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internship artifact portfolio internship seminar esl 689 fall 2011 danelle rohwedder

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table of contents i preparation feature 1 content objectives feature 2 language objectives feature 3 content concepts are appropriate feature 4 supplementary materials planned feature 5 adaptation of content planned feature 6 meaningful activities planned ii building background feature 7 links to students cultural background feature 8 links from prior learning to new concepts feature 9 key vocabulary emphasized iii comprehensible input feature 10 appropriate speech feature 11 clear explanation of academic tasks feature 12 variety of teacher techniques iv strategies feature 13 learning strategies used by students feature 14 scaffolding used by teachers feature 15 variety of questions higher order thinking v interactions feature 16 opportunities for student interaction feature 17 variety of group configurations feature 18 provision for extended wait time feature 19 clarifications in home language page number 5 6-7 8-9 10-11 12-13 14-15 16-17 19 20-21 22-23 24-25 27 28-29 30-31 32-33 35 36-37 38-39 40-41 43 44-45 46-47 48-49 50-51 2

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table of contents vi practice/application feature 20 hands-on material feature 21 applying content and language knowledge feature 22 activities integrating all 4 language skills vii lesson delivery feature 23 support of content objectives feature 24 support of language objectives feature 25 engagement of all students feature 26 appropriate pacing of lessons viii review/assessment feature 27 review of key vocabulary language feature 28 review of key concepts feature 29 feedback to students feature 30 assessment of student learning reference page number 53 55 56-57 58-59 61 62-63 64-65 66-67 68-69 71 72-73 74-75 76-77 78-79 81 3

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preparation feature 1 content objectives feature 2 language objectives feature 3 content concepts are appropriate feature 4 supplementary materials planned feature 5 adaptation of content planned feature 6 meaningful activities planned 5

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feature 1 content objectives clearly defined displayed and reviewed with students for each lesson the content objective is posted in the front of the classroom it is written in student-friendly language the objective is reviewed at the beginning of each class however i often catch students checking the board to preview the day s objectives before the bell even rings 6

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feature 1 content objectives clearly defined displayed and reviewed with students in effective instruction concrete content objectives that identify what students should know and be able to do must guide teaching and learning p 24 thompson sixth grade center 6th grade high level english language development 11 students before i started student teaching i was skeptical about posting and sharing objectives i now find it to really help the pacing of a lesson because it not only helps to introduce the days goal but it helps to wrap up at the end of class students can easily see if they have met the objective they can also monitor our progress as we continue through the days lesson to evaluate whether we are on the right track for meeting the days objective i chose to include a photograph of one of my objectives this one happens to be from when dr littleton came to observe me at tsgc in this content objective i wrote compare in one color red to emphasize that compare means showing how things are similar i wrote contrast in different colors blue and green to emphasize that contrast means to show differences i have learned that even within the writing and sharing of the content objectives can a teacher clarify and review previously learned concepts i also now see the value in posting the objectives my students grew accustomed to it and i would often catch them previewing the days objective even before the bell rang for class to begin also many of my students are in my class a few times a day so they would find out what they would be learning throughout the day by looking at the posted objectives in my future practice i will establish an area in the front of the classroom where students can expect to view the days objectives 7

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feature 2 language objectives clearly defined displayed and reviewed with students for each lesson the language objective is posted in the front of the classroom it is written in student-friendly language the objective is reviewed at the beginning of each class although the students know we will review it together i find them reading the objectives and discussing them amongst each other before the beginning of each class 8

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feature 2 language objectives clearly defined displayed and reviewed with students an objective is not the by-product of an activity but the foundation of one p 27 thompson sixth grade center 6th grade high level english language development 11 students before i started student teaching i was skeptical about posting and sharing objectives i now find it to really help the pacing of a lesson because it not only helps to introduce the days goal but it helps to wrap up at the end of class students can easily see if they have met the objective posting the language objective allows the students to get an idea of what is to come in class and helps them decide if we actually did it it gives students a focus for their learning and me a focus for my teaching the students also can expect to write during class because it is clear from the language objective i chose to include a photograph of one of my language objectives this one happens to be from when dr littleton came to observe me at tsgc in this language objective i wrote comparing in one color red to emphasize that compare means showing how things are similar i wrote contrasting in different colors blue and green to emphasize that contrast means to show differences i have learned that even within the writing and sharing of the content objectives can a teacher clarify and review previously learned concepts while making clear the language objective of the day writing comparing and contrasting statements using unit vocabulary i also now see the value in posting the objectives my students grew accustomed to it and i would often catch them previewing the days objective even before the bell rang for class to begin it is a celebration when my students ask questions and i loved hearing them generate questions based on the language objective posted i will definitely continue to post language objectives in the future as it allows everyone in the class to prepare to focus on what lies ahead in the days lesson 9

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feature 3 content concepts appropriate for age and educational background 1 2 3 these pictures depict the curriculum books vis uses for 3rd grade els the storytown book 1 is used in the 1st block of sheltered reading as well as in all the 3rd grade classrooms because the students in that block have higher proficiency levels on our way to english is used in the 2nd block of sheltered reading at vis because it is more appropriate for students with lower proficiency levels 2 i also think it is important for students to do kwl charts so i can assess what they already know about a topic before teaching it 3 10

