• Developing Second Language Literacy
  • 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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  • Translations
  • LA 2.4 Makoto's Literacy Profile


    Learning Outcome Pedagogical Intent Student Position

    Employ theories of acquisition of a primary and new language in instruction.

    Assessment: 25 pts.

    TA: 45 Minutes

    Teachers can better serve English learners when they know how to determine strengths and weak- nesses of each student.  This results in lessons prepared to support them as they develop literacy in a second language.

    Students have begun to explore literacy from a second language perspective. After viewing Makoto’s case study, they will make observations of her literacy development and her strengths and weaknesses. 



    1. Students will complete a Literacy Profile for Makoto in groups, focusing specifially on her literacy needs. Use the following to complete Section 1 of Makoto's Literacy Profile (Note as you analyze Makoto's case you will type over the text in the document):

    Note: Some of Makoto’s test scores may seem confusing—take what you can from it, but don’t spend time figuring it out and analyzing it.

    2. To complete Section 2 (Goals), make cognitive, linguistic, and social/affective goals that will improve her literacy skills. 

    Viewing Makoto’s Video Case from Second Language Literacy Case: A Video Ethnography


    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/second_language_literacy/la_24.