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CTEL Portfolio Z2429
Transcript of CTEL Portfolio Z2429
by Kenneth M. Hill
II. 426.2 Assessment of English Learners: introduction, assignments, assessments.
Principles and design of standards based assessment and instruction for English Language Learners and the relationship to identification of student's strengths and needs in English language/literacy development and academic achievement. Additional topics will include roles, purposes and types of formal and informal assessment that inform teachers in planning effective, differentiated instruction; monitoring English learners' progress with respect to a given standard; issues of norming, test reliability, validity, and cultural and linguistic biases with respect to children of diverse backgrounds.
Reading Requirements: "Making Content Comprehensible for English Learners: The SIOP Model (including the CD-ROM)"
III. Foundations and Methods of English Language/Literacy Development and Content Instruction: introduction, assignments, assessments.
Current research based theories of second language acquisition and the differences between first and second language and literacy development are explored. Topics include cognitive, linguistic, socio-cultural and affective factors that affect language learning in children of diverse backgrounds; use of the California English Language Development standards and the English Language Development Test (CELDT) in instructional planning that promotes both language development and academic achievement; and research based approaches and methods for English Language development in areas of listening, speaking, reading and writing as they relate to communicative competence. Knowledge, skills, and ability to deliver comprehensible instruction to English Learners in the context of three instructional models: English Language Development (ELD), Content based ELD and Specially Designed Academic Instruction in English (SDAIE) are presented.
Required Textbook:Thomas Bean, John Readance, and Scott Baldwin. "Content Area Literacy: An Integrated Approach. Kendall/Hunt. 2008
IV. Portfolio assignments and final Reflection: A final reflection of all that I have learned and how it will enhance my teaching.
Table of Contents
IV. Final Reflection: A final reflection of all that I have learned and how it will enhance my teaching.
I. Introduction: An overview and reflection on my experience in the CLAD/CTEL Program.
II. Assessment of English
Learners: introduction, assignments, assessments.
and Methods of English Language/Literacy Development and Content Instruction: introduction, assignments, assessments.
I. Introduction: An overview and reflection on my experience in the CLAD/CTEL Program.
After 15 years of teaching experience as teacher, Dean of Students, and Literacy Administrator, I pursued the compliance of my CLAD/CTEL certification to add to my Secondary English certification for state and district requirements.
Due to my previous Master of Arts in Education degree with a focused thesis/capstone on research, development, and effective implementation of ESL strategies and continued graduate work in my administrative credential requirements, II. Culture and Inclusion and III. Language and Language Development were waived and applied for credit for the CLAD/CTEL requirements.
As stated, "The CLAD Certificate Requirements are well balanced with practical applications that scaffold research based strategies applicable to this targeted audience. There is a paced and a wide variety of formal and informal assessments that foster learning communities with a focus on data driven objective results that allow for differentiated instruction and re-teaching opportunities aligned to state and federal standards.
The requirements heighten the awareness of a need for equitable educational opportunities by providing research articles, testimonials, and data trends that provide guidance and community support for a complex and daunting task.
When asked the question: "After reviewing the [UCLA] CLAD Certificate Requirements, how comprehensive is it in its scope of teaching non-English speakers?," I feel that the UCLA program that follows state guidelines is a very accessible and pragmatic approach, especially for the working educator.
With my previous graduate work, diverse teaching opportunities, and the completion of IV. Assessment of English Learners and V. Foundations and Methods of English Language/ Literacy Development and Content Instruction, I feel confident and competent to address the needs of my present and future ELL population/s.
Though no research can itemize and quantify the respect and "mentorship" that a teacher slow earns from their student population, the focus support on the real and growing ELL population that is most disenfranchised from opportunity deserves the added attention and accountability for measured growth."
The variables for educational success, especially in an ELL population, are numerous, varied, and often intangible. However, research driven strategies and statistics can provide a tangible approach to the population given.
Overview of Siop Model Reading
Introduce Yourself on Discussion Board
Respond to following questions:
Do you have ELLs in the classes you teach?
Have you given the California English Language Development Test ?(CELDT)
Under what circumstances do you think it is appropriate to modify everyday curriculum and materials?
Have you taken other online courses before?
