CoverFoundations for Second Language TeachingSession 1: Exploring My Culture and ELs StrengthsSession 2: Developing Understandings of Culture--Mine and My ELsSession 3: Considering ELs as a Resource in My Teaching Session 4: Developing Knowledge of Assets and Legal ObligationsSession 5: Attending to Standards and Classifications with WIDASession 6: Positioning ELs within the School GameSession 7: Promoting ELs Learning through My LearningSession 8: Celebrating and Presenting My LearningSecond Language AcquisitionSession 1: Language and IdentitySession 2: Who are Our ELLs? Defining Needs and StrengthsSession 3: Current Realities: ESL Programs and PracticesSession 4: Creating Comprehensible InputSession 5: The Role of InteractionSession 6: Stages of Development and Errors and FeedbackSession 7: Proficiencies and PerformancesSession 8: Displays of Professional DevelopmentAssessment for Linguistically Diverse StudentsSession 1: Understanding My Role as an AssessorSession 2: Developing Understandings through MediaSession 3: Designing for Understanding Using Standards for Effective PedagogySession 4: Considering Alternative Assessments in Relationship to ELsSession 5: Designing and Developing AssessmentSession 6: Debating and Responding to Assessment IssuesSession 7: Developing Knowledge for Practice and AdvocacySession 8: Revealing My LearningDeveloping Second Language LiteracySession 1: Analyzing My Literacy BackgroundSession 2: Increasing Awareness of Language, Literacy, and PowerSession 3: Designing a Literacy-Focused ClassroomSession 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, and Revising my Unit Plan Session 8: Sharing My LearningIntegrating Content and Language InstructionSession 1: Positioning Myself to Integrate Content and Promote Academic LanguageSession 2: Deepening Understanding of TELL Conceptual ToolsSession 3: Building Knowledge of Vocabulary Session 4: Strengthening Curriculum by Adjusting for ELsSession 5: Learning from Feedback Session 6: Practicing Developing MSDLAsSession 7 Using MSDLAs to Review SIOPSession 8: Demonstrating My Knowing of Integrating Content and Language InstructionFamily, School, & Community Partnerships Session 1 Community, Assumptions, and PTA StandardsSession 2: Preparing to Cross BordersSession 3: Family and Community EngagementSession 4: CollaborationSession 5: Exploring Community ResourcesSession 6: High Expectations for English LearnersSession 7: Responding to Student and Family NeedsSession 8: Advocating for Students and Families

Session 3: Designing a Literacy-Focused Classroom

LA 3.1—This learning activity has teachers raise questions or misunderstandings regarding the final project and the two literacy profiles. You respond to their queries. After this, teachers will pair up and share why they chose the unit they did for this assignment. Then they will use the worksheet from HW 2.2 how their strengths in Pedagogy, Curriculum, and Classroom Organization and Structure work to develop their ELs language and literacy development generally and in their current unit plan. Then they will share ideas with each other to improve their unit as it is now.  

LA 3.2—This is a 55 minute activity. You will need to watch the clock and move around the tables to be sure everyone is working to complete all of each part.  

LA 3.3—Teachers need the three charts called Constructing Meaning from the Literacy Guidelines. They will discuss in their group the overarching principles and the 2 principles for each. This will inform their work to create a literacy-rich classroom. 

LA 3.4—Teachers will be working in pairs, but each on their own lesson planning.  This allows them to be able to share ideas and solve problems together. They need their list of literacy practices that should be evident in lessons, Evaluation of my Enacting Practice SEP Form, the their notes documenting their understanding of the ESL guidelines. They also should have brought with them their Capturing 3 Ideas from Cummins and their beginning work on their unit plans. 

HW 3.1—This is the weekly reflection. 

HW 3.2—This asks them to consider the 2 students they are profiling. They need to write cognitive, social/affective, and linguistic goals for each of them. They use the Literacy Profile of an English Learner worksheet they have already worked on during HW 2,4, and need to just add the goals.  

HW 3.3—This is a continuation from LA 3.4. They need to select a goal with the literacy focus for their unit plan. There are 2 components in bullets to be considered: a copy of the unit plan and the literacy environment checklist.  They should bring both of these to session 4. 

HW 3.4—This is an active viewing assignment. They click on the first link to get the video and the active viewing guide is found in the second link. They take notes on the right side and also write questions they have about the information. 

HW 3.5—They will read the double entry journal to read the article Words as Tools: Learning Academic Vocabulary as Language Acquisition by Nagy & Townsend. They need to underline key events and take notes on the right side of the form. 

HW 3.6—For this unit, they need to find a text they will use in their unit and bring it with them to session 4. They will use it during session 4 as they consider the vocabulary needs of the unit.  

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