Jenifer Kennon Ctel Portfolio

Jenifer N.
Kennon
CLAD Through CTEL Portfolio
CLAD Through CTEL 2014
Biography and Description

My name is Jenifer Kennon. I am currently a Paraprofessional in a Special Day Class at Brea Olinda High
School. I was born and raised in the suburbs of Los Angeles and always dreamed of graduating college. In May of
2013, I graduated from Davis and Elkins College, a small college at the base of the Appalachian Mountains in West
Virginia, with my Bachelors of Science Degree in Mathematics with a specialization in Secondary Education. After
graduation, I decided to move back home to sunny California and transfer my credential. Although I was able to
transfer my credential over, I still could not find a job because I had yet to complete my English Language Learners
Certification. I weighed in my options and decided to try the CTEL exam first. After passing only one section, I
decided it was best to take the courses for the other two sections. This portfolio shows my journey through the
CLAD Through CTEL Program offered by the Extension Program at the University of California San Diego. The items
included in my portfolio are assignments and discussion boards that express my knowledge and understanding of
the topics included in the CLAD Through CTEL Program. These topics will help me better serve all of my students,
including those who may be English Language Learners and those who may be from different cultures than my
own. It is my job as an educator to provide the best learning environment and education for ALL of my students. I
will use what I have learned in my experiences and schooling and what I have learned in the CLAD Through CTEL
Program to provide the best learning environment and education for all of my students.

Table of Contents
1. Language and Language Development
a. Course Description
b. Discussion Boards
c. Reflections
d. Quizzes
e. Final Paper: Amelia Bedelia
2. Culture and Inclusion
b. Discussion Boards
c. Reflections
d. Final Project: WebQuest Evaluation
3. CTEL Exam
a. Description of Exam (CTEL 2)
b. What did I learn from the Exam?
c. Passing Scores
4. CLAD Through CTEL Portfolio
b. Final Reflection

Language and Language Development
Course Description
Research-based conceptual understanding of language systems, structures, forms, functions, and
variations of both aural and written language forms. Language functions and variations, discourse and
pragmatics can be applied directly to assessment and instruction of English learners and the specific
linguistic and socio-linguistic challenges of English learners are addressed. Materials, and methods for
understanding and analyzing socio-cultural, and political factors that can affect second language
development are presented.

Course Objectives and Expected Outcomes
Candidates will demonstrate the ability to:
Demonstrate knowledge of pedagogical factors affecting first- and second-language
developmentlearning vs. acquisition, input/output, natural order, and communicative
competence.
Demonstrate an awareness of essential linguistic theory: language systems, structures, forms,
functions, and variation
Analyze how language forms & structures affect English learners comprehension and
production of aural and written forms
Apply their knowledge of phonology, morphology, syntax and semantics to help English learners
develop discourse competence (e.g., ability to engage in oral and written discourse that is
fluent, coherent, and cohesive).
Recognize the need for assessing developmental levels of students and identify effective
strategies to promote English learners language development and communicative competence
Recognize potential impact of personal belief systems on expectations for student achievement,
and demonstrate positive attitudes toward language learners
Gain an understanding of affective factors in first- and second language development
motivation, attitude, anxiety, confidence
Evaluate cognitive factors affecting first- and second-language developmentSocial language
(BICS) and academic English (CALP) and be able to monitor issues related to inter-language
Gain understanding of socio-cultural and political factors which affect first & second-language
development- standard languages and dialects, acculturation patterns, language environment
Demonstrate an understanding of the historical and current theories and models of language
that have implications for second language development and pedagogy

