Juan Morales

ESC 708

Professor Schmitt

Artifact 3b: Implementing and Managing Standards-Based ENL and Content Instruction

Reflection

The first artifact for standard 3.b, “implementing and managing standards-based

and content instruction” is a history lesson I created as a demo lesson for a position as a

high School ENL teacher. I executed this lesson pan with a group of transitioning and

expanding 11th grade ELL students. This artifact specifically addresses planning

instruction based and contextual knowledge, as well as, knowledge of subject matter in

standard 3.b, because I used meaningful instruction to build relevant academic

vocabulary in the content area of Social Studies. This strategy is extremely useful when

teaching ENL students because teaching language through academic content fosters the

means to achieve ELLs’ academic and language development goals. By teaching

language through context students build their reading, writing, speaking, and listening

skills without even noticing.

This history lesson relates to the standard through the implementation of

standards based ESL content and language instruction. In the “do now” students must

actively engage in a turn and talk discussion, which taps into students prior knowledge of

the content specific task. Secondly, within the “mini lesson” students must copy notes

and vocabulary definitions into their journals, this technique is used to model sentence

structure for Ell students, and allows them to practice writing properly formulated

sentences in order to help anchor this craft. Lastly, I also read the students hand out first

and modeled filling in the first box of the graphic organized in order to provide students

with an auditory and visual example of how their work should be completed. Because I

utilized each of these language strategies while teaching content specific information, I

demonstrate that I have met standard 3.b. I have also demonstrated that I am more than

capable to teach content to ELL students in a successful manner, because I know how to

scaffold, model, and differentiate lessons to the learning needs of a multitude of students

including ELLS. Within this lesson I also fulfill all four modalities of learning by

engaging student =s in speaking, writing reading, and listening throughout the lesson.

This artifact contributed to my professional understanding and skills by opening

my view of the roads in which one can travel when teaching. By completing this artifact I

have acquired a wider lens when it comes to teaching, I have realized that there are a

multitude of ways and strategies one can teach both content and language if one is truly

passionate, clever, knowledgeable, and dedicated to teaching ELL students. I feel I must

grow in the area of teacher development; in regards to the knowledge of content area

instruction, because I feel that there is much information I do not remember.

Completing this artifact definitely impacted student’s learning. Because I

was able to pre teach vocabulary terms, and read the hand out first, as well as

demonstrate how to fill out the graphic organizer, my students were able to move along

with the lesson with significant less confusion. By creating this artifact I learned that

integrating language and content instruction, we as ELL instructors can “kill two birds

with one stone,” which allows us to speed up the transition of the ELL learning process.

My second artifact for standard 3.b is a photo of the class’s rules, and regulations,

which includes teacher consequences and rewards. This artifact was created in a

colleague’s classroom with our students, by our students. This artifact addresses the

standards, because it motivates classroom management and engagement by serving as a

visual aid, providing students with a constant reminder of how students should conduct

themselves within a scholastic atmosphere. Secondly, this artifact relates to the standard

because it motivates students in the classroom and engages them, by showing them what

incentives they can receive if they always abide by the class rules. This chart also informs

students of the repercussions in steps that will be administered if they break these school

rules, which makes students more accountable for their learning and behavior. When

students are aware of their expectations, they can grow academically because they are

more focused on learning.

Through the creation of this artifact I have demonstrated that I know how to

adequately motivate classroom management and engagement. The entire class was

engaged in a collaborative manor when creating the “class rules incentives/repercussions

chart.” They all designed, created, and signed it in order to insure they all have read and

understood the “laws of the class.”

This artifact contributed to my professional skills and understandings by allowing

me to realize; although students may know school rules and behavior, by creating these

chart educators provide an easily accesible reminder of student expectations. I learned,

when managing or engaging students in activities we can always go back and refer to the

chart all students designed, created, and signed when needed.

Completing this artifact undoubtedly impacted students learning, because it kept

students more on task. They knew after creating this chart what was expected and what

was frowned upon, and the consequences each action received. When students, especially

ELLs are accustomed to routine and structure, which is the function of these charts, they

are able to be more on task and less distracted. When students are on task they are able to

learn more, thus strengthening their academic skills. Students are able to partake in more

turn and talk opportunities, and even partake in learning stations, which provide more

experiences for authentic language learning instruction. I will implement what I have

learned from this artifact by incorporating the creation of a “Class Discipline Chart“ with

rules and incentives at the start of every year. This will explicitly remind students of how

to conduct themselves while in my classroom, which will ease the teaching process, and

allow for English language instruction to flourish. I will be able to conduct additional

student group work and peer learning activities, which have been proven to dramatically

improve language skills like; talking, writing, listening, and speaking.