S p e c i a l i z e d p r o f e s s i o n a l a s s o c i a t i o n s t a n d a r d s
e n g l i s h
Standard 1: Content knowledge #1Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
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I included reading both in the writing units and the reading units. I had students read using a read-aloud and a PDF. Students had the opportunity to work alone and in groups while reading. Both reading and writing are central elements of my lesson plans.
Click here to see an example.
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Standard 2: Content Knowledge #2Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
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I included reading and writing throughout my lesson planning for English. As for writing, specifically, we focused on persuasive and expository writing. I incorporated fun and engaging ways to learn the different components of each of those types of essays and how to complete those elements in my students' own essays.
Click here to see examples of persuasive writing lessons. Click here to see examples of expository writing lessons. |
standard 3: content pedagogy: planning literature & reading instruction in ELACandidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
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I incorporated reading in my expository writing unit, and reading was utilized in the reading unit. For the conquering challenges unit, I had students take a reading pre-assessment and complete independent practices as informal assessments.
Click here to see my expository writing lesson with reading.
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standard 4: content pedagogy: planning composition instruction in elaCandidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
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In my class, students have the opportunity to take a writing pre-test, compose texts together collaboratively, and write their own essays. Specifically, I have planned instruction to have students practice writing body paragraphs together, then we collaboratively write the introductory and conclusion paragraphs as a class. As for individual composition, students have been assessed by writing for a pre-test, composing a persuasive essay, and writing an expository essay. Students also must complete a pre-write prior to writing their essays for my class.
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standard 5: learners & learning: implementing english language arts instructionCandidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
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I have used research-based instruction by incorporating cooperative learning, setting objectives, having students fill out advanced organizers (see PPE graphic organizer here), note-taking in their Writer's Notebooks, identifying similarities and differences, etc. Not only this, but I have increased student motivation and engagement by creating fun interactive activities like the Jumanji Escape Room that teaches elaboration. Additionally, I collaborated with my CT (cooperating teacher) and the Student Support Specialist to create SEL lessons that support and embrace diversity.
Click here to see the Jumanji Elaboration Escape Room and the B.L.A.C.K. SEL lessons. |
standard 6: professional knowledge & skills #1Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
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During my experience, I had the opportunity to attend an "End Racism" class/meeting with my cooperating teacher. It was virtual, but attendees and the leaders had the opportunity to share about their experiences with each other regarding racism. The leaders offered tips for embracing diversity in the classroom. In addition to this, I got to collaborate with my CT (cooperating teacher) and the Student Support Specialist to create a week long SEL for Black History Month. Learning more about embracing diversity and different cultures in the classroom through these meetings and collaborations have provided great starting points for creating a safe place for my students to be themselves and embrace who they were created to be.
Click here to see the SEL for Black History Month. |
standard 7: professional knowledge & skills #2Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
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I was able to communicate with parents, students, and colleagues throughout my student teaching experience. I took leadership roles by planning SEL for my class, and I even planned SEL for Black History Month with my cooperating teacher and the Student Support Specialist.
Click here to see examples of my communication and collaboration. Click here to see my collaboration for the Black History Month SEL. |