Culture Capital Who are our student?

Portfolio Artifact 50 points

You will create your own activity to use with students in order to develop a
sense of cultural acceptance and value in the classroom at the beginning of
the semester. Your artifact must be just that: an ARTIFACT. This is not a
description of the activity (although you will include that), but rather an
activity (and materials) that you can actually use in the classroom. It might
include an example or a handout or visual that you will use to facilitate the
activity or that students will use during the activity.
What standards will this assignment meet?
Quality Standard II: Teachers establish a safe, inclusive and respectful
learning environment for a diverse population of students.
Quality Standard III: Teachers plan and deliver effective instruction and
create an environment that facilitates learning for their students.
Culturally and Linguistically Diverse Education
8.22 (2) (c) implement effective teaching strategies, which include a wide
variety of linguistic experiences for second-language students.
8.22 (3) The educator of linguistically diverse students is knowledgeable
about language teaching methodology and instructional techniques for
teaching a wide range of linguistically diverse students, K-12, founded on
scientifically-based research and proven and effective applications; content
based strategies; identification, selection, evaluation, design and adaptation
of appropriate instructional materials; and child and adolescent literature
from various cultures, and is able to:
Culturally and Linguistically Diverse Education: 8.22 (3) (c) plan and
implement instruction so that it is systemic, sequential, well-articulated, and
delivered in an engaging environment. 8.22 (3) (d) select and utilize
instructional materials and resources that are age, grade level, and language
proficiency appropriate, aligned with the curriculum, English language
proficiency standards, and English language arts content standards, to
maintain and/or improve student achievement.

Examples of Cultural Capital Activities

We have seen two examples of activities in class this week that allow
students cultural capital to be shared and valued in the class: 1) Name
Activity and 2) Cultural Artifact Sharing.
You can find more examples about how to create a welcome classroom
environment and build on cultural capital here:
http://www.colorincolorado.org/create-welcoming-classroom

INCLUDE (this info should be the text on your webpage):

Grade level: Second Grade
Content Area: Social Studies and Language Arts
Colorado Academic Standard:
Social Studies: Civics:
2. People use multiple ways to resolve conflicts or differences
Students can:
a. Give examples of ways that individuals, groups, and communities
manage conflict and promote equality, justice, and responsibility
(DOK 1-2)
b. Identify examples of power and authority and strategies that could be
used to address an imbalance, including bullying as power without
authority (DOK 1-3)
c. Identify and give examples of appropriate and inappropriate uses of
power and the consequences (DOK 1-3)
Demonstrate skills to resolve conflicts or differences (DOK 1-3)
Reading, Writing, and Communicating: Oral Expression and Listening
1. Discussions contribute and expand on the ideas of self and others.
Students can:
b. Contribute knowledge to a small group or class discussion to develop a
topic
WIDA Standard:
1. Words and expressions with precise meanings pertaining to specific
content areas.
2. Organized, cohesive, and coherent expression of ideas.
Overview of Activity (explanation/instructions)- Be detailed enough for a
substitute to use this in your absence:
In this lesson, students will understand the definitions of strength,
weakness, community, and help.
As a class, the students and teacher will create a list of examples of
Strengths, and then another list for Weaknesses.

Each student will identify their own strengths and weaknesses, and after
they identify them, they will demonstrate how they can help one another by
utilizing their strengths to constantly improve as individuals- in the
classroom- and in their lives. They will help each other as a community.
Each student will discuss how as a community member, they have specific
talents that can benefit the community as a whole. When the students
understand one anothers personal strengths and weaknesses, they will
become more linked to another. They will learn to respect one anothers
personal culture, and how their differences benefit one another.
After the students have learned the definitions of the content words, they
will fill out a chart that is broken into two categories: one side will be
labeled, Sometimes I need help when and the other side will be labeled,
Sometimes I can help when
Once the students have filled out their charts, the teacher will keep them and
display them to look back on in the future to identify students specific
talents.
As an ELL extension, students will look through the charts as a class and
discuss the meanings of significant words.
To extend the lesson and reiterate the importance of learning from a
community, the teacher will discuss how everyone can be a part of a
community, and help their community members.
Justification for the Activity (with citations from the readings)- Explain how
this supports students oral language development.
This activity will help students develop self-worth as an individual and a
student, and how each student is unique. Students will learn how their
intricate, diverse cultures supply them with different talents that can help
each other. In Foundations in Teaching English Language Learners, Wright
discusses how every student must feel significant, and the overall success of
a student is highly impacted by their own self-identity. When the students
are orally discussing their strengths and weakness, they will also be
developing language. Throughout the lesson, they are learning new
vocabulary, and how it can be properly used through oral language. We as
teachers can promote the talents of every student through lessons such as
these. Students will identify how their weaknesses can always be improved,
and they can utilize one anothers talents to become a more well-rounded
student, and individual.

Artifacts All materials and documents needed to deliver your activity

(instructions for students, handouts, photographs of realia, technology,
examples, etc.):
I will be using large lined poster paper for the definitions and examples of
strengths and weaknesses, and construction paper for the students personal
charts.
Definitions:
Strength: (n.) a good or beneficial quality or attribute of a person
or thing.
Weakness: (n.) a quality or feature regarded as a disadvantage
Community: (n.) a feeling of fellowship with others, as a result of
sharing common attitudes, interests, and goals.
Help: (v.) make it easier for (someone) to do something by offering
one's services or resources.

Grading CRITERIA: 50 points

Framework

10
points

Overview of
Activity

10
points

Justification for the

Activity

10
points

Artifact(s)

20
points

Grade level, content area, and detailed

standards (both state standards and WIDA
standards) are included and align with the
oral language development activity.
The description clearly explains the purpose
of the activity and how it will be delivered to
students. The oral language activity is
appropriate for grade level, content area and
WIDA language proficiency levels
2(beginning) 3(developing).
There is a thorough explanation of how the
activity/ strategy supports oral language
development and readings are cited correctly.
The materials and documents needed to
deliver the activity show careful planning and
preparation. They would be able to be used
in a classroom immediately. They show

attention to detail and creativity.