Showing 8 Result(s)

Collaborative Lesson Planning (Co-Teaching)

Overview In this paper, I discuss how a classroom context wherein I am fortunate enough to work with a co-teacher would impact my approach to lesson planning and instruction. Specifically, I discuss how collaborative teaching can support multilingual learners. Collaborative Lesson Planning and Instruction After reading Honigsfeld’s and Dove’s (2015) co-teaching and collaboration articles and …

Lesson Planning with Asset-Based Learner Profiles

To plan lessons that bridge students’ strengths with content-area concepts, I create learner profiles that consider students’ experiencial, social, linguistic, cultural, and academic assets. I find asset-based profiles a useful tool in classrooms with culturally and linguistically diverse student populations. The ability to read across profiles and consider profiles alongside lesson objectives helps me choose …

Targeted Interventions to Improve Reading Comprehension

In the below paper, I describe a reading comprehension observation, evaluation, and analysis I performed to develop  strategies to help a student reading below grade-level better access, comprehend, and perform higher-order thinking activities on course texts. The student I worked with had previously progressed out of ESL programming, but the tactics I outline are appropriate …

Incorporating SIOP and TESOL Principals into Instruction

Overview: Teaching Formalist Criticism in a Multilingual Classroom New Criticism literary theory views the text as a unit of meaning, independent of its historical contexts, as well as the biographical information and “intention” of its author (The Editors of Encyclopedia Britannica, 2018). New critics examine how the words, phrases, and structure of a text contribute …

Identifying and Assessing Content-Specific Language

Creating Novel Assessments to Collect Accurate Student Data In 2018, a high school practicing Project-Based Learning invited me into their halls as a composition tutor and seminar assistant. Working with scholars throughout the course of the semester as they proposed, planned, and presented their independent projects as a means to meet state standards allowed me …

Assessing English Proficiency with WIDA Rubrics

Composition teachers can use the WIDA rubrics to assess students’ written English proficiency in the discourse-level, syntax-level, and diction-level domains. After I determine a student’s English writing proficiency level, I reference the WIDA Can-Do Descriptors to determine which writing activities are in the student’s Zone of Proximal Development. Comparing what a student “Can Do” to …