CoverWelcome to TELLSyllabus: Content-Based Instruction for Emergent Bilinguals Session 1: Positioning Myself to Integrate Content and Promote Academic LanguageHomework 1.1: Beginning with SIOP--Sheltered Instruction & Lesson Preparation Homework 1.2: Observing Standards for Effective Pedagogy Teaching (Contextualization)Homework 1.3: Understanding Activity Centers Homework 1.4 Review Developmental Benchmarks Homework 1.5: Guidelines for Presentation on Standards for Effective Pedagogy Homework 1.6 MSDLA Documents Session 2: Deepening Understanding of TELL Conceptual ToolsHomework 2.1: SIOP Charateristics: Building Background and Comprehensible InputHomework 2.2: Observing Standards for Effective Pedagogy Teaching (Language & Literacy Development)Homework 2.3 Learning about Funds of KnowledgeHomework 2.4 Inclusive Pedagogy as a Tool VideoHomework 2.5 Creating Content and Language Objectives Session 3: Beginning to Develop an MSDLAHomework 3.1: SIOP Charateristics: Strategies and InteractionHomework 3.2: Observing Standards for Effective Pedagogy Teaching (Challenging Activities)Homework 3.3 Looking for Resources For Activity CentersHomework 3.4 Developing Understanding for Vocabulary TeachingSession 4: Strengthening Curriculum by Adjusting For ELsHomework 4.1: SIOP Charateristics: Practice/Application and Lesson DeliveryHomework 4.2: Observing Standards for Effective Pedagogy Teaching (Joint Productive Activitiy)Homework 4.3 Learning to Differentiate Accomodations and Modifications Homework 4.4 Attending to VocabularyHomework 4.5 Strategies for Making Text ComprehensibleSession 5: Learning to Develop Text ModificationsHomework 5.1: SIOP Characteristics: Review and Assessment Homework 5.2: Observing Standards for Effective Pedagogy Teaching (Instructional Conversation)Homework 5.3 Engaging in Self-Assessment Homework 5.4 Creating Rubrics Session 6: Practicing Developing MSDLAsHomework 6.1: Review Making Text Comprehensible Chapter Notes Homework 6.2: Responding to FeedbackHomework 6.3: Learning the Nomenclature for ELsSession 7: Reviewing Making Text ComprehensibleHomework 7.1 Refine and Complete you MSDLASession 8: Feedback for the MSDLAHomework 8.1: Polishing the Final MSDLASession 9: Presenting Our MSDLAsHomework 9.1: Submit MSDLAHomework 9.2: Reflecting on My LearningHomework 9.3: Schedule a Final InterviewSession 10: Evaluating the Final ProjectAppendix: MSDLA examples

Session 4: Strengthening Curriculum by Adjusting For ELs

Corpus Studies

Learning Outcome Pedagogical Intent Student Position

Demonstrate knowledge and use of the Utah English Language Proficiency Standards  in selection of programs,practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom, organization,teaching strategies for development and integrating language skills, and choosing and adapting classroom resources

Assessment: 100 pts.

TA: Class Session 

Preservice teachers will be able to make decisions about which vocabulary is essential for learning the content: which to teach directly and which to support during learning. 

Students have learned about MSDLAs and funds of knowledge, selected content standards, developed content and language objectives and begun to design curriculum to meet standards. They are ready to consider how they will select and support the vocabulary development in their MSDLA. 

In-class Activities 

1. (10 minutes) Share something new or interesting from homework. (CA video ethnography)

2. (30-40 minutes) SEP Group Presentation: The Challenging Activities (CA) Group will present. 

3. (10 minutes) Vocabulary Findings discussion: In break out rooms, you will discuss what you know about vocabulary and how it relates to building curriculum. Questions and Facts linked here, to guide your discussion. 

4. (40 minutes) Corpus Study Activity: In break out rooms, review the Directions found in the Social Science Corpus Study, linked here. 

5. (40 minutes) MSDLA Tasks: One of the important researchers says what teachers get paid for is their judgment. This is what you have to determine. In break out rooms, you will discuss how are you going to help the ELs develop literacy and academic vocabulary. Remember to take notes on your WIP to help guide your thought process. The focus today is on considering what vocabular you will focus on in your MSDLA and how you will attend to each. Remember a list of 20 vocabulary words to learn is not helpful. Students need to meaningfully use a word a minimum of 8 times to own it. 

6. As you're wrapping up the breakout rooms, take a few minutes to make assignments for your colleagues about which vocabulary support they will attend to:

Closing: Debrief about vocabulary teaching: What questions do you have about teaching vocabulary in your MSDLAs?

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