Welcome to TELLSyllabus: Understanding Language Acquisition Explanation of the Template:Total Points SheetSession 1: Language and IdentityLA 1.1: Did You Know?LA 1.2: My Language ExperienceLA 1.3: Whose Language Is Correct?LA 1.4: Accents and Dialects - What Do You Hear?AVG 1.1: Membership in a Speech Community SegmentLA 1.5: Questions We Have HW 1.1: Reflect and ImplementHW 1.2: Honoring Language DifferenceHW 1.3: Everyday Ethical DecisionsHW 1.4: Read the Wright Book, Ch. 1HW 1.5: Select a Student to StudyHW 1.6: The Harvard Dialect SurveySession 2: Who are Our ELLs? Defining Needs and StrengthsLA 2.1: Cummins Review and DiscussLA 2.2: Who Are Our ELLsLA 2.3: Getting to Know a Second Language LearnerLA 2.4: Providing Evidence / Collective ExpertiseLA 2.5: Makoto's Writing AnalysisHW 2.1: Reflect and ImplementHW 2.2: Models and Systems - Part 1HW 2.3 Read the Definitions of Program Models HW 2.4 Models and SystemsHW 2.5 Factors and NeedsHW 2.6 Learning about L2 LearnersSession 3: Current Realities: ESL Programs and PracticesLA 3.1Jigsaw Wright ReadingLA 3.2 Programs and Practices in My Local Setting LA 3.3 Content Area Literacy in SLA LA 3.4 Supports and Constraints for MakotoLA 3.5 Communication, Pattern, & Variability HW 3.1 Applying My Learning HW 3.2 Learning about Input HW 3.3 Input: Teacher Work HW 3.4 Knowing My Second Language Learner HW 3.5 Input: Teacher WorkSession 4: Creating Comprehensible InputLA 4.1 Critical Research on Input: Jigsaw Reading LA 4.2 Feedback About Knowing my Second Language LearnerLA 4.3 Comprehensible InputLA 4.4 Modifying Oral Input LA 4.5 Input and Vocabulary Development HW 4.1 Applying My Learning HW 4.2 Understanding InteractionHW 4.3 Promoting Oral Language in the ClassroomHW 4.4 Search and Final HW 4.5 Classroom Observation and AnalysisSession 5: The Role of InteractionLA 5.1 Feedback About Knowing My EL StudentLA 5.2 Role of Interaction in English Language DevelopmentLA 5.3 Negotiating Meaning Through Interaction: Gallery WalkLA 5.4 Classroom Parables of Cultural Interaction PatternsLA 5.5 Strategy Search ReportHW 5.1 Learning a New LanguageHW 5.2 Learning From Student Writing Session 6: Stages of Development and Errors and FeedbackLA 6.1 Video Segment 7.1 on Stages of Development: PatternLA 6.2 Charting Treasure: Mapping Stages of DevelopmentLA 6.3 Patterns: Errors and FeedbackLA 6.4 Error Analysis of Student WritingLA 6.5 Table Problems HW 6.1 ReflectionHW 6.2 Analysis of Student Work HW 6.3 What does it Mean to Know a Language HW 6.4 Variability in Learning a LanguageSession 7: Proficiencies and PerformancesLA 7.1 Discussing VariabilityLA 7.2 Readings about VariabilityLA 7.3 Variability Matrix LA 7.4 Getting to Know English Language Learners LA 7.5 Understanding the Final DisplayHW 7.1 ReflectionHW 7.2 Final Project Session 8: Displays of Professional DevelopmentAVG 8.1 Classroom Strategies: Action as Advocacy LA 8.1 Examining Displays of Professional DevelopmentLA 8.2 Discussing My Learning

HW 6.2 Analysis of Student Work


Learning Outcome Pedagogical Intent Student Position

Acquire and employ knowledge of language as a system and the ways in which languages are different and similar.Identify and analyze linguistic patterns of development in student work to promote second language development.

Assessment: 50 pts.

Due: Session 7

Teachers, after completing the analysis of their student’s English language development, can design instruction to meet their needs and push their learning forward. This applies to other students they can study as well.

Students have explored error patterns of second language learners at varying stages of development. Students now analyze performance data from student work, identify the student’s level of development, and consider implications for student and teacher work.


  1. Analyze the two remaining samples of your student. Make notes directly on the writing sample or photocopy.
  2. Record your analysis on the Language Systems Inventory Worksheet.
  3. Based on the evidence from your student’s and information from the chart begun in LA 6.4, determine the level of proficiency of your student.
  4. Write a one-page report answering four questions:
    1. What are my student’s language and literacy strengths?
    2. What are my student’s language and literacyweaknesses?
    3. What are the implications of my student’s level of proficiency for success in the classroom?
    4. What should I be doing to supportlanguage and literacydevelopment with respect to the student’sidentified proficiency and grade-level expectations?
  5. Attach the rubric to the assignment and bring it to class in session 7.
  6. Collect additional information about this student concerning oral language, interactions in the family, language use in the family, etc., to inform your final case presentation.