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 6.4 Error Analysis of Student Writing

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Learning Outcome Pedagogical Intent Student Position

Identify and analyze linguistic patterns of development in student work to promote second language development.

Assessment: 25 pts.

TA: 30 Minutes

Teachers can learn a system for analyzing student writing and apply it in their work with second language learners in their classrooms.

Students will soon be asked to provide a sophisticated analysis of their student’s writing. They need direction in developing that analysis. They will now learn the points they need to analyze to prepare to work with a student who is an English learner.

Instructions

  1. Look at the Pattern concept on the Second Language Acquisition tool chart. Read through the Teacher Workand Student Workfor this concept.
  2. The facilitator will model how to use the Language Systems Inventory and WIDA Can-Do Descriptors formsenlisting the help of class members as they work through it.
  3. Answer the following questions about yourstudent’swriting:(on the back of the language systems inventory sheet):
      1. What rules or structures does the student seem to currently have control of?
      2. On what rules or structures does the student seem to be currently working?
      3. On the basis of this work sample, at what stage is the student: beginning, intermediate or advanced?
      4. What should the student focus on next to support his/her language development?

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