|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