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feature 3 content concepts appropriate for age and educational background reflect on the amount of background experience needed to learn and apply the content concepts and include ways to activate students prior knowledge related to them p 32 valley intermediate school 3rd grade sheltered english 1st and 2nd block 6 students the materials used in class must be appropriate for the age proficiency level and educational backgrounds of the students vis has chosen to use two different curriculum guides for their students that are appropriate for the proficiency level and educational backgrounds as well as the age of the students the reading blocks use different materials to access the core content because the major difference between the two blocks is proficiency level although these guides serve as a starting place for planning it is important to know that i always include other resources and materials for the students to interact with throughout units for this feature i decided to depict the different curriculum books that are used in each class to show that it is appropriate to meet the students where they are and to challenge just enough to learn before introducing new concepts it is important for the teacher to determine how much the student already know about the topic for this reason i also included a kwl chart about animal communication from the k portion of the kwl chart i knew the students had some gaps that needed to be filled before they could be successful with the reading materials about the subject from this analysis i decided to create a short video showing animal communication and the different signals they use to communicate their needs i knew the students had learned enough from the video based on our discussions and the l portion of the kwl chart that they were ready to read from the curriculum books i learned how important it is to pay attention to the types of materials teachers provide to the students so that they are giving students the same access to the core curriculum as the rest of the students in the school however it is just as important for teachers to make the effort to find out what other gaps are missing in order that they be filled so the students can be successful at the core in the future i will make sure that the materials the school provides for els are appropriate for their proficiency levels and educational backgrounds and continue to use other tools to analyze the students background knowledge on a topic 11

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feature 4 supplementary materials used to a high degree 1 2 3 4 in this unit the students were learning about how humans develop technology in order to make life easier the supplementary materials i used were posters depicting light and computers to create conversations about the topic 1 i also had a chant about how we use the telephone to communicate 2 we read a book about a girl who built a robot to make her chores easier and wrote a paragraph about a family who built a wagon to make the task of taking out the trash simpler 3 finally i brought in old technology like a tape player to show how technology changes over time 4 12

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feature 4 supplementary materials used to a high degree supplementary materials provide a real-life context and enable students to bridge prior experiences with new learning p 33 valley intermediate school 3rd grade sheltered english 2nd block 6 students it is important that many materials are provided to help students understand a new concept when there are visuals and manipulatives available students have the opportunity to create a context for new concepts and also to connect what they already know to what is new the students already interact with technology on a daily basis but the new context for this material was to help them understand that they were all developed to make tasks easier and more efficient throughout the unit about how we develop tools to make our lives easier the students were provided with materials like posters manipulative charts chants and old technologies like tape players i used these in class to help create the new context of how what was represented in the materials helps us go through life faster and easier i chose to represent this artifact by including pictures of some of the supplementary materials i used in class i also created a powerpoint presentation on the topic of technology although it is not included in the artifact using these materials sparked important conversations and questions about the unit they were displayed and used during the week and often referred to by the students when making new connections i learned that i need to make an effort to bring lots of supplementary materials for each unit i teach so that the students can ground their new knowledge i can also use the materials to center hands-on activities around or to base high order questions on it was effective show show how much easier an ipod is to use to listen to music than a tape player because you can choose songs quickly and easily the students all had the chance to interact with the supplementary materials in a way that helped them understand the new concept i must always remember to find real life contexts for the concepts my students are learning in school although it may require me to research ways to do this it is really important that in the future i give my students the opportunity to interact with materials other than what is provided in books and lectures 13

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feature 5 adaptation of content to all levels of student proficiency 1 2 kwl charts are a great way to help students understand new content before reading they can think about what they already know and ask questions about what they want to know as they read they can write more questions they have and can add what they learn after reading students can share with each other to talk about everything they have learned pictured here is the class kwl chart 1 and a student s own kwl chart 2 we used to help adapt content in sheltered reading for a book about ancient egypt 14

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feature 5 adaptation of content to all levels of student proficiency approaches can be used throughout a lesson as a prereading instructional strategy as an aid during reading and as a postreading method for organizing newly learned information p 34 thompson sixth grade center 6th grade sheltered reading 5 students i knew the students in the reading class had some background knowledge about ancient egypt so before we started reading a book about it i wanted to take advantage of how much they already do know i planned to use a kwl to help the students organize old and new information as well as to have a place to record questions they have and would come up with kwl charts also serve as a place for students to record organize and share what they have just learned the students first talked to a partner about what they knew about ancient egypt then each pair shared to the whole group and those responses were recorded on the class chart we did the same for questions students had as i added responses to the class chart the students added those new thoughts to their own kwl charts as the students read the book they added to the learned column and the want to know column then we had a class discussion and everyone added more to the w and l sections of the chart this activity helped adapt content because it allowed students to interact with it at multiple times throughout reading before during and after i learned the value in kwl charts because not only does it get students in the mood for studying a certain subject it gives me a good idea of what they already know for example the students only seemed to know about mummies i knew i needed to spend more time talking about the other aspects of ancient egypt than i did talking about mummies in the future i plan to continue to use kwl charts to help me assess student background knowledge and as a prereading activity to prime the students for reading about a certain topic 15

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