View ppt. lectures
Read Jana Echevarria, chapters 1& 2 and provide a brief analysis
Read chapters 3
View ppt. lectures
Contribute to discussion boards
View ppt. lectures
Submit SIOP Lesson and Reflection
Contribute to discussion board
Read chapters 5 & 7
View ppt. lectures
no assignment due
no discussion board due
Read chapters 8 & 9
Contribute to discussion board
Submit Final Essay
Introduce Yourself on Discussion Board
1.Use this discussion forum to introduce yourself to your instructor and your classmates. In your introduction, please include information about where you work, grade level you teach and why you are taking this course.
Hello, my name is Kenneth Hill and I am a high school English teacher at Canyon High School in the William Hart School District, Santa Clarita, CA. I am presently teaching three Honors 10th grade English classes and two senior Shakespeare classes. I am taking this course to fulfill my CLAD certificate and to be better prepared to serve my student population.
2. Do you have ELLs in the classes you teach? Have you given the California English Language Development Test ?(CELDT)
I presently do not teach ELL specific classes, but have in the past and continually, even in honors and Shakespeare, do have ELL students represented.
3. Under what circumstances do you think it is appropriate to modify everyday curriculum and materials?
Though we have standards and a curriculum to accomplish within a timeframe, accommodating the student population and differentiating their needs become the main focus. It would be preferable to master 20% of the curriculum in a practical and profitable way for all students than to disenfranchise a percentage with deficiencies. It is often this population most in need of patience and encouragement that can be amplified in a modified curriculum that targets objectively strengths and weaknesses represented in the given student population.
4. Have you taken other online courses before?
Yes, the most recent was a UCLA extension course: Foundations and Methods of English Language/Literacy Development and Content Instruction. I was challenged and encouraged to develop awareness and strategies for my student population, and be a participant of a supportive and professional pedagogical online community.
5.Share something unique or interesting about yourself that you'd like others to know.
I am a middle-aged man facing a mid-life crisis without a budget for a Harley Davidson and the fortitude for a good tattoo artist. However, my passions are running marathons and playing guitar. As an English teacher and life-long nerd, my present read is John Milton’s “Paradise Lost.” It never ceases to amaze me. My “guilty pleasure” read is “Game of Thrones.”
6. Share your email or phone # with your classmates.
Here is my website with all my personal info: www.kennethmhill.com. My email is email@example.com
-Read the article attached and give a brief comment on it. One paragraph is sufficient.
An approved Proposition in 1998 seems like an intangible program that would take years to yield profitable objective data; however, kindergartners beginning prop 227 are well into the work force at this point. Remembering this bilingual versus immersion or whole language perspective was the focal point of my Masters program. With NCLB accommodations becoming rooted in education and local district language programs well established, this article states that the data is well seasoned and stable with “slow and consistent growth” with students at the far end of the spectrum. This very controversial educational fight seems to be proving itself by data, though the end results are far from immediate and drastic. The article states “slight” gains in the achievement gap between Latino and white students and an increase in reclassification gains with above modest improvement. It is about providing access and fighting for the disenfranchised student population represented in California. Though the numbers can be perceived as slight and encouraging, the data still indicates large gaps for ELL students (e.g., 43 percent of ELL sixth graders scored below basic in English and 52 percent below basic in math). Slow, slight, moderate improvement. This indicates that there is no panacea for an obviously complicated scenario with many variables to address.
Email at least 1 student outside of the discussion board.....Introduce yourself and make yourself available to them for class support and questions. Tell them the best time to get in contact with you if needed.
Mike, Thanks for your intro. As part of the week one assignment I am making contact with you via email for support or any questions that you might have. I'm not sure if I will have the answers, but I will be glad to help in any way. Take Care. Here is my intro that I posted via blackboard: Hello, my name is Kenneth Hill and I am a high school English teacher at Canyon High School in the William Hart School District, Santa Clarita, CA. I am presently teaching three Honors 10th grade English classes and two senior Shakespeare classes. I am taking this course to fulfill my CLAD certificate and to be better prepared to serve my student population.
Read the introductions posted by your classmates. Respond to at least 3 introductions.
