Jennifer Mendoza

LBS 400 Senior Seminar

03/24/15
English Language Arts Reflection
The ELA/ELD framework describes the standards that are to be implemented and goals
for all students. The CA CCSS and ELA/Literacy are organized into five key themes that include
meaning making, language development, effective expression, content knowledge, and
foundational skills. The ELD standards are intended to guide teachers so that they can better aid
ELs access to the ELA standards. There is an emphasis on making standards accessible to all
students and providing challenging content to better prepare students for college course work.
The CA CCSS for ELA includes specific standards for reading, writing, speaking and listening,
and language. Reading includes domains that are listed as literature, informational text, and
foundational texts.
The classes that have prepared me the most for English instruction include English 101,
305, 350 and LBS 355. The first three English classes emphasized critical thinking skills and
analytical strategies in order to determine what the deeper meaning the text is conveying. English
101 introduced me to the method research papers are written and the importance of using
credible sources to support your arguments. The structure of a research paper was also discussed
including an explanation that multiple paragraphs can be dedicated to describing the various
major points being made. Also, English 101, 350 and LBS 355 made me realize how vital it is to
follow writing conventions. These courses emphasized the importance of being aware of how
language can be utilized and the resulting effects of using various vocabulary to communicate
ideas. As a result, I have developed as a critical thinker and I am more conscious of the way I use
language to communicate my arguments. I have also changed the way I approach writing.

The areas of English Language Arts that I would feel most comfortable teaching would
include reading and writing since the courses that I have taken have prepared me sufficiently.
The majority of the classes have discussed ways to analyze text and interpret what is being
stated. There were several literary genres that were covered and a wide variety of fiction stories.
In addition, I feel comfortable teaching writing skills and the different stages of the writing
process since LBS 355 really emphasized these important skills. This class also helped me
understand how having a clear structure makes writing easier to understand and more effective.
One area that I do not confident in teaching is nonfiction texts. In the classes that I have taken,
the texts utilized are usually fiction, so I have not focused on nonfiction text. The new standards
require that students should be exposed to both fiction and informational texts equally, so I need
to become comfortable in analyzing nonfiction text. I want to expose students to a variety of text
that varies in complexity and be able to understand it fully. I believe that I also need to be more
knowledgeable in ELD instruction so that I can properly aid EL learners and best meet their
needs. Properly scaffolding of students is also necessary in order for them to learn the material
and apply it independently.
The artifacts that I plan to include in my portfolio are two research papers from my
English 350 and LBS 355 classes. The inclusion of these two artifacts demonstrates my ability to
successfully answer a prompt through argumentation and the use of outside research as evidence.
These assignments require the selection of credible sources that support the argument being
made. Also, the text has to be analyzed and explained throughout the paper in order to clearly
explain how the textual evidence connects to the argument. Moreover, writing conventions were
utilized to ensure that the paper was clear and easily understood for the reader. Structure is also
an integral component of the two essays in order to communicate ideas effectively. The
completion of these two assignments includes several areas that are important in the ELA
standards.