DELIVERY

When considering potential artifacts for the learning outcome 1B: Delivery, many considerations were made. Initially, I thought it would be better to include an artifact that was more common. For example, I considered using an adapted lesson plan from my current position as a teacher; however, the artifact that I selected seemed to correlate more with the learning objective than any other adaptation that I have created. This learning outcome is contingent upon the need to not only plan, but also implement instructional strategies and practices that are easily differentiated and engaging for students. This artifact is a literal example of my ability to construct, adapt, and implement varying strategies and techniques within a lesson in order to help develop the skills of my students. This learning objective relies on the need for adaptation and variation; thus, this artifact was to me the most strong example of my utilizing various processes to develop and deliver quality instruction.

The progressive and cohesive tendencies of these lessons are what lend me to believe them to be strong examples of varying techniques and skills students could be exposed to. Through the works of Oczkus (2003), Helman (2016), and Fu (2009) I was able to develop a sequence of four lessons that would build upon strategies in initial lessons and expand upon the skills and growth areas for an emergent bilingual. This artifact does not show the precursors to selecting particular books and strategies; however, they do display variability. For example, in order to fully gauge student interest and determine which books would function the most efficiently for this exchange, I first had to select and interview a student to determine their interests, skills, and areas for growth. Upon selection and interviewing my student, it was then appropriate for me to take the responses from their interest survey to determine the best books and strategies necessary for them to develop their English language skills in reading, writing, listening, and speaking. Thus, the initial survey that was created prior to the planning of these lessons was essential at gaining insight on this particular language learner.

After determining these specific characteristics, it was then more clear for me how to implement different techniques and strategies within the lessons to attain the most effective instruction possible and allow for maximal development within the student. The first lesson detailed in this artifact was more intended to eliminate the “affective filter” described by Stephen Krashen (1984) which prevents some learners from feeling comfortable expressing ideas in a new language, particularly when they are nervous or affected by social and academic differences. This lesson was also a precursor for strategies that would continue to be used throughout the rest of the literacy exchange lessons. For example, the reciprocal teaching graphic organizer that I adapted from the work of Oczkus (2003), allowed an opportunity for the student to be exposed to a similar and effective strategy at gaining a more comprehensive understanding of the books that were being read. The first lesson was also an opportunity to implement suggestions made by Helman (2016) which encouraged the use of varying and unfamiliar vocabulary that would enrich the student’s experience.

The lessons following the first utilized the same book, Ricky Ricotta’s Mighty Robot by Dav Pilkey. This book was chosen as a result of the student’s interests in graphic novels and its length which would allow for multiple lessons with similarities and expansion of strategies used. Before implementing a new book into the lessons though; I wanted the student to be able to make connections to their own background knowledge surrounding technology. This was important because the new book would be based on technological advances and the student may or may not have a proper schema to fully function with the topic. For this reason, the student was asked to complete a worksheet titled Curiosity Corner. This worksheet allowed me to view the student’s experiences with the technology that would be discussed in the new book. After gauging the student and their prior knowledge regarding technology, I was able to then construct lessons that would challenge the student academically, while also utilizing their strengths and abilities. Lessons 2 and 3 were used to develop comprehension techniques with the student. The student would independently read while simultaneously completing the reciprocal teaching graphic organizer. This organizer allowed me to go over any unfamiliar vocabulary and concepts that the student may have been struggling with while reading the text. The student was paced to read 1-2 chapters per 45 minute lesson, which allowed plenty of time for comprehension conversations and clarity post-reading each day. Recommendations made by Fu (2009) influenced the use of the final project within the lesson which was for the student to create their own connection to the book while also using their native language. Fu (2009) recommends that students are able to utilize the language most familiar to them while also learning a new language. In the last activity in the lesson 4, the student was asked to utilize their native language to describe their creation. This holistic and inclusive opportunity showed the student that their ability to learn English was not limited to English itself, but should be used in conjunction with the language they are already comfortable using.

This artifact shows the progression of lessons created and adapted to the particular needs of emergent bilingual students. Allowing students the opportunity to utilize their strengths to build upon their areas of growth was fundamental in achieving lessons that would encourage collaboration, growth, and development in the most effective manner possible. This artifact shows that adaptation and implementation of various strategies is ultimately one of the most important traits of quality lessons, delivered in the most effective way possible.