CoverWelcome to TELLSyllabus: Developing Second Language Literacy Explanation of the TemplateTotal PointsSession 1: Analyzing My Literacy BackgroundLA 1.1 Understanding My Literacy Background and PracticesLA 1.2 Expanding the Definition of Literacy LA 1.3 Exploring Literacy through TELL ToolsLA 1.4 Assessing for Literacy Development HW 1.1 Implementing and Reflecting on My Literacy PracticesHW 1.2 Investigating Knowledge about Literacy DevelopmentHW 1.3 Revisiting WIDA Performance DefinitionsHW 1.4 Using First Language Acquisition in Current Educational PracticesHW 1.5 Understanding My Final ProjectSession 2: Increasing Awareness of Language, Literacy, and PowerLA 2.1 Discussing Literacy DevelopmentLA 2.2 Connecting Cross-Linguistic Transfer and Literacy LA 2.3 Literacy Profiles LA 2.4 Makoto's Literacy ProfileHW 2.1 Implementing and Reflecting on My Literacy PracticesHW 2.2 Designing a Literacy-Focused ClassroomHW 2.3 Final Project Work for Unit RevisionHW 2.4 More and Less Proficient ELL Student's Literacy ProfilesHW 2.5 Integrating Ideas from Jim Cummins and Attention to Literacy Session 3: Designing a Literacy-Focused ClassroomLA 3.1 Reviewing Final Project and Literacy ProfileLA 3.2 Evaluating Literacy Richness and Standards for Effective PedagogyLA 3.3 Examining Literacy Guidelines LA 3.4 Planning Lessons that Build Learners' LiteracyHW 3.1 Implementing and Reflecting on My Literacy PracticesHW 3.2 Unit Goals for ELLs' Literacy ProfilesHW 3.3 Final Project Work for Unit RevisionHW 3.4 Using Video Segment 7.1 to Learn about VocabularyHW 3.5 Reading a Dense Text Using a Double Entry JournalHW 3.6 Bring a Text for Your Unit PlanSession 4: Building Knowledge of Academic LanguageLA 4.1 Characteristics of Academic LanguageLA 4.2 Effectively Teaching Academic Vocabulary and LanguageLA 4.3 Selecting Academic Vocabulary and Language to Teach LA 4.4 Planning to Teach Vocabulary HW 4.1 Implementing and Reflecting on My Literacy PracticesHW 4.2 Planning for Teaching Vocabulary in my UnitHW 4.3 Gathering Resources for Revising a Unit PlanHW 4.4 Learning about Comprehension and the Role of Text Structure HW 4.5 Identifying Readings in My Unit Plan HW 4.6 Deepening Understanding of Literacy Guidelines for ELsSession 5: Assisting Students in Understanding and Constructing TextsLA 5.1 Accumulating Knowledge for Promoting Literacy Development LA 5.2: Center 1: (Teacher Center) Utilizing the Literacy Guidelines for ELs LA 5.3 Center 2: Building on and Developing Oral Language LA 5.4: Center 3: Text Structures and Text Features in Literacy Instructon LA 5.5 Center 4: Modeling Good Reading StrategiesLA 5.6: Center 5: Selecting a Text with PurposeLA 5.7 Consolidating Knowledge for Supporting EL LiteracyHW 5.1 Implementing and Reflecting on My Practice HW 5.2 Planning for Teaching Reading in My UnitHW 5.3 Writing Instruction GuidelinesHW 5.4 Examining Process WritingHW 5.5 Writing Instruction for ELLs (Wright)HW 5.6 Identifying Writings for My Unit PlanSession 6: Intentionally Teaching Writing in Content Area InstructionLA 6.1 Teaching Effective Writing PracticesLA 6.2 Connecting Reading to WritingLA 6.3 Creating Authentic Writing OpportunitiesLA 6.4 Process Writing and Writer's WorkshopLA 6.5 Partner Debrief: Consolidating Knowledge of ELL Writing InstructionHW 6.1 Implementing and Reflecting on My Literacy Practice HW 6.2 Planning for Teaching Writing in My UnitHW 6.3 Creating Equity in Literacy Teaching PracticesSession 7: Critiquing, Reviewing, Editing, Revising My Unit PlanLA 7.1 Center 1 (Teacher Center): Aligning Objective and Assessments LA 7.2 Center 2: Responding to ELs Language and Literacy Development through Input and InteractionLA 7.3 Center 3: Building Academic Language and Literacy LA 7.4 Center 4: Attending to Writing InstructionLA 7.5 Center 5: Attending to Equity through the Standards for Effective PedagogyLA 7.6 Preparing My Explanatory Document and Revising My Final ProjectHW 7.1 Implementing and Reflecting on my Literacy PracticeHW 7.2 Completing the Final ProjectHW 7.3 Reviewing What I Know about Teaching to Improve Session 8: Sharing My Learning LA 8.1 Presenting My Knowledge of the Literacy Guidelines for ELs LA 8.2 Sharing an Exemplar of Designing Lessons to Promote ELs' Literacy DevelopmentLA 8.3 Making a Commitment to My Best-Loved Self as Teacher

LA 1.2 Expanding the Definition of Literacy

learning_activity.png

Learning Outcome Pedagogical Intent Student Position

Know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language and linguistic systems to support English language learners’ development of literacy.

Assessment: 25 pts.

TA: 45 Minutes

Teachers can consider the myths they base their work on and see how they can be more effective content AND literacy teachers, especially for their English language learners.

Students have looked at their own literacy backgrounds and practices, and will now consider some of the myths and realities surrounding literacy practices for teaching English learners as well as expand their definition of literacy. 

Instructions

  1. Students will complete a Truth and Myth Queestionaire, regarding literacy beliefs and current pedagogy. Then, they will watch 3 videos and answer questions to help them expand their definition of literacy.
  2. Complete the Truth and Myth Questionnaire regarding literacy beliefs and current pedagogy. Then, discuss your responses with the class as guided by the facilitator.
  3. Watch the first part of Views of Literacy (You are viewing video segment 1. Click on the video and then move to the screen and start at the beginning and end at time stamp 8:54)and answer the questions on AVG 1.1, using the right hand column for any addition notes. Discuss answers and any other questions that arise as a class.
  4. Watch the rest of segment 1.  Views of Literacy (Click on the video, scroll up to the sceen and start at 8:54 and watch until the end) and answer the questions on AVG 1.2 discussing other ways to look at literacy. 
  5. Watch the third video Literacy in the 21st Century and answer the questions on AVG 1.3.
  6. Revisit your Literacy Educational Practices Statement and revise it to reflect what you learned from this activity.

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.