Author: Karineh Mehrabi Masihi
1. Hello Karineh. Thanks for the CLAD help in pronouncing your name. Your present experience sounds quite challenging. It is admirable that you are willing to persevere for, I assume, the students. Keep pursuing excellence in what you have control over and keep your spirit protected to serve these students that deserve better than such instability. They receive enough instability beyond the classroom.
Author: Christie Filios
2. Dear Christie, Welcome to the class and the other side of education. I applaud your diligence and your courage to accomplish all of the “necessities” that the state requires. Also, congratulations on your new position. I also worked for a year as a Dean of Students at a middle school of 2500 kids. It was challenging but rewarding.
Author: Michael Catino
3. Dear Mike,
Thanks for your introduction. From East to West Coast is a great educational perspective to your advantage. I am a fan of Pennsylvania because of the famed Martin guitars built in Nazareth, however, I have to warn you, I was born and raised a Dallas Cowboys fan. As my email contact stated, please feel free to contact me anytime. This is my last class before I get CLAD certified. Keep the focus and the passion you have for teaching. It seems like your population will need your optimism and your experience.
Week two Course Evaluation- 5 points (turn it in in the "assignments /Drop Box" Tab: This is a mid –course evaluation of the class thus far. Please send me a word document approximately (1) paragraph long about what you like and don’t like about this course. Is the content clear? Do you understand what to do? Is it too much work? This is to help me evaluate what needs to be changed in this class. Please be honest! You will get 5 points for completing it.
Having prior knowledge with Blackboard was very helpful. The content is clear; however, I would like to see all the individual assignments on one page and numbered so we can check them off for peace of mind. For example, there is the “What to do this week” page, and then there is more specific detail related to the discussion board assignment/s. It would be helpful to have a number or bullet referencing the discussion board assignment on the “What to do this week” page and all the specifics itemized under that heading. I’m sure it is setup the way it is for a reason, so ignore my suggestion/s. Once I figured out that there are two areas with assignments, the directions are very clear, helpful, and encouraging. The power points are very helpful and create a level of communication that complements the discussion board. It is appreciated the extra time and energy put into creating these supplements to the syllabus. So far it is not too much work, but this week seems to be a little more intimidating with the expectations of the SIOP lesson plan. Thank you for your friendly and prompt responses! It is ironic that teachers are even intimidated by the schooling process. That is something to consider when approaching students that lack fluency in the language.
Pick a song that you think would be good to teach to all students including English Language learners. You might want to go to lyrics.com for some ideas. You may pick ANY song that you feel is appropriate.
Chosen song : Lenny Kravitz
I wish that I could fly Into the sky So very high Just like a dragonfly I'd fly above the trees Over the seas in all degrees To anywhere I please Oh I want to get away I want to fly away Yeah yeah yeah Oh I want to get away
I want to fly away Yeah yeah yeah Let's go and see the stars The milky way or even Mars Where it could just be ours Let's fade into the sun Let your spirit fly Where we are one Just for a little fun Oh oh oh yeah ! I want to get away I want to fly away Yeah yeah yeah
a) Why you picked the song.
I immediately thought of Loreena McKennit’s “The Lady of Shalott” because of the beautiful music, imagery, didactic application, and Arthurian referencing. However, I wasn’t sure if that was appropriate for a ELL friendly population. Through a quick Google search, the website http://tefltunes.com/grammarsongs.aspx was used because it is very intuitive by categorizing culturally popular songs for quick referencing and teaching rationale. Lenny Kravitz was chosen because of his cultural relevance, his high energy melodies and riffs, and, typically, his very simple vernacular and rhyme scheme. “Fly Away” is one of his most successful songs so that the student population can hopefully provide prior knowledge. It is categorized under travel and transport, so the teacher can make those literal references. From the class lesson ppt., music and dance are powerful tools that can provide fun lessons for collaboration, engagement, communication, and cultural/social referencing and connections. Songs immediately alter the class setting and can encourage relaxation or energy. Music can create social communication in frequent and meaningful interaction. The power of music has the power to lower inhibition, create social networking, infuse vocabulary and grammar, access repetitious and rhyme skills for memorization, provide proper pronunciation, and engage all learning modalities that can take advantage of multiple intelligences.
b) 1 paragraph about how you could use this in the classroom. Give some examples. How would you assess this lesson to make sure students understand?
