Welcome 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 6.1 Teaching Effective Writing Practices

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Learning Outcome Pedagogical Intent Student Position

Employ theories of first and second language acquisition in teaching literacy and content area subjects.

Assessment: 20pts.

TA: 35 Minutes

Teachers can use effective writing practices when teaching in their content areas.

Students have learned about writing through readings and videos They are now ready to deepen their understanding about supporting their students writing skills.

Instructions

For all of the learning activities in this session, you will use the Session 6 Key Ideas worksheet to take notes on the key ideas you want to remember. In a debrief activity at the end of this session, you will use the Session 6 Key Ideas worksheet to look over the writing assignments in your unit plan and see how you want to make changes.

For this activity, you will meet in groups of 3, reviewing HW 5.3 and read more about scaffolding writing instruction for ELLs.

Part 1: Review HW 5.3 and discuss how the writing practices mentioned can help you meet the writing needs of your ELLs.

  1. Discuss the meaning and relevance of Writing as a Text, Writing as a Process, and Writing as a Social Context, using your notes from HW 5.3.
    • What role does these play in teaching writing?
    • How do you balance all three in your educational practices?
    • Brainstorm how these apply to non-social sciences and language arts classes (PE, music, math, theater, counseling, coaches, etc.)
    • Remember to list key ideas your graphic organizer.
  1. Teacher's Role in Creating Strong Writers: Use your notes from Good Writing Instruction from HW 5.3 for this discussion. List key ideas on your graphic organizer.
    • How does the video define good writing instruction?
    • What ideas do you already use in your teaching practices? 
    • Which ideas do your ELL students respond to best? Which ones do they struggle to use?
    1. Understanding Aspects of Non-Linear Writing Development: Review your notes from the Repertoire of Understanding section of HW 5.3. 
      • What does non-linear mean? How do address non-linear development issues differently than linear development issues?
      • What aspects of writing do students need to understand, but are non-linear? 
      • What do these aspects allow them to do?
      • How do you model and teach these aspects of writing?

      Part 2: You will read an article summary on specific ways to scaffold writing assignments for ELLs.

      1. Divide the reading Information Writing into 3 parts (1: Purposes, Descriptions 2: Descriptions and Compare/Contrast 3: Procedural Writing, Factual Information).
        • Look for ideas that will help you and the other members of your group scaffold writing instruction for ELLs. 
        • Share what you learned in your group, taking notes on your Session 6 Graphic Organizer.

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