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 7: Critiquing, Reviewing, Editing, and Revising my Unit Plan

This session is, like session 5, an MSDLA configuration. You will need to give an overview to the class about what they do at each center as you begin the session. Explain the specifics of each of the centers, and you will need to have supplies necessary for each center as well as any materials needed. Be sure to explain centers 2, 3, and 4 as they maneuver the same way in each of those but about different topics.Read through the centers, making a list of supplies needed, and it’s also a good idea to have a direction sheet at each of them so teachers can begin quickly. Each session takes 20 minutes, and you need to track the time and provide a signal when it is time for them to move to the next one. 

LA 7.1—Aligning Objectives and Assessments. This is the teacher center which you will lead. Be sure to make copies of the Final Project Unit Plan Rubric for each teacher, which you will notate where you feel their progress is at based on the information in the rubric. Also make copies of the second link, so each teacher can take notes on how they might change to increase the value of their unit. The teachers should leave this center with both documents in hand, even if they haven’t had enough time to fill out the second form. It will inform their work in finishing the final project. 

LA 7.2—Responding to ELs language and literary Development through Input and Interaction.  Teachers will meet in groups of four divided into pairs. They number off from 1-4. Teachers follow the directions in the bullets below the first direction. It would be helpful for you to put this on paper and display it at the center. The seven bullets below the activity description are the things they should be considering as they proceed through each of the 4-minute segments. They fill in the Language and Literacy Development of the notes table. 

LA 7.3—Building Academic Language and Literacy.  This center proceeds as LA 7.2 did, with pairs in groups of 4. The beginning instructions are the same. The difference is the questions asked—they are different than in the second center. Again, they fill in the Build, Expand, and Create literacy part of the chart to fill out.  

LA 7.4—Attending to Writing Instruction. This follows the same pattern as centers 2 and 3. They discuss new questions. They will fill in the part Build, Expand, and Create literacy, this time with an eye to writing instruction. 

LA 7.5—Attending to Equity through the Standards for Effective Pedagogy. Now teachers will review the unit plans through discussion equity. They discuss the 2 articles they read in homework from last week and fill in the JPA, CTX, and CA rows of the form they’ve used during the sessions. 


LA 7.6—Preparing My Explanatory Document and Revising My Final Project. This allows the teachers 40 minutes to work on their Explanatory document, prepared from the center activities of the unit. They also will be using their notes they made as they progressed through the course to help them. You should go around as they work to help and answer questions. This gives them a head start on the document. 

HW 7.1—The final reflection assignment they will have to turn in to you. 

HW 7.2—Teachers will make final revisions on their unit based on the feedback from session 7. They should use the checklist to help them be sure the unit is ready to turn in. They also complete the explanatory document that is also due in session 8. 

HW 7.3—Teachers read the 2 short quotes about the best-loved teacher self. They then develop a paper by pulling up the third link and filling it in about themselves. At the end of it, they identify one way they would like to improve as a teacher. They will share this goal at the end of session 8.  

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