CLAD Through CTEL Portfolio

1. CLAD Through CTEL Portfolio Constance Murtaugh For The University of California San Diego Extension

2. Table of Contents • Direct Link to Wikispaces: http://ctelcladport.wikispaces.com/ • Slide 1 Cover • Slide 2 Introduction • Slide 3 Table of Contents • Slide 4 Assessment of English Learners Course Description • Slide 5 Assessment of English Learners: Discussion Entry • Slide 6 Assessment of English Learners: Quiz One • Slide 7 Assessment of English Learners: Quiz Two • Slide 8 Assessment of English Learners: Quiz Three • Slide 9 Assessment of English Learners: Final Project • Slide 10 Culture and Inclusion Course Description • Slide 11 Culture and Inclusion: Reflective Essay • Slide 12 Culture and Inclusion: Evaluation of my School • Slide 13 Culture and Inclusion: Webquests Final Project

3. Table of Contents continued • Slide 14 Foundations and Methods: Course Description • Slide 15 Foundations and Methods: ELL Considerations • Slides 17-19 Foundations and Methods: Final Project • Slide 20 Language and Language Development: Course Description • Slide 21 Language and Language Development: Communicative Competence • Slide 22 Language and Language Development: Responses to Readings • Slide 23 Language and Language Development: Final Project • Slides 24-26 Reflection on the CLAD Through CTEL Program

4. Introduction • The following is a sampling of the many projects, essays, reflections and quizzes completed during my courses in the CLAD Through CTEL Program. Each entry reflects hard work, dedication and good results. • All materials are opened through a hyperlink. The hyperlink, unless otherwise noted by the word hyperlink, can be accessed by right clicking on accompanying images within the slides.

5. Assessment of English Learners EDUC-3V219 Principles and design of standards-based assessment and instruction for English language learners and the relationship to identification of students’ strengths and needs in English language/literacy development and academic achievement. 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. Courtesy of the University of San Diego Extension Website (http://extension.ucsd.edu/studyarea/index.cfm?vAction=saCourses&vStudyAreaID=8&#CLAD%20Through%20CTEL)

6. Example of a Discussion Entry

7. Quizzes: These quizzes were chosen for the variety of content addressed in the class. Quiz: Social/Academic Language, Reading in English, Phonemic Awareness and Assessment

8. The ability to work cooperatively can hardly be stated enough. For children to grow and become engaged in the world they live in cooperative learning is critical. It is the strength of nearly every undertaking. Quiz: Writing, Conditions of Learning, Cooperative Learning

9. How to assess accurately, this is a question reflective teachers ponder, especially in the case of ELL’s where language may mask content that may be already mastered. Quiz: Formal and Informal Assessment, Graphs and Charts, Explicit Teaching, Portfolio, The Arts

10. Final Project Assessment of English Learners How Much? How Many? Hyperlink 

11. Culture and Inclusion EDUC-3V217   • Examination of culture and cultural diversity and the relationship to academic achievement, development, implementation and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives; cultural contact; cultural diversity in California and the United States; cross-cultural interaction; the roles of culture in the classroom and the school; culturally inclusive learning environments; family and community involvement; and culturally inclusive curriculum and instruction. • Courtesy of the University of San Diego Extension Website • (http://extension.ucsd.edu/studyarea/index.cfm?vAction=saCourses&vStudyAreaID=8&#CLAD%20Through%20CTEL)

12. Reflective Essay: Hidden Attitudes

13. Reflective Essay: Evaluation of my School

14. Culture and Inclusion Final Project Hyperlink Webquests: Compare and Contrast

15. Foundations and Methods of English Language/Literacy EDUC-3V220 • Covers current theories of second language acquisition and the differences between first and second language and literacy development. Topics include cognitive, linguistic, socio-cultural and affective factors that affect language learning in children of diverse backgrounds; use of the CELDT in instructional planning that promotes both language development and academic achievement; and research-based approaches and methods for English language development. Students will learn 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). • Courtesy of the University of San Diego Extension Website • (http://extension.ucsd.edu/studyarea/index.cfm?vAction=saCourses&vStudyAreaID=8&#CLAD%20Through%20CTEL)

16. These examples of discussions give an example of the many factors one needs to have knowledge of and consider when teaching the ELL student. CELDT Scores  Hyperlink Affective Factors  Hyperlink ELD and SADIAE  Hyperlink

17. This unit on Friendship integrates strategies to help the ELL learner connect , understand and develop academic language using the district adopted curriculum and text. Day One Day Two

18. Unit on Friendship continued Day Three Day Four

19. Unit on Friendship Conclusion Graphic Organizer for Day Five Day Five

20. Language and Language Development EDUC-3V218 • Research-based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Language functions and variations, discourse and pragmatics can be applied directly to assessment and instruction of English learners and the specific linguistic and socio-linguistic challenges of English learners are addressed. Materials, and methods for understanding and analyzing socio-cultural, and political factors that can affect second language development are presented. • Courtesy of the University of San Diego Extension Website • (http://extension.ucsd.edu/studyarea/index.cfm?vAction=saCourses&vStudyAreaID=8&#CLAD%20Through%20CTEL)

21. Communicative Competence for me explains, defines, details and demands competence in all four areas: speaking, listening, listening and writing. All are critical for success in school and to become a fully functioning member of society Communicative Competence explained Quiz

22. Below are two examples of responses to Mr. McWhorter’s (Power of Babel, 2001) fascinating and utterly unique presentation on language, its source and changes throughout history. Hybrid Linguistic Development and Pidgin Language Ever Changing

23. As I have enjoyed Amelia Bedelia for years, this project was particularly fun. In a lighthearted way it illustrates the difficulty of idioms and how misinterpretation so easily happens even when everyone is trying to do his or her best. Amelia Bedelia

24. Reflection of the CLAD Through CTEL Program • This program helped change how I perceive my students and added pertinent strategies in my teaching. Though several strategies I was already using in my class, taking them in the content of this program, understanding more deeply the reason for them, and seeing extensions that could be added made this program very worthwhile. • Assessment of English Learners was an excellent one to start with. Though it had its own content it was almost like an overview and an introduction of what was to come. • Culture and Inclusion was probably the one that stretched me the most. Being part of the dominant culture and yet not part of it, the feelings and insights this course raised will not be forgotten and I sincerely hope will make me a more empathetic teacher.

25. Reflection of the CLAD Through CTEL Program cont. • The Foundations and Methods class gave exactly what it said in its title. It was challenging yet the information was critical too. I have changed the manner in which I plan out my lessons. Though the elements have remained the same, they are more defined and intentionally include the English Language Learner. • Language and Language Development was the last of my CLAD through CTEL classes and I am glad it was. I felt I needed the background of each of the previous courses to succeed. How language is acquired is complex yet simplistic at the same time. The importance of staying abreast with research became apparent and that the implications of the research could favorably impact my teaching.

26. Reflection of the CLAD Through CTEL Program Conclusion • Although I faced many difficulties the instructors in each one of the courses was accessible and very willing to give assistance when it was needed. This willingness was a key component in my success. • I started this program not knowing what to expect, and though I may have been aware of many strategies, I feel now I understand them more deeply and I see with different eyes. In addition, I did learn many new things, some of which, I said to myself, why hadn’t I known this before. • Though I found these courses interesting and challenging, I am glad they are finished. I take with me strategies, knowledge, lesson plans and valuable information that can be practically use in the classroom.