Cover
Welcome to TELL
Course Syllabus: Foundations of Education for Emergent Bilinguals
Explanation of the Template
Total Points Sheet
Session One: Exploring My Culture and ELs Strengths
LA 1.1: Welcome to TELL
LA 1.2: Belief Statements
LA 1.3: Questions About Culture
LA 1.4: Considering a Framework for Meeting the Needs of My Students
LA 1.5: Considering Concepts as Tools
HW 1.1: Reflection on My Learning
HW 1.2: Find and Share Cultural Artifacts
HW 1.3: Building Vocabulary About Culture
HW 1.4: Assessing My Knowledge and Beliefs
HW 1.5: Representation of My Learning in the Course
Session Two: Developing Understandings of Culture--Mine and My ELs
LA 2.1: Share Cultural Artifacts
LA 2.2: Building Vocabulary About Culture
LA 2.3: Examining Definitions of Immigrants
LA 2.4: Discuss Stereotypes and Culture
LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation
LA 2.6: Resolving Questions about the Major Project and Homework Assigments
HW 2.1: Reflecting On My Practice
HW 2.2: The State's Changing Demographics
HW 2.3: Danger of a Single Story
HW 2.4: Cultural Patterns of an EL
Session Three: Considering ELs as a Resource in My Teaching
LA 3.1: Water as a Problem, Right, and Resource
LA 3.2: Language as a Problem, Right, and Resource
LA 3.3: Mr. Chacon's Story
VS 3.3: Social Theories Part 2
LA 3.4: Norma's Story
LA 3.5: Jean Anyon Study
HW 3.1: Teacher Reflection
HW 3.2: Considering the Myths and Realities Concerning ELs
HW 3.3: Reading about Poverty PhDs
HW 3.4: Discovering Assets in My Community
HW 3.5: Considering the Difference between the North Star and the Map to Philadelphia
Session Four: Developing Knowledge of Assets and Legal Obligations
LA 4.1: Sharing the Assets of Our School Neighborhood.
LA 4.2 : Reviewing the Changing Demographics
LA 4.3: Exploring Learning about EL Myths and Realities
LA 4.4: Examining the Meaning of a Supreme Court Decision
LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)
HW 4.1: Teacher Reflection
HW 4.2: Understanding the Myths and Realities of Enrollment
HW 4.3: The World Outside and Inside Schools
HW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELs
HW 4.5: Implications of Court Decisions for ELLs
Session Five: Attending to Standards and Classifications with WIDA
LA 5.1: Enrollment, Placement, Staffing Myths
LA 5.2: Program Models
LA 5.3: The World Outside and Inside Schools
LA 5.4: Introduction to WIDA standards
HW 5.1 Teacher Reflection
HW 5.2: Creating a WIDA Strand
HW 5.3 Exploring Practice Through Technology
HW 5.4 Learning about Classifications and Standards
Session Six: Positioning ELs within the School Game
LA 6.1: Sharing Thinking about Program Models
LA 6.2: Critical Learning Domains
LA 6.3: Standards for Effective Pedagogy
LA 6.4: Connecting ELs to the School Game
HW 6.1: Teacher Reflection
HW 6.2: Reconsidering Beliefs and Practices
HW 6.3: Learning a New Language
HW 6.4: Collecting Evidence for My Portfolio
Session Seven: Promoting ELs Learning through My Learning
LA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My Beliefs
LA 7.2 Developing My Portfolio
HW 7.1: Teacher Reflection
HW 7.2: Representation of My Learning in the Course
Session Eight: Celebrating and Presenting My Learning
LA 8.1: Sharing Displays of Learning
LA 8.2: Summarizing Ideas
LA 8.3: Revisiting Course Survey

Session Three: Considering ELs as a Resource in My Teaching