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

LA 5.1 Feedback About Knowing My EL Student


Learning Outcome Pedagogical Intent Student Position

Identify and analyze the role of input and interaction patterns to promote language development.

Assessment: 25 pts.

TA: 40 Minutes

Teachers can practice using data using analytic tools to make sense of the data supported by a partner and classmates so they will be able to analyze their own student for the major class product, then applying it to all students learning English.

Students have studied and described a second language learner in their classroom. Through giving and receiving feedback about completion and quality of work and suggestions for improvement, students come to better understand the process for assessing EL student needs as they work to learn through a second language.


  1. Working in a group of four students divide into 2 pairs, circulate your products from HW 3.4. Each pair will read and provide feedback about the work of the other pair in their group. The pair will work together but separate from the other pair.
    1. In examining HW 3.4, they will use the“Knowing my second language learner scoring guide” from the homework.
    2. They will make sure all materials requested are included as well as evaluate the quality of work using the scoring guide students have attached to their work.
  2. Using the scoring guide record your names at the top along with the name of the person whose work you are reviewing. Now begin with the Completion Checklistat the top of the scoring guide.Complete the checklist and give feedback related to the extent of completion, suggest ways to more completely fulfill the assignment, ways to more clearly organize the work, etc.
  3. Next the use the quality section of the scoring guide located below the completion checklist. Make judgments about the quality of the work as specified bythe criteria. Write a rationale for your judgement in each area and provide feedback on how to improve the quality of the work in each area. Try not to confuse issues of completion with issues of quality.
  4. Repeat with the second student’s work.
  5. Pass the work back to the authorsto read the feedbackand answer any questions the author has.
  6. Turn in your work to the facilitator. The facilitator will review the peer evaluations and provide feedback as needed.