The implementation would begin with a quick conversation about the power and influence of music that can be related to language development. We can brainstorm about the inherent pathos associated with music and lyrics, the repetition of the chorus, the rhyme scheme that is measured by syllables and music patterns, etc. After this, the song could play with just audio feed followed by an informal brainstorm activity about meaning and purpose. The teacher then can handout a fill in the blank worksheet isolating key words in all the areas of the song. The teacher then can play the song with only the lyrics so that the student can correct or fill in the missing or incorrect blanks. The teacher can elect to discuss or provide the last stimulus with a video of the song. This time the teacher can use a visual music video that provides an artistic interpretation that stimulates all the senses through literal and figurative interpretation. The lesson would end with a formative assessment through whole or small group discussion. The homework would be to find a song that is meaningful and applicable in the same way/s discussed in class.
c) How this song will benefit English Learners:
Accessing prior-knowledge, if available, is very powerful. Most likely, the students have heard a pop-culturally chosen song. Most songs that make it to the Top 40 are repetitious enough so people of all ages and language can begin to sing and tap their toes. Music takes advantage of multiple intelligences at once and provides access to the culture at hand. Anytime you can disguise homework and instruction with fun and singing, the collaboration, social shyness, and motivation are all positively addressed. Encouraging and building confidence through a non-threatening instructional model that utilizes all learning modalities through repetition and rhyme scheme is a highly effective and approach to teach the whole person in applicable ways.
Response to colleague: Thanks for your kind and prompt reply. I enjoyed your itemized categories for "deep discussion." I call them Dr. Phil moments. Yes, I decided to post it in two different threads so that there was less possibility to miss it. Your song is more ambitious with better application for the students. I was intimidated to try to get too deep so I picked low level vocabulary with very simplistic repetition for the learning process. You know, three chords and the truth!
Response to colleague:
Thanks for your kind and prompt reply. I enjoyed your itemized categories for "deep discussion." I call them Dr. Phil moments. Yes, I decided to post it in two different threads so that there was less possibility to miss it. Your song is more ambitious with better application for the students. I was intimidated to try to get too deep so I picked low level vocabulary with very simplistic repetition for the learning process. You know, three chords and the truth!
Reflection of Irony through Satire Introduction
Write a one page (250 word) reflection of your lesson. Include in your reflection:
While teaching a summer school session predominately with students that demographically fit the ELL criteria, the desire was to introduce ironic elements in literature, differentiate the three values of irony often used in Satire, and to teach them a strategy tool to be applied to all future readings in and outside the classroom. The lesson began with the discussion of Satire and how that is different from sarcasm. The students were asked how authors might be able to instruct society through any medium. Through brainstorming ideas, irony was chosen which lead to the three parameters that irony can be applied. The students were asked to provide examples of irony which was mostly understood but not applied academically. The examples were connected to real life scenarios but not applied to specific academic references. After a verbal and pre analysis via the whiteboard, the discussion turned into the intended brainstorm session that led to the introduction, explanation, and application of the rhetorical square. Any questions about the protocol’s intended use were addressed at this point. A short list of all targeted vocabulary was written on the board and confirmed in student note taking.
The satirical video was shown that intentionally placed the students’ and their understanding of the video in an ironic outcome/interpretation. The students were given 3 minutes to fill their own square in and then were put into small groups for collaboration. Only one group had two students that saw the ironic rhetorical devices the author used for didactic and instructional purposes. Each small group participated in a whole group discussion and completion of a rhetorical square applied via LCD projector and Ipad application (i.e., show me). After the majority of the class agreed that this was the proper interpretation and specific literary/rhetorical devices used to achieve author’s intent, the video was played back incrementally. As the video replayed, a new “teacher-approved” rhetorical square was placed and filled out next to the “class-approved” rhetorical square. As the new square was evolving, the students begin to show acknowledgment the ironic intention of the author and the ironic application of their misapplied understanding.
