The knowledge from the readings, discussions, observations, and other assignments which I have built and constructed as well as the feedback I have received from the professors and peers over the duration of this program, collectively have provided new understandings which will help me to become a more effective teacher. Since I am currently working in the classroom, I have enjoyed the benefit of applying this newly learned information in real time each week throughout the course sequence. As I have developed lesson plans, I have been much more aware of the visual syntax, student experience, and questions I create to support lesson content. I have reinvented how I present information to include dedicated language workshops google slides with captions in real time.

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            Another vital new aspect of my teaching is declared practice of every learning target prior to assessment of that learning target. My plans are much tighter, taking smaller bites to break down concepts into more digestible pieces. For example, I will introduce no more than eight key vocabulary words at a time and usually half of that to better cover the use of words in sentences and meaning making. As I evaluate my weekly plans, I am careful to address reading, writing, listening, speaking, and language as related to every learning target.

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            Further, my learning targets are informed by standards and are now written in student friendly language so we can all be on the same page about expectations and learning goals. My theory of language acquisition is that life literacy is what I am teaching rather than an approach where English language dominates. To this end, I have been discussing morphology in terms of cognates by showing how English and Spanish share Latinate roots. The Edge text book introduced this concept in the current unit and I am really sticking with it as we read context to produce meaning where we do not know the meaning of the words.

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            Additionally, I have learned the importance of using a variety of texts in class to represent content from all subjects and disciplines. I learned that one student was concerned about science and also noted the challenges which students faced on the science passages when we practiced for the ELPAC in class. Overall, my awareness of the student experience in terms of their vulnerabilities and stress is much more accurate. Themes are stronger in my planning. For example, we journaled about days, months, seasons, and weather vocabulary before reading science based informational texts about the weather, atmosphere, and air pollution.

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            In general, I think my lessons are more intentional and will thus be more accessible and meaningful to the students. The lesson plans created while in the CLAD/CTEL program rigorously forced specificity around reading strategies, writing process collaboration, assessment, and integration of technology in a way that has informed this new logic, accessibility, and overall meaningful lessons that provide enriched learning experiences to all students and especially students acquiring English language literacy.

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