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 4: Building Knowledge of Academic Language

LA 4.1—This activity takes 50 minutes and asks teachers to be in groups of 4 or 5, consisting of both elementary and secondary teachers.  This allows them all to see how the applications apply to both levels. They bring together their learning from the reading ‘Words as Tools’ in homework for session 3. There are 5 questions they need to discuss amongst themselves, taking notes on important points. Together they create a document entitled the Characteristics of Academic Language giving definitions and descriptions of the six topics at the bottom of the learning activity. 

LA 4.2—In groups of 4, teachers each read one of the four article summaries. They also look at many examples of vocabulary teaching. They prepare to teach the others in their group the article they read, and all take notes and ask and answer questions. They share strategies they have used in their teaching with one another. Finally, they consider how they might adjust their instruction for vocabulary in the unit they are working on to support their two students.  

LA 4.3—Teachers bring forth their knowledge of the article read in HW 3.5 to this activity. They also read from the Wright books you have available—either 2nd or 3rd edition. They record information on the form in the first link. Then they continue on the form by discussing ELs language difficulties. Now they use the chart at the bottom of the sheet to determine academic language they think their 2 students might need help with for the lessons in their unit.  

LA 4.4—Teachers begin by reviewing what they have learned about vocabulary so they talk in groups about the six points listed. Then they read the linked document and start to fill out the chart. The part with the chart they will be working on their own unit and lesson plans to determine the moves they will make to accommodate for the 2 students they studied. Then they pair up to share their thinking and add ideas. 

HW 4.1—the regular reflection work. 

HW 4.2—For this homework, teachers work on their unit and lesson plans. They are reminded of places in the course they can go to for reminders. They use the Planning to Teach Vocabulary document from the session as they revise. They need to use this work in session 7 as they write the document for the final project. 

HW 4.3—Teachers will look at the assessment and comprehension marketplaces, and use the note sheets provided for both of them. This is an opportunity to get more ideas for their units and lessons. Last, there is a link called Text structure to support understanding, and they will find graphic organizers and other things that may help ELs.  

HW 4.4—Teachers need to bring up a video from the TELL materials. Be sure they know to follow the directions below the link to find the right video to watch. It’s about text structures. They use the second link to get the active viewing guide 5.1 to take notes for the video they see. Then they go the link for a second video and use the note taking sheet (AVG) for notes. Then they read from chapter 8 in the Wright book, taking notes on the Wright reading note sheet in the last link. They need to bring all the note sheets to session 5.  

HW 4.5—Now they consider the readings in their unit and the two students they have studied. They determine the reading level of their readings and consider possible strategies they will use. They need to bring these things to session 5.  

HW 4.6—Teachers return to consideration of the Literacy Guidelines for ELs—Build, Expand and Create along with each of their principles. They need to fill in the chart and bring it to session 5.  

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