The lesson was very successful because it targeted very useful and practical literary devices that are often misapplied in academic and social scenarios. It also provided them with a life-long analytical tool that they can use to filter information objectively. The video created a humorous platform that relieved the seriousness of the academic rhetorical square and targeted literary devices. Students are reluctant to apply brainstorming and annotation because it is often arduous and fail to see its practical application. The fact that the video was so full of hyperbolic, non-sequitur, and ironic interpretation, allowed the student population to take a tool and apply it a non-threatening manner. The objective was achieved, a literary filter was applied, the students had fun, and the outcome was surprising. Often we learn best from our mistakes.
Any changes would be in the scaffolding of information. Though there were SIOP strategies that targeted observational comprehension, as the lesson progressed, there was need to slow down and make sure the main objective was understood and being addressed. The video content was clear, but the targeted audience in the video was, from time to time, beyond the scope of the student population (i.e, Karl Marx, Socialism, subprime mortgage, etc.). It could be even funnier or more ironic if the students had a pre-vocabulary lesson that allowed them to process the information clearly. Also, though understanding is inherently connected to the rhetorical square, the need to multi-task for annotation purposes might be an initial distraction.
The SIOP model was followed closely with the intention to provide observational stopping points to assess for formative understanding. The assumptions, especially for an ELL student, could be unfairly assumed when considering political differences, cultural concerns, historical allusions, and social hypocrisy. The itemized areas to target that are standard driven allow for a checks and balance of instructional intention and academic application.
All in all, the lesson was very successful. However, as stated, some references the author/video used were above and beyond the scope and sequence of the population. This background and cultural understanding could be supplemented prior to the lesson if the content of the video was paramount. However, the lesson was a practice in real or academic settings that are often misinterpreted for these various reasons. In that case, presenting the student with information that must be deciphered by context clues is the very tool that irony must be measured against.
The lesson was assessed in two steps. After the “teacher” led rhetorical square was achieved, I applied an extended lesson with Jonathan Swift’s “A Modest Proposal.” We re-applied the same sequence in a more academic setting. The second step was to assess the homework assignment that allowed them to choose two ironic examples and provide at least one explanation of their choice/s.
It is my plan to revisit this often used and enjoyable device in other social and literary examples. Excerpts from Monty Python’s “Holy Grail” might allow for “Don Quixote” and “Arthurian” cross-referencing that implement the value of all three shades of irony, at the least. Deciphering humor properly is a skill unto itself. The need to quickly apply irony, satire, double entendre, hyperbole, allusion, etc. through a cultural lens and arrive at both figurative and metaphorical meaning/s is a sophisticated and necessary tool that should be on everyone’s Swiss Army Knife, no matter how sharp the blade.
Week 5 Question
Name one Formal and one Informal Assessment that you use in your class. (Chapter 9 of the Text- Review & Assessment)
•The grade you teach
•1 formal assessment
•1 informal assessment
I teach Honors English 10 at Canyon High School in the Hart School District in Santa Clarita, CA. Out of celebration of academics prior to the 1970’s, I am of the belief that studying etymology of language is a great strategic vocabulary strategy that builds bridges for practical and effective learning opportunities. At the beginning of each academic year, I have an informal pop-quiz of 57 Latin phrases for them as a pre-assessment that counts as a participation grade and a collaborative class assignment. After an initial lecture about etymology, language derivatives, and language cognates, the students take the lengthy pre-assessment home, research, and return to class the following day to discuss and hopefully argue about possible answers. These Latin phrases have been chosen to be often used in academic and non-academic context/s. After the class agrees on one final answer document, I create an online assessment through Google docs and grade the collaborative answer document as a class test on the spot. This will identify any missed questions to target and reteach. Also, this ensures a nice academic start for all students that is based on effort versus innate academic ability. The students get excited and display ownership knowing that there are points on the line. This also accommodates individual learning needs and personalities which fosters a collaborative learning environment that is needed in any class. The formal assessment is to be repeated individually a week later with a few added items designed for vocabulary analysis. At the beginning of the academic week being used for mostly vocabulary and grammar instruction, the students are aware that every Friday is to be a test over what was covered earlier. This process can be repeated with new information and helps to create a rhythm of the class agenda. Every quarter there is a cumulative informal and informal assessment testing all information covered since the last benchmark. The informal assessment is put into a jeopardy game where the class is split into 4 teams with all participating. Each team can assist each team member to avoid embarrassment and to share ownership. This acts as a review before the final objective online assessment that often is exhaustive in nature and allows for a quarterly or semester final.
