Standard 1.

a Artifact 1 Reflection: ESC 757 Section 1 of Homework #4,

Topic: Semantic Concepts
The first artifact for standard 1.a. is from the first section of Homework #4
from ESC 757, Linguistics. It required an analysis of semantic relationships
between words, in order to provide examples of various relationships. The
assignment demonstrates an understanding of language as a system,
particularly semantics, and the inter-related aspects of the English language.
During the process of finding examples of semantic relationships such as
homophones and heteronyms, I thought about how my students might interpret
the concepts. I anticipate there will be some confusion at first; but in the end, the
exercise will help them develop a deeper understanding of English word
relationships. Finding examples of heteronyms and polysemes was challenging
at first, but became fun after a few tries. It made me think of how I could develop
games for my students with similar themes. I could use the more commonly
known relationships of antonyms and synonyms for LEP students and build up to
the more complex relationships such as capitonyms and polysemes. For
example, I could break the class up into teams and have each team complete a
matching puzzle based on the sematic relationships. In the end, each team
would present their puzzles and explain the relationships between the words. By
asking the students to examine words more closely and think of how they relate
to each other in meaning, sound, and spelling, such exercises can improve their
metalinguistic awareness.

Standard 1.a. Artifact 2 Reflection: ESC 725, Grammar Mini-Lesson

The second artifact I chose for standard 1.a. is a mini-lesson I developed
for ESC 725, Teaching Grammar. The objective of the lesson is to teach English
Language Learners a strategy to identify whether or not a basic sentence is
complete. The strategy requires a student to use YNQT (Yes/No Question Test),
which is concrete and can be made accessible to all learners by using a variety
of basic sentences.
This artifact demonstrates my understanding of language as a system,
including syntax, and that I understand the influence of the L1 on second
language acquisition. When I taught this lesson, I had to consider how my
students L1 would influence his comprehension of what a complete sentence
looks and sounds like in English. By using a manipulative, I was better able to
aid his understanding of the concept. My reflection of this mini-lesson also
illustrates my thinking process when executing the lesson. I learned the
importance of planning and using differentiation (using the manipulatives), and
allowing the student ample time to engage with the activity. I would use this
lesson again in the classroom and leave more time for getting it. Its more
important that a student learn a concept, especially one that is crucial to literacy
like recognizing what is a complete sentence, than to push through a lesson to
keep a schedule.