Developing Second Language Literacy
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
Images
References
Download
Translations
Sign in or register
LA 2.2 Connecting Cross-Linguistic Transfer and Literacy
Choose a Sign-in Option
Download
Back to Downloads
HTML can be useful for transferring content to other online publishing platforms, typically by copy/pasting to the new platform.
<p id="p_Jtkd" name="p_Jtkd"><img src="https://equitypress.org/content_images/partnerships/learning_activity.png" alt="learning_activity.png" class="centered" id="img_JKex" name="img_JKex"></p><table class="table"><thead><tr><th>Learning Outcome</th> <th>Pedagogical Intent</th> <th>Student Position</th> </tr></thead><tbody><tr><td> <p id="p_KUhhK" name="p_KUhhK">Employ theories of acquisition of a primary and new language in instruction. </p> <p id="p_hMCg" name="p_hMCg"><strong>Assessment:25 pts.</strong></p> <p id="p_jXbK" name="p_jXbK"><strong>TA: 30 Minutes</strong></p> </td> <td> <div> <p id="p_HpKfR" class="paragraph" name="p_HpKfR">Teachers can use these under- standings from the reading and discussion to improve their instruction for L2 learners they teach.</p> </div> </td> <td> <p id="p_awyz" name="p_awyz">Students discussed issues of first and second language development. They now reflect on second language literacy models, theories and brain research including the concept of cross-linguistic transference.</p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn">Instructions</h2><ol id="ol_eZkAI" name="ol_eZkAI"><li id="li_CLnnS" name="li_CLnnS">Divide into heterogenous groups of three, mixing elementary and secondary educational professionals. Each student in the group should read one of the articles and report back to the group on the content. Some of these concepts just need to be reviewed, some are new. <strong>Pay special attention to the concept of cross-linguistic transference. </strong> <ol id="ol_XLbfX" name="ol_XLbfX"><li id="li_dhbzq" style="list-style-type: none;" name="li_dhbzq"> <ul id="ul_Ujvij" name="ul_Ujvij"><li id="li_kQJhj" name="li_kQJhj">A: <a href="https://byu.box.com/s/cn4icbvy84agztq750aml8s793nzbeg9" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-XRg" data-unshortened-url="https://byu.box.com/s/cn4icbvy84agztq750aml8s793nzbeg9">Bilingual Brains and the Educated Mind</a></li> <li id="li_omjyL" name="li_omjyL">B: <a href="https://byu.box.com/s/c58jtdezokdtq5tx8cxgzhf8ygjopfbr" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-ZNAQ" data-unshortened-url="https://byu.box.com/s/c58jtdezokdtq5tx8cxgzhf8ygjopfbr">The Cross-Linguistic Transfer of Early Literacy Skills</a></li> <li id="li_TwyVB" name="li_TwyVB">C: <a href="https://byu.box.com/s/zdt7aa8qcvq6xpcr3a6y7mkvski7iaum" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-LFfG" data-unshortened-url="https://byu.box.com/s/zdt7aa8qcvq6xpcr3a6y7mkvski7iaum">Bilingual Brains, Scientific Brains, and the Educated Mind</a></li> </ul></li> </ol></li> </ol><ol start="2" id="ol_WQSdX" name="ol_WQSdX"><li id="li_wRroV" name="li_wRroV">As students discuss the issues they studied, they will create a Venn Diagram to show the way elementary and secondary educational professionals can better support each other in strengthening the literacy development of their first and second language learners. <ul id="ul_qtWuD" name="ul_qtWuD"><li id="li_pQGBd" name="li_pQGBd">What are ways do you support each other now?</li> <li id="li_yFkAe" name="li_yFkAe">How can this process be improved?</li> <li id="li_BLUkT" name="li_BLUkT">What should the role of principals, coaches, counselors, and teachers be in strengthen the literacy development of their students?</li> </ul></li> </ol>
Copy
Download
Back to Downloads