My response to classmate Steve Smith:
Your response reminded me of my last job. I worked for Scholastic publishing for a short time and they provided an SRI (reading inventory) that could test any student with adaptive technology. This would allow the computer software to increase the difficulty of the following question if the present question was correctly answered. The end result would target a leveled reading score that was measured with a lexile by a company named Metamatrix. This score would measure each domain present in the reading assessment, itemize the scores for targeted instruction, give a grade level reading score to create a “success zone” of targeted reading and instructional approaches, and be used as a quarterly summative assessment where the students hopefully see their grade start to climb vertically. Not only was it a great tool used by all students, but it also can be a complement to standardized testing. The students really resonated with the score climbing toward a specific goal or grade and they were given high-interest age appropriate material that matched their lexile scores.
My response to classmate Christie Filios:
I noticed the English writing assessments used. These pre-writing activities are often in need of some extrinsic motivation to be used with integrity. I use myaccess.com to post my essays. It is a great tool to provide for the students because it creates a one-stop shop for all writing needs. Not only does it give generic feedback based on all writing traits, it provides a lexile score (grade-level, a chart of progress, a chart of mistakes, and a portal for teacher and peer evaluation. The student immediately provides their own informal assessment by revising their present progress. In relationship to your post, this website offers hundreds of resource material that guides the student/s through the writing process in a very accessible and non-threatening way. I use it all the time as a resource for students and an easy way to cart their growth and the class’ holistic improvement. It is also easy to copy and paste the entire class’ responses and dump it into one file for a turnitin.com check that students and teachers can use to identify resources, check for plagiarism, and balance detail versus commentary.
My response to classmate Michael Catino:
In your discipline, you have to be creative to engage the students to relate to the wonderful world of physics in a practical and applicable way. Reducing physics to a theoretical scantron must hurt your soul. I know that each year the Physics students in our district go to Magic Mountain for a practical application. It sounds like an excuse to miss school, but it is surprisingly strict and profitable. If only hazing or vandalism was excused for educational purposes, I could only begin to imagine the creative lesson plans that would evolve.
Final Essay: Final Exam Questions for UCLA Assessment of English learners
Pick ANY 3 questions from below. Re-type the question and answer it in essay form. This total essay (all 3 questions) should be 275-750 words. Use APA formatting with a title page. (see the APA template in the resources)
If you were to move to another country and were only able to communicate in your new language on an interpersonal communication level, what problems do you think you might have with academic content? What strategies could teachers use to help you better understand the concepts they are trying to teach? How do you think your new peers might help you?
Do you currently have ELLs in the classes you teach? If so, what problems do they appear to have comprehending and learning the content? What strategies do you use to make both language and content more accessible to them? How do you encourage other students in your classes who are more proficient in English to play a role?
For what purposes do you think English Language Learners should be tested in your classes? For each purpose you mention what sorts of information would you want to collect?
In your experiences with assessment as a student yourself, reflect upon the extent to which you felt the assessment was worthwhile and fair. Be as specific as you can about the type of evaluation, its intended purposes, and the strategies that were used to implement it.
Analyze your school and or district’s assessment program in reading and language arts. Are reading specialists available to help with the assessment and instruction of students with reading problems? What happens to teachers’ district-required literacy assessment results? Are professional development programs in place to assist teachers and administrators in analyzing results? Are new teachers mentored by older teachers? Do grade levels work together to create rubrics and assessments?
When asked in the portfolio class about the comprehensiveness and practicality of the UCLA/CTEL program and how it will enhance my teaching, I stated that this program has been very well thought out to teach effective strategies while accommodating the working professional. Often teachers can be isolated, and since addressing ELL student needs can be complicated and intimidating, the online "community" that the discussion boards generate proved to be a very practical and effective communication tool. I feel relieved to be done with the program, but I have to admit that I have often been motivated by what I have learned and have been surprised at my own self-monitoring to implement the numerous ELL strategies presented. I have learned many techniques with strategies for accountability to address all my students' needs and learning modalities. The attached portfolio discussion board addresses specific questions about this program's value and my future pedagogical plans to use my new awareness and skills.