy Practices
HW 3.2 Unit Goals for ELLs' Literacy Profiles
HW 3.3 Final Project Work for Unit Revision
HW 3.4 Using Video Segment 7.1 to Learn about Vocabulary
HW 3.5 Reading a Dense Text Using a Double Entry Journal
HW 3.6 Bring a Text for Your Unit Plan
Session 4: Building Knowledge of Academic Language
LA 4.1 Characteristics of Academic Language
LA 4.2 Effectively Teaching Academic Vocabulary and Language
LA 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 Practices
HW 4.2 Planning for Teaching Vocabulary in my Unit
HW 4.3 Gathering Resources for Revising a Unit Plan
HW 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 ELs
Session 5: Assisting Students in Understanding and Constructing Texts
LA 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 Strategies
LA 5.6: Center 5: Selecting a Text with Purpose
LA 5.7 Consolidating Knowledge for Supporting EL Literacy
HW 5.1 Implementing and Reflecting on My Practice
HW 5.2 Planning for Teaching Reading in My Unit
HW 5.3 Writing Instruction Guidelines
HW 5.4 Examining Process Writing
HW 5.5 Writing Instruction for ELLs (Wright)
HW 5.6 Identifying Writings for My Unit Plan
Session 6: Intentionally Teaching Writing in Content Area Instruction
LA 6.1 Teaching Effective Writing Practices
LA 6.2 Connecting Reading to Writing
LA 6.3 Creating Authentic Writing Opportunities
LA 6.4 Process Writing and Writer's Workshop
LA 6.5 Partner Debrief: Consolidating Knowledge of ELL Writing Instruction
HW 6.1 Implementing and Reflecting on My Literacy Practice
HW 6.2 Planning for Teaching Writing in My Unit
HW 6.3 Creating Equity in Literacy Teaching Practices
Session 7: Critiquing, Reviewing, Editing, Revising My Unit Plan
LA 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 Interaction
LA 7.3 Center 3: Building Academic Language and Literacy
LA 7.4 Center 4: Attending to Writing Instruction
LA 7.5 Center 5: Attending to Equity through the Standards for Effective Pedagogy
LA 7.6 Preparing My Explanatory Document and Revising My Final Project
HW 7.1 Implementing and Reflecting on my Literacy Practice
HW 7.2 Completing the Final Project
HW 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 Development
LA 8.3 Making a Commitment to My Best-Loved Self as Teacher

HW 5.2 Planning for Teaching Reading in My Unit

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Learning Outcome Pedagogical Intent Student Position

Use knowledge and skills to construct learning environments that support development of English language proficiency.

Assessment: 50 pts.

Due: Session 6

Teachers can revise their Unit Plan in relationship to teaching ELL students to understand and construct texts.

Teachers have learned about selecting and teaching various kinds of readings to help ELLs understand and construct texts. They are positioned to revise their unit to attend to the comprehension needs of their ELLs when teaching texts.

Instructions

  1. For this assignment, you will work on revising your unit plan, attending to how you will teach or support students the understanding and constructing of texts necessary for understanding the content in your unit.
  2. The following experiences and documents will support your decisions about attending to reading:
    • The Unit you are revising.
    • Literacy Profiles for 2 ELs (HW 3.2)
    • Notes from learning about comprehension and the role of text structure (HW 4.4)
    • Readings you identified from your plan (HW 4.5)
    • Notes from a deeper understanding of the Literacy Guidelines for ELs (HW 4.6)
    • Session 5 Key Ideas worksheet
  3. Use the Session 5 Key Ideas worksheet to revise your unit plan and list of lessons.
  4. Develop the documents and activities you will use to support the comprehension and creation of texts for your students generally and the 2 ELs you are focusing on specifically.
  5. Keep track of the changes you make in your plan and the basis for your revisions and accommodations. (You will use these notes in session 7 when you create the document that reports your revisions and your reasoning behind them).

End-of-Chapter Survey

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