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

Syllabus: Developing Second Language Literacy

Course Description:

As a result of your engagement in the first three courses, this is the fourth course in the ESL endorsement program. The prior courses in this program have positioned you to strengthen your knowledge and skills for promoting the language and literacy development of language minority students. In this course, we explore the role of English language development for English learners. Specifically, the course focuses on expanding mainstream teachers' understanding of second language development, so that they can support second language learners' literacy and content learning. Building on previous learning, it relies on the conceptual tools you have learned in the earlier courses. In this course, your knowledge will grow through the use of a new conceptual tool: Literacy Guidelines for ELs. 

Course Goals and Objectives:

This course is designed to meet the following ESL Standards:

In this course teachers will:  

  1. Acquire and employ knowledge of language as a system and the ways in which languages are different and similar. 
  2. Employ theories of acquisition of a primary and new language in instruction. 
  3. Employ theories of first and second language acquisition in teaching literacy 
  4. Employ theories of first and second language acquisition in teaching content area subjects.  

    Textbooks:

    Developing Second Language Literacy. This is the main textbook for this course, an instructional guide found in an open access online platform developed by Royce Kimmons (EdTech Books). The book  includes all the learning activities, homework activities, and major projects you will be using for the course. 

    Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy, and practice, 3rd edition. Caslon Pub.

    Digital Resources:

    Pinnegar, S. (2006). Developing second language literacy. (Online videos). Provo, UT. BYU.

    The second language literacy case: A video ethnography of teaching second language students content through literacy development. Provo, UT: BYU.

    The middle level literacy case: A videoethnography of teaching second language students content through literacy development. Provo, UT: BYU.  

    The adolescent literacy case: A videoethnography of teaching second language students content through literacy development. Provo, UT: BYU.  

     Learning Activities:

    A variety of learning activities and assignments will be used to help students understand course concepts. Students become active participants through the use of self-assessment, reflective writing, jigsaw readings, concept application logs, portfolio work, student profiles, response papers, and technology. Assignments will focus on active learning and require individual, paired, or group work to enrich learning. These activities model the planning, teaching, and assessment strategies that can be used with language minority students. There are also homework activities that, when completed successfully contribute to the points accrued for grading. 

    Attendance Policy: 

    This course is grounded in the belief that learning is a socially constructed process. In fact, active learning is a central feature of the course. Furthermore, the concepts presented through the video segments promote a conversational approach to learning. Concepts are immediately explored and applied through learning activities. As a result, much of the learning will take place through discussion and group activities that ask you to apply the research and theories about the teaching of English learners to your daily practice. Class discussion allows you to learn from your colleagues and to contribute to their learning; the insights of class members will be invaluable in your learning.

    The experiences within the classroom cannot be reconstructed outside of class time with the facilitator or independently. Therefore, while attendance in and of itself does not count as part of your course grade, it is an important factor since recovering and reconstructing learning that occurs during class time will be difficult, if not impossible. Further, you will often be given credit for products developed during class time, and your presence is highly valued. In addition, students will usually work with colleagues and will frequently present findings and analysis during class time. For these reasons, it will be very difficult to make up class periods missed.

    Grading Policy:

    For the above reasons, full credit is only available to those students who attend each session and are present for the entire session. We recommend that if a teacher has to miss more than one of the eight sessions, they should be advised to take the course at another time.

    In this course, your grade is based on participation in a learning process (i.e., process points) and the creation of individual and group products (i.e., individual and group product points) that emerge from participation in learning activities and homework. In addition, you will be asked to complete independent major assignments that will be evaluated for evidence of how you are learning and growing as a professional. Finally, you will present your professional development in relation to educating students of cultural and linguistic diversity in the final session of the course.

    Grading Summary:

    Type of Points Description Points
    Process Points for participating in learning activities during class  
    Homework Individual Product Points for individual products produced for homework assignments  
    Practicum Points for individual or group products produced for practicum assignments  
    Total    

    In the next chapter in this book, you will find a Total Points sheet you can copy and use to track your points earned throughout the course.

    Grading Scale:

    You must earn at least a B- to pass this class.

    Percentage Grade
    94-100% A
    90-93 A-
    87-89 B+
    83-86 B
    80-82 B-
    77-79 C+
    73-76 C
    70-72 C-

     

     

     

     

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