Laila Taylor

ITEC Portfolio Artifact Reflection

Standard 2.2 Research-Based Leaner-Centered Strategies

Candidates model and facilitate the use of research-based, learner-centered strategies
addressing the diversity of all students.
1. Briefly describe the artifact and the context in which it was created. What was/were
your individual contribution(s)?
The ELL lesson plan artifact describes a week-long series of student-centered activities
over Ecosystems. The artifact was created to enable the use of a research- based strategy
in order to build the confidence and create a safe environment for a new ESOL student
who has only been living in the United States for 4 months. Based on Research by the
Institute of Educational Science, (IES 2007) Adopting a plan that focuses on
ways and means to help teachers understand that instruction to
English learners must include time devoted to development of
academic English. I used this theory by previewing the academic
vocabulary with student R prior to the lesson being taught by means of
several engaging student- centered activities.
2. Explain how this artifact demonstrates mastery of the standard/element under which it
is placed.
The ELL lesson plans artifact uses research based strategies described in the IRIS
module to create learner-centered activities that were used to meet the needs of an ESOL
student. The artifact provides evidence that I pre-taught student R about ecosystems in
order for him to gain confidence prior to the lesson being taught whole class. By talking
with and observing Student R I found out that he has a talent for drawing. I decided that
this would be the route that I would provide Student R the ability to communicate in.
The first thing I worked on was building background knowledge for Student R. I asked
him through Google Translate, to describe where he lived and what it looked like there.
He talked about trees and I pulled up an image on the computer f Guatemala, I told him it
was a Tropical Deciduous Forest biome. I had Student R write flash cards for each of
these words and we put the Spanish translation on them as well. As he wrote the cards
with my direction and visual signs, we said the words out loud several times.

Laila Taylor

ITEC Portfolio Artifact Reflection

The next day I had Student R use the IPad app Talk English. We created an
ecology section that had all of the vocabulary for the unit. The vocabulary that I had
Student R work on were: organism, population, community, and ecosystem. For each of
the words there are several pictures that go along with them and it says the word in
English. I had Student R click on the images several times and then I would say a word
and he would click on the image that matched it. We took turns do this and Student R
practiced saying the vocabulary word.
Wednesday I had Student R practice with the vocabulary by saying the words in
English and working with Spell Board another IPad app. This app allows the student
trace the word with their finger and write it on the screen. It also says the word out loud
so the student can match the card with the correct vocabulary word. Student R is
progressing and can pick up on new words fairly easy because he can read in Spanish
proficiently, which helps him understand English a little better. I showed student R
several different ecosystems and asked if he could point to the organisms in the picture.
We practiced this several times.
Thursday I had Student R practice his vocabulary using each of the apps that we
used Tuesday and Wednesday. I then asked Student R to look at a picture of alligators
and tell me if this is a population or a community. We did this activity for each of the
vocabulary words.
Friday as a formative assessment I had Student R draw an Ecosystem and label all
of the vocabulary words that we had covered that entire week. Student R did a fantastic
job and I helped him translate the definitions for each word into Spanish. We laminated
his drawing and hung it in the hallway for his peers to see. Student R was very proud and
our students are so sweet to him they told him good job several times.
The artifact lists several digital tools that were used to help student R with his
needs but can also be used to help students who are struggling due to a learning disability
or area of weakness.

3. What did you learn from completing this artifact? What would you do differently to
improve the quality of the artifact or the process involved in creating the artifact?

Laila Taylor

ITEC Portfolio Artifact Reflection

Overall I learned that vocabulary is essential when working with ESOL students and it is
important to use several different tools with students to meet all of the diverse needs that
each of them have. I really liked working with google translate, Talk English app, and
Spell board app when completing this artifact. In order to improve the quality of this
artifact I would extend the length of time that I observed the ESOL student. I actually
worked with the student all year long and observed progress with his academic language
skills however, I did not record or keep track of the data beyond a week. Keeping track
of which strategies worked best for all of my ESOL students could help meet their needs
in other academic subjects as well.

4. How did the work that went into creating the artifact impact school improvement,
faculty development, or student learning? How can the impact be assessed?
Below is a chart explaining what assessments were used and the impact on student
learning:
Objective

Assessment

Was the objective

met?
Evidence of student
learning

(Content)
The student will
investigate the
characteristics of an
ecosystem.

(Formative)
I will observe and ask
questions while the
student is working.

Yes Student R was able

to look at the images of
the ecosystem and
point to the organisms,
community, and
populations.

(Language)
The student will be able
to say and define the
different levels of an
ecosystem.

(Formative)
I will listen to the
student say the
vocabulary word and
then I will ask them to
match the word with
the correct definition.

No, Student R did not

100% of the time be
able to match the
vocabulary word with
the oral definition.

(Summative)
The student will draw
an ecosystem and label
each part with the

Yes, Student R did draw

a beautiful ecosystem
and labeled them
correctly. I did have to
help him translate the

Laila Taylor

ITEC Portfolio Artifact Reflection

correct vocabulary
word and definition.

definition. Student R
understands the
concept and content
but has a hard time
without the image
because of his English
skills at the point.

References:
Managing Instruction in the Differentiated Literacy Classroom. (n.d.). Differentiated
Literacy Strategies for English Language Learners, Grades K6, 178-203.
doi:10.4135/9781452275413.n8