CoverWelcome to TELLSyllabus: Developing Second Language Literacy Explanation of the TemplateTotal PointsSession 1: Analyzing My Literacy BackgroundLA 1.1 Understanding My Literacy Background and PracticesLA 1.2 Expanding the Definition of Literacy LA 1.3 Exploring Literacy through TELL ToolsLA 1.4 Assessing for Literacy Development HW 1.1 Implementing and Reflecting on My Literacy PracticesHW 1.2 Investigating Knowledge about Literacy DevelopmentHW 1.3 Revisiting WIDA Performance DefinitionsHW 1.4 Using First Language Acquisition in Current Educational PracticesHW 1.5 Understanding My Final ProjectSession 2: Increasing Awareness of Language, Literacy, and PowerLA 2.1 Discussing Literacy DevelopmentLA 2.2 Connecting Cross-Linguistic Transfer and Literacy LA 2.3 Literacy Profiles LA 2.4 Makoto's Literacy ProfileHW 2.1 Implementing and Reflecting on My Literacy PracticesHW 2.2 Designing a Literacy-Focused ClassroomHW 2.3 Final Project Work for Unit RevisionHW 2.4 More and Less Proficient ELL Student's Literacy ProfilesHW 2.5 Integrating Ideas from Jim Cummins and Attention to Literacy Session 3: Designing a Literacy-Focused ClassroomLA 3.1 Reviewing Final Project and Literacy ProfileLA 3.2 Evaluating Literacy Richness and Standards for Effective PedagogyLA 3.3 Examining Literacy Guidelines LA 3.4 Planning Lessons that Build Learners' LiteracyHW 3.1 Implementing and Reflecting on My Literacy PracticesHW 3.2 Unit Goals for ELLs' Literacy ProfilesHW 3.3 Final Project Work for Unit RevisionHW 3.4 Using Video Segment 7.1 to Learn about VocabularyHW 3.5 Reading a Dense Text Using a Double Entry JournalHW 3.6 Bring a Text for Your Unit PlanSession 4: Building Knowledge of Academic LanguageLA 4.1 Characteristics of Academic LanguageLA 4.2 Effectively Teaching Academic Vocabulary and LanguageLA 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 PracticesHW 4.2 Planning for Teaching Vocabulary in my UnitHW 4.3 Gathering Resources for Revising a Unit PlanHW 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 ELsSession 5: Assisting Students in Understanding and Constructing TextsLA 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 StrategiesLA 5.6: Center 5: Selecting a Text with PurposeLA 5.7 Consolidating Knowledge for Supporting EL LiteracyHW 5.1 Implementing and Reflecting on My Practice HW 5.2 Planning for Teaching Reading in My UnitHW 5.3 Writing Instruction GuidelinesHW 5.4 Examining Process WritingHW 5.5 Writing Instruction for ELLs (Wright)HW 5.6 Identifying Writings for My Unit PlanSession 6: Intentionally Teaching Writing in Content Area InstructionLA 6.1 Teaching Effective Writing PracticesLA 6.2 Connecting Reading to WritingLA 6.3 Creating Authentic Writing OpportunitiesLA 6.4 Process Writing and Writer's WorkshopLA 6.5 Partner Debrief: Consolidating Knowledge of ELL Writing InstructionHW 6.1 Implementing and Reflecting on My Literacy Practice HW 6.2 Planning for Teaching Writing in My UnitHW 6.3 Creating Equity in Literacy Teaching PracticesSession 7: Critiquing, Reviewing, Editing, Revising My Unit PlanLA 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 InteractionLA 7.3 Center 3: Building Academic Language and Literacy LA 7.4 Center 4: Attending to Writing InstructionLA 7.5 Center 5: Attending to Equity through the Standards for Effective PedagogyLA 7.6 Preparing My Explanatory Document and Revising My Final ProjectHW 7.1 Implementing and Reflecting on my Literacy PracticeHW 7.2 Completing the Final ProjectHW 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 DevelopmentLA 8.3 Making a Commitment to My Best-Loved Self as Teacher

LA 3.2 Evaluating Literacy Richness and Standards for Effective Pedagogy

Sharing and analyzing your assets


Learning Outcome Pedagogical Intent Student Position

Demonstrate ability to plan standards-based ESL and content instruction.

Demonstrate ability to manage and implement standards-based ESL and content instruction

Assessment: 25pts.

TA: 55 Minutes

Teachers can establish classrooms that encorporate literacy-rich pactices and utilize  the Standards for Effective Pedagogy in order to construct more literacy-focused learning environments that better meet the needs of English language learners making it possible for them to learn and achieve. 

Students  have learned about literacy-rich classrooms and the Standards for Effective Pedagogy. They will consider how to implement literacy-richness and the Standards for Evvective Pedagogy in their classroom settings.


Part A: 20 minutes

1. The teachers will use the form they filled in from HW 2.2 and review their understanding of what is required in their classroom or content areas to create a literacy-rich and literacy-focused classroom. Together they will discuss their learning and thinking and consider the challenges at their grade level or in their content area for creating a literacy-rich environment.

2. Next working together,  create a list of practices that should be evident in a classroom at your grade level or within your content area if your classroom is literacy-focused. Use the categories of Pedagogy, Curriculum, and Classroom Organization/Structure [for those who teach a specific content think about what counts as literacy in your content area and what kinds of literate practices and skils your classrooms to develop].

3. Continuing with the same partner, discuss the Standards for Effective Pedagogy (SPCT Document) . Consider each standard and the enacting descriptors of it and reflect on how each standard will support the literacy and language development of students.  

4. Return to the list you just made and with your  partner, create  a list of how using the Standards for Effective Pedagogy could  help you increase the literacy-focus of your classroom and support the content learning and language and literacy develpment of your students.

Part B: 10 minutes

1. Working on your own, use the Evaluation of My Enacting SEP chart to consider how you use each standard of SEP  in your classroom. After filling out column 1, discuss with others in your group some goals you can set to increase your usage of these standards regularly in your work with English learners particularly in relation to the unit you are planning. 

Part C: 15 minutes

1. In your group, answer the following questions on paper to turn to post for a gallery walk: (be sure everyone gets a chance to speak and one person will take notes on the paper to post.

    a. How can I increase the literacy richness of my classroom by attending to the literacy and language development of my students?

    b. How can embracing the Standards for Effective Pedagogy in my classroom create an environment where English learners can thrive?

    c. How can combining what I have learned about literacy-rich environments and the Standards for Effective Pedagory create a classroom that is more literacy-focused (How do they work together to create a learning environment that will support the content learning and the langauge and ltieracy development of students in my content area or grade level teaching?)

Part D: 10 minutes Post your group's poster with those from other groups and move from chart to take notes on ideas you may want to try (Add these ideas to your Evaluation of My Enacting SEP chart under goals).

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