Outcomes+and+Assessment+Chart


 * Outcomes || Taught || Assessed ||
 * ~ Essential Theoretical Understandings ||~  ||~   ||
 * Basic Second Language Acquisition || 5.29/5.31 || Quiz 1 ||
 * Interactive Reading Model || 5.31 || Quiz 1 ||
 * L1/L2 Transfer || 6.7 ||  ||
 * Stages of L2 Literacy Development || 5.31 ||  ||
 * Funds of Knowledge ||  ||   ||
 * Academic and Social Language ||  ||   ||
 * The Assessment Cycle ||  ||   ||
 * ~ Ethical Commitments ||~  ||~   ||
 * Honoring students’ out-of-school lives, including family, home language, and culture || 6.7 || Module 2 ||
 * Supporting and promoting biliteracy || 6.7 || Quiz 2 ||
 * Embracing the responsibility to support English language development and content learning ||  ||   ||
 * Taking on an advocacy role ||  ||   ||
 * Willingness to learn and provide instruction that is informed by research, knowledge of students, and ongoing assessment || 6.5 ||  ||
 * ~ Professional Skills ||~  ||~   ||
 * ~ Design literacy instruction that is meaningful, engaging, and appropriate for ELLs. ||~  ||~   ||
 * Using formal and informal assessment tools, approximate a student’s level of English literacy development and design stage-appropriate instruction. || 5.31/6.5 || Quiz 1 ||
 * Compile text sets to provide engaging and appropriate texts for diverse learners at varying stages of literacy development. || 6.7/6.14 || Text Set ||
 * Identify appropriate writing tasks for various levels of English/literacy and recognize opportunities to connect reading and writing. ||  ||   ||
 * Demonstrate knowledge that material selection criteria should be informed by research and must accommodate the developmental, cultural, and linguistic differences of learners (state reading endorsement competency) ||  ||   ||
 * Understand the importance of respecting socio-economic, cultural, linguistic, and ethnic diversity in the teaching process (state reading endorsement competency) || 6.7 || Quiz 2 ||
 * ~ Intentionally and strategically design instruction that combines academic content learning, English language development, and literacy instruction. ||~  ||~   ||
 * Design theme-based curricular units to support language, literacy, and content learning. ||  || CurriculumProject ||
 * Effectively scaffold work with an academic text. || 6.7 || Quiz 2 ||
 * Select which words to teach when presenting a lesson and/or a text and have a repertoire of strategies to teach new vocabulary. ||  ||   ||
 * Recognize the complex relationship between language proficiency, literacy development, and conceptual understanding and assess for each domain. ||  ||   ||
 * Based on ongoing assessment, support ELLs’ progress towards grade-level literacy and content mastery. ||  || Quiz 2 ||
 * ~ Support and promote biliteracy development and cross-cultural understanding through instructional practice, advocacy, and communication with students and parents. ||~  ||~   ||
 * Demonstrate knowledge of the interrelationship between first and second language and literacy acquisition (state competency) || 5.31 ||  ||
 * Demonstrate knowledge of how culture, language, dialect, and ethnic diversity among learners can positively influence literacy development (state competency) || 6.7 ||  ||
 * Tap into ELLs' reservoir of bilingual skills and knowledge. || 6.7 ||  ||
 * ~ Select texts and other materials that are culturally responsive and honor diverse ways of being. ||~  ||~   ||
 * Access professional support and instructional ideas through collaboration, research, and technology. ||~  ||~   ||
 * Find and use technology-based tools to support ELLs’ learning. || Module 3 || Module 3 ||