ITL 520 Week Three Assignment: Content Area Thinking, Language, and Literacy
1. Running head: Week 3 Assignment 1
Austin Fox
ITL 520: Academic Language and Literacy
Week 3 Assignment: Content Area Thinking, Language, and Literacy
National University
2. Running head: Week 3 Assignment 2
Levels of
Literacy and
Language
English
Speakers
Basic
Level
English
Speakers
Proficient
Level
English
Language
Learners
PDL
Emerging
English
Language
Learners
PDL
Bridging
Standard
English
Learner
Proficient
Level
Student
with
Dyslexia
COMMON CORE STANDARD IN YOUR CONTENT AREA
What is the language of the standard?
____________________________________________________________________
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.CCR.History/Social Science.1
____________________________________________________________________
The language of this standard is Standard English, and easily explains what is
expected of students when it comes to literacy in the content area of history/social
science. It is seen as clear and concise academic language, and is written for
educators to easily understand.
Thinking
Taxonomy
Functions
What are students expected to know and be able to do in terms of
thinking as per the standard?
_______________________________________________________
In reference to Bloom’s Taxonomy, students are expected to
Understand, Analyze, and Evaluate the material in terms of thinking
as per this standard.
3. Running head: Week 3 Assignment 3
Literacy
Expectations
Literacy expectations for this standard include an understanding of
domain-specific words and phrases, an attention to precise details, and
the capacity to evaluate intricate arguments, synthesize complex
information, and follow detailed descriptions of events and concepts.
(1)
Scaffolds
For Basic Level
English Speakers,
Content Scaffolding is
what I believe would
be most appropriate.
This is because it
allows these learners
to focus on the basic
concepts being taught
without feeling
overwhelmed by the
content. I would do
this by introducing
modified content that
is easier for them to
understand.
For Proficient Level
English Speakers, I
believe that Material
Scaffolding would be
the most appropriate
type. This is because it
allows students to use
easy to understand
references and
examples to complete
a task adequately.
For Emerging PDL
English Language
Learners, Content
Scaffolding is the
most appropriate
method. I believe this
because with this
type, I can begin
teaching these
students with familiar
content and build
them up from there.
Levels of
Literacy and
Language
English
Speakers
Basic
Level
English
Speakers
Proficient
Level
English
Language
Learners
PDL
Emerging
English
Language
Learners
PDL
Bridging
Standard
English
Learner
Proficient
Level
Student
with
Dyslexia
4. Running head: Week 3 Assignment 4
Language
Expectations
Language expectations for this standard in my content area for grades
11-12 include:
-“Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• Apply the understanding that usage is a matter of convention,
can change over time, and is sometimes contested.
• Resolve issues of complex or contested usage, consulting
references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
-Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
-Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful
Sentences) for guidance as needed; apply an understanding of syntax
to the study of complex texts when reading.” (2)
Levels of
Literacy and
Language
English
Speakers
Basic
Level
English
Speakers
Proficient
Level
English
Language
Learners
PDL
Emerging
English
Language
Learners
PDL
Bridging
Standard
English
Learner
Proficient
Level
Student
with
Dyslexia
5. Running head: Week 3 Assignment 5
Reflection
This exercise has been highly relevant to my preparation of teaching content literacy to
secondary students. It is important for me as an educator to learn and understand
what instructional strategies work for specific types of learners. This is especially
important when it comes to teaching secondary students, because much of the
learning at these grade levels is content oriented, whereas at the Elementary level the
learning is much more skill oriented. It is also nice to learn more about scaffolding
techniques, as these will certainly be beneficial for me to understand and utilize
throughout my teaching career.
Scaffolds
For Bridging PDL
English Language
Learners, I feel that
Task Scaffolding is
the most appropriate
method. This is
because it verbalizes
academic processes,
and gives these
students an
opportunity to see
things explained at a
slow pace and ask
questions if they are
having trouble
understanding the
language.
For Proficient Level
Standard English
Learners, I believe
that Material
Scaffolding is the best
method. This is
because it utilizes
written language to
explain academic
processes. This would
be beneficial because
these students might
have more difficulty
understanding spoken
language rather than
written.
For Students with
Dyslexia, I believe
that Task Scaffolding
is the best method.
This is because out
utilizes explaining
academic processes
through verbal
language, rather than
written. It is my
understanding that
Dyslexia is a disability
that specifically
affects written
language skills.
Levels of
Literacy and
Language
English
Speakers
Basic
Level
English
Speakers
Proficient
Level
English
Language
Learners
PDL
Emerging
English
Language
Learners
PDL
Bridging
Standard
English
Learner
Proficient
Level
Student
with
Dyslexia