Discussion Board Questions and Responses
Week 1
Topic
Brown text (pp. 6-7) discusses what language is. It is a brief summary but very powerful in its
description of language. Post a thread, and connect it with Babel if you can.
Response
Language itself is a form of communication. We use language every day, whether it's formal, informal,
verbal, nonverbal, etc. Although we all partake in using language, there is much more to it than what's
on the surface. It's not just letters or symbols put together, but systems with rules, relationships, etc. In
connection to Babel, language is always transforming even if we don't realize it. It's hard to believe the
"new" language (words and even gestures) that has developed in recent years because of technology,
texting, slag, and even words losing letters... selfie, lol, omg, bling, bromance, chillax, hella, unfriend,
(more recently) turnt up.... all of these words still aren't even recognized by spell check and yet are used
in societies and some are even in the dictionary. I'm only 23 and can't keep up with the "in" lingo that is
used at the high school I work at. Sometimes I have to ask my students what something means or even
Google it! Even being away in WV for school for 4 years, there was a difference in languages when I
would come home for summer. Friends would say something (for example, hella) that I hadn't heard
while I was in WV. And when I would return to WV from CA and use certain words or phrases, I would
get strange looks from people. I never really thought of language in this much depth before, not even
when I was required to take 2 years of a foreign language to graduate high school. It definitely is
something to think about....

Week2
Topic
Some proponents of the Critical Period Hypothesis posit that children have an elasticity that adults lack,
that until adolescence the brain is more plastic and therefore children can acquire more readily than
adults. Post a thread and give your opinion, based on life experience, research in Brown, and any other
valid point of interest to support your view.
Response
I do believe that children have an elasticity in their brains that adults lack based on the observation of
my 3 year old nephew. Day after day, I can see him learn and grow. He surprises me sometimes with
what he remembers and what he says, he even knows which way to turn to get to my house and my
grandparents house from down the street. All we have to do is tell him something one time and he
tends to remember it rather well. He takes in everything around him like a sponge. Also, because a
friend my dad races with, my nephew has picked up a few easy Spanish words. I believe that children
may be able to learn a second language more readily than adults, but I do not think they will have the
same understanding/comprehension that an adult would have. I believe that anyone can learn a second
language, no matter their age, if they are willing to do so and are able to submerse themselves in
USEFUL language use. For example, my supervisors daughter just spent the last year teaching English in
China. She may not know every word there is to know, but she is able to carry out a conversation with
someone with what she does know. Like with everything in life, I believe that determination is key in
learning a second language as an adult. Will it be difficult? Sure. Would it be easier as a child? Most
likely. But I believe it is possible.

Week 3
Topic
What does it mean to know a word? Phonological, morphological, syntactic, semantic, and pragmatic
information are factors. Link these criteria of knowing a word to an example of knowing a word found in
The Power of Babel, which fit into any of these categories.
Response
To know a word is deeper than to know the dictionary definition. Knowing a word means understand it's
meaning and being able to use it in the context of a sentence. Knowing words is being able to connect
words into sentence. English, as with any language, has rules to follow with not just sentence structures,
but also word structure. By knowing the morphological aspects (affixes, root words, etc.) of English, one
can come up with some sort of meaning for a word. For example, if someone knows what the word
"familiar" means and knows that the prefix "un-" means not, they can conclude that "unfamiliar" means
"not familiar." It is important that one has an understanding of morphology when learning English;
morphology can help one decode unfamiliar words.

