Welcome to TELLSyllabus: Content-Based Instruction for Emergent Bilinguals Session 1: Positioning Myself to Integrate Content and Promote Academic Language Homework 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 5: Learning to Develop Text Modifications

Modifying Texts
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: 100pts

TA: class session

Preservice teachers who understand EL students' difficulty with academic vocabulary and comprehending texts can make text modifications and teach vocabulary in ways that assist student 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 can modify texts to support ELLs in learning content and language together. 

In-class activities: 

1. ( 10 minutes) Share something you learned from the homework.

2. (30-50 minutes) Group SEP Presentations. The Joint Productive Activity (JPA) group will present. 

4. (20 minutes) Text Modification Mini Lecture:    Cummins Coercive and Collaborative Relationships Model.docx  Download 

5. (70 Minutes) BREAK OUT GROUPS: Focus on task cards, texts and any modifications of them. Instructors will circulate to help and answer questions. 

Closing: Review Homework 

1. Homework 5.1 SIOP Chapter 9: Review

2 Homework 5.2 Observation for Instructional Conversation (IC) 

3. Homework 5.3 MSDLA Self-Assessment. Next week the teacher we are working with will meet with you during the time you are working you your breakout rooms. You will review your centers and get feedback and guidance so be prepared to share documents. 

4. Homework 5.4 Since you need to have students produce something that the teacher can have evidence of the student's work and since at least one center needs to have a specified assessment. We are asking you to watch a short YouTube Video on creating rubrics. 

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