• Developing Second Language Literacy
  • Cover
  • Welcome to TELL
  • Session 1: Analyzing My Literacy Background
  • Session 2: Increasing Awareness of Language, Literacy, and Power
  • Session 3: Designing a Literacy-Focused Classroom
  • Session 4: Building Knowledge of Academic Language
  • Session 5: Assisting Students in Understanding and Constructing Texts
  • Session 6: Intentionally Teaching Writing in Content Area Instruction
  • Session 7: Critiquing, Reviewing, Editing, Revising My Unit Plan
  • Session 8: Sharing My Learning
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  • Translations
  • LA 5.4: Center 3: Text Structures and Text Features in Literacy Instructon

    • LA 5.4: Center 3: Text Structures and Text Features in Literacy Instructon

    learning_activity.png

    Learning Outcome Pedagogical Intent Student Position

    Employ theories of first and second language acquisition in teaching literacy

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

    Assessment: 25 pts.

    TA: 25  Minutes

    Teachers can design and implement instruction in their content that enlists text structures and text features to support ELs in comprehending text and building knowledge of subject matter. 

    Students have learned about defining content and language objectives, supporting the development of academic language, Literacy guidelins for ELs, and developing literacy focused classrooms. They are now ready to deepen their understanding about supporting their students reading skills.

    Instructions

      1. Read the article summary Increasing ELL Student Reading Comprehension with Non-Fiction Texts.
      2. Answer questions:
      1. Text Structures and Text Features require explicit instruction. Use Academic Language Toolkit to answer: what graphic organizers and signal words correspond to the text structures of your texts? How will you incorporate them into the activities regarding this text? 
      2. Besides graphic organizers and signal words, how else can you make the readings and related activities more context embedded and cognitively challenging? Review the concepts of context embedded and cognitively challenging activities from Cummins Four Quadrants and a range of challenging activities from Depth of Knowledge (DOK).
      3. With a partner, share your readings and use what you have learned to identify places where the things you have learned can be applied to your unit plan and make notes of the possible learning activities or reading support you might apply to help your students build content knowledge and literacy skills. Record any findings on the key ideas worksheet.

      This content is provided to you freely by EdTech Books.

      Access it online or download it at https://edtechbooks.org/second_language_literacy/la_4_center_3_text_s.