Reflections
Week 2
Topic
The CALLA approach outlines a list of Metacognitive Strategies which range from planning goals, to
managing your learning, to evaluating. Review the Multiple Intelligences worksheets and take the quiz
(do not turn in the quiz it will not be graded and is only for your reference). How do the metacognitive
strategies and multiple intelligence theories tie into each other?
Response
Multiple Intelligences and CALLA
Language acquisition, multiple intelligences, teaching and learning strategies, among other
topics have been studied over the past few years to better the education of children. Multiple
intelligence studies have been around for a long time. Within the last few years, cognitive academic
language learning approach (CALLA) has been widely used to instruct English Language Learners (ELLs).
Today, both multiple intelligence studies and CALLA can both be used to provide education and instruct
ELLs.
What exactly is CALLA? CALLA was designed to provide comprehensible instruction for ELLs. This
approach focuses primarily on content, while developing language skills. CALLA lessons rely on content
to determine the academic language selections and learning strategies to be taught. Each lesson must
be carefully planned and usually rely on scaffolding. The five steps of CALLA are (1) preparation, (2)
presentation, (3) practice, (4) evaluation, and (5) expansion. In each step, different strategies can be
used to provide the best education for the ELLs. There are two types of strategies: metacognitive
strategies and task-based strategies. Task-based strategies can be broken down into sub-strategies as
well. These sub-strategies include usage of background knowledge, sensory strategies, organizational
strategies, and research strategies. Together, the usage of these strategies are expected to help ELLs
progress in language and knowledge acquisition.
The multiple intelligence theory suggests that no one set of teaching strategies will work best
for all students at all times. In other words, every student has a different way of learning and will not all
learn the same. Teachers must use a broad range of teaching strategies to teach their students. The
seven intelligences include linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic,
intrapersonal, and interpersonal. There are various tests and worksheets that are used to test
intelligence.
Together, the metacognitive strategies (CALLA) and multiple intelligence theories can be used to
help provide the best education possible for ELLs. Multiple intelligence theories can be used to
determine how a student learns best. For example, if a student is a linguistic learner, he or she will learn
best from lectures, writing activities, group discussions, etc. If a teacher knows that a student is a
linguistic learner, the teacher can prepare a lesson that uses a teaching strategy or teaching strategies
that fit the students needs. The teacher can then help the student success with the metacognitive
strategies. By knowing how their students learn best, teacher can help students set goals and use the
metacognitive strategies appropriately.
Because we know that not all students learn in the same way, we can conclude that they will not
use the same metacognitive strategies to reach their goals. For example, an EL that is good with
numbers and math and has a high mathematical-logical intelligence will most likely be better with
organizational skills, such as Venn diagrams and charts, than someone who has a high bodily-kinesthetic
intelligence. Based on the ELs intelligences, the teacher can point the EL to the proper strategies to use.
As a part of the metacognitive strategies, students learn to plan and organize, monitor and
identify problems, evaluate, and manage their own learning. While monitoring and identifying their
problems, a student is to check their progress on the task, their comprehension, and their production. If
students have problems with comprehension or production of the language, he or she can use their
intelligence to find a solution to these problems. During the evaluation step, students will reflect on how
well they accomplished the task, how well they used their learning strategies, how effective the learning
strategies were, and what, if any, changes they will make the next time they have a similar task to do. In
the evaluation process, it is important for ELLs to understand the strategies they used to reach their goal
of task completion. If a student is successful in reaching task completion, he or she should understand
how they reached their goals so that they can use these same strategies to complete similar tasks. If he
or she was unsuccessful, they need to try different strategies the next time a similar task presents itself.
By knowing his or her own intelligence, a student can pick a metacognitive task-based strategy that best
suits their needs. For example, with writing a paper, a logical-mathematical learner may outline their
thoughts using a graphic organizer of some type to organize their thoughts before writing. If an ELL
knows his or her own intelligence, he or she would know the best way of tackling a task. Also, if an ELLs
teacher knows the ELLs intelligence, he or she could point the ELL in the right direction to tackling the
task. Information from the evaluation step will be helpful in managing the students own learning,
where student determine how they learn best and in what conditions they learn best, as well as where
they seek opportunities for practice and focus on the task.
Although metacognitive strategies (CALLA) and multiple intelligences are different fields of
study, the two can work together to help ELLs and their teachers find the best way possible for the
students to learn. By knowing an ELLs intelligence strengths, the teacher can guide the student to the
proper metacognitive strategies that will best benefit the student. Also, if the student knows and
understand their own intelligence strengths, he or she can make connections to metacognitive
strategies that best benefit themselves.

Reflections
Week 3
Topic
Culture in the classroom. Give your feedback on culture in the classroom, Brown p.213. Brown offers a
checklist of eight criteria that influence how lessons may be generated, shaped and revised with
cultural, nonverbal communication and pragmatic communication all as factors. Choose one of the
criteria and support it using current research and your own experience. (2-3 pages)
Response
Culture in the Classroom
In chapter 7 of Principles of Language Learning and Teaching, Brown discusses sociocultural
factors. There are many different sociocultural factors that can affect a students learning. One thing
that needs to strongly be considered in any classroom is the different cultures present and how to
approach cultural differences. Towards the end of the chapter, Brown provides a checklist of eight
criteria that influence how lessons may be generated, shaped and revised with cultural, nonverbal
communication and pragmatic communication all as factors. One of the questions that arises in the
eight criteria states: does the activity value the customs and belief systems that are presumed to be a
part of the culture(s) of the students? As educators, we need to make sure that we are hosing activities
and assignments that value the cultures present in our classrooms.
One of the most important things for an educator to do, besides of course providing a sound
education, is creating a safe learning environment for all of the students in his/her classroom. To do this,
the teacher must be aware of the difference inside the classroom, including differences in culture. Not
every student is going to share the same culture, views, religion, etc. The teacher must know and have
an understanding of the views of the students' cultures so they students are not offended in any way or
feel inferior.
Brown states "culture is a way of life. It is the context within which we exist, think, feel, and
relate to others" (Brown 188). Cultural differences can range from the amount of eye contact one uses,
to group work versus individual work, and even to the when and how much the student speaks. There
are a wide range of cultural difference one might have from our American culture. Teachers should be
aware of these differences so they can provide a safe learning environment for their students,
understand a student's actions, and create lessons that pertain to multiple cultures.
When it comes to lesson planning and choosing activities to do inside the classroom, a teacher
should consider the eight criteria that Brown gives at the end of chapter seven. The first thing a teacher
should do is make sure that any and all activities value the customs and belief systems that are
presumed to be a part of the culture(s) of the students. This is especially important to consider during
holidays. This past Christmas, my supervisor and I had to discuss which holiday activities we could and
couldn't do in our classroom after the students finished their finals. We had an ELL in our class who also
happened to be a Jehovah's Witness and did not celebrate any holidays. Because we knew this student
would not participate in any holiday or Christmas activities, we decided to do fun educational activities
that were not associated with religion at all. A few students complained about the activities because
they wanted to do a Christmas activity. Because of this, my supervisor and I explained to the students
that we could not celebrate Christmas in our classroom because people had different beliefs. On that
note, it is also important to never single a student out. Instead of saying "so and so does not believe in
Christmas," we approached the situation as a whole class, and used physical features as examples. We
showed that we all look different physically to show that we are all different. The students understood
this, so we continued to say that beliefs are also different.
As a future educator, it is my job to implement the eight criteria Brown discusses for culture in
the classroom. In order to provide a stable and safe learning environment, I must follow these guidelines
and keep an open mind to the many different cultures that will be brought into my classroom. It is also
important that my students understand that there are differences in beliefs in culture so they too can
keep an open mind and understand that people from different cultures will do things differently from
themselves. I must make sure that all activities I include in my lessons value the customs and belief
systems that are presumed to be a part of the culture of the students in my classroom and that I am
aware of these cultural differences so I can plan accordingly.

Quizzes
Week 3
Topic
Brown and An Analysis of Language Teaching Approaches and Methods article : Research regards three
approaches in first language acquisition as key in development of second language
methodology. Examine the behavioral, nativist, and functional theories, and link one of them to a
second language methodology discussed in week 1. For example, Skinners operant conditioning
influenced Charles Fries and the audio-lingual method, as did Chomskys ideas in his language
acquisition device Nativist Approach. Support one of these research approaches. 2-3 pages
Response
Week 3 Quiz
Within the past few weeks, we have covered several topics regarding first and second language
acquisition and the theorist and theories tied to them. In week one, we read about the grammar-
translation method, the direct method, the audio-lingual method, and the communicative teaching
method. The following week, we read about behavioral, nativist, and functional theories of several
theorists. Although first and second language acquisitions are technically two separate branches of
study, connections and links can be made between the two of them. For example, B.F. Skinners
behaviorist theory of first language can be connected to acquisition Charles Fries audio-lingual method
of second language acquisition.
In 1938, B.F. Skinner published Behavior of Organism and established himself as one of the
leading behaviorist in the United States. In his studies, he described operant conditioning. Operant
conditioning is defined as conditioning in which an organism (in the case of language acquisition, a
human being) emits a response (an utterance, for example) or operant, without necessarily observable
stimuli; that operant is maintained (learned) by reinforcement (Brown 387). According to Skinner,
humans responses are reinforced by their environment. Brown references a baby touching a bell. The
baby heard a tinkle from a bell and curiously touches different toys until it discovers which toy made the
sound and how to produce the sound. This is an example of Skinners theory. In terms of language,
Skinner believed that language was a behavior that developed like other skills; a childs environment and
how language was reinforced would lead to language acquisition.
In the 1950s, the Audio-lingual Method (ALM) was published. The ALM is defined as a language
teaching method that placed an extremely strong emphasis on oral production, pattern drills, and
conditioning through repetition (Brown 377). With this method, the participants, or in our case English
Language Learners, would learn English through repetition. The idea behind this was that if someone
repeats something enough times, they will remember it. For example, throwing a ball or hitting a
baseball is learned through repetition. This can be the same with learning a language.
As Brown states, the behavior approach focused on the immediately perceptible aspects of
linguistic behavior- the publicly observable responses- and the relationships or associations between
those responses and events in the world surrounding them (Brown 26). In a sense, Skinners theory is a
form of the audio-linguistic model. With Skinners theory, responses and events occurred and were
reinforced. These responses and events did not just occur one time, in fact, they must have occurred a
series of times in order to be reinforced. Verbal behavior is controlled by its consequences. When these
consequences are positively reinforced, verbal behavior is maintained, strengthened, and repeated over
time. By using the audio-lingual method in a language classroom, combined with positive
reinforcements, students will have the opportunity to easily remember material and learn the target
language.
B.F. Skinners behaviorist theory can be connected into Charles Fries audio-lingual teaching
method. Behavior, nativist, and functional theories can easily be tied into the teaching approaches and
methods discussed in chapter 1 of Browns book Principles of Language Learning and Teaching.
Together, learning theorist and teaching approaches and methods can provide a sound education
system for those learning English as a second language, or any second language for that fact.

Quizzes
Week 4
Topic
Evaluate the role of the teacher, and what a teacher should know about language. Then, look at the
sample Sample CTEL Questions for Language and Language Development. Give your feedback on what
the test requires teachers to know, and what can be applied in the classroom. What did you learn in this
course, from Brown readings and Power of Babel that can be applied to your teaching and students?
How might you revise the test?
Response
Week 4 Quiz
When I first began to explore my options on how to obtain my CLAD certification, I looked into
taking the courses and taking the CTEL exam. Both options had their positives and negatives: prices,
length, information, etc. After strongly considering and weighing my options, I decided to take the CTEL
exam. I studied for 2 months, but failed all three portions of the exam by less than 12 points. I was so
close! So, I decided to test my luck again. I studied for two more months, bought two more study guides,
and hoped that I had done enough to pass it this time. Unfortunately, I did worse on two sections;
however, I did pass the second section. Then, I decided to go the other route in obtaining my CLAD
certification. I applied to take the courses. So here I am, about to finish the first of the two courses I
need before I take the portfolio course.
When I began studying for the exam, I had no idea what was going to be covered. There was so
much information to take in for the test in my study guides and I felt as though only a quarter of it
seemed to actually be on the test. Of course I know English, its my native language. But I never took
into consideration the structure and use because I have been speaking it all my life. The first portion of
the exam looks at the language structure and use: phonology and morphology, syntax and semantics,
language functions and variation, discourse, and pragmatics. I wrote papers, I speak the language, but I
guess I never really actually paid attention to these concepts, let alone having to be aware of them for
my students.
The other portion of the test requires teachers to be familiar with first- and second-language
development and their relationship to academic achievement. This section includes: theories, processes,
and stages of language acquisition; theories, models, and processes of second-language acquisition;
cognitive, linguistic, and physical factors affecting language development; affective factors affecting
language development; and sociocultural and political factors affecting language development. To me,
this section requires me to know and understand the theories of language acquisition as well and the
processes and factors that affect language acquisition and ways to get passed these factors. Many of the
theories I saw on the test were barely mentioned in the study guides I used to prepare for the test.
Although the test covers a wide variety of information, it is important to know the material for
use in the classroom. The CTEL exam covers strategies that can benefit not only English Language
Learners, but the mainstream populations as well. Just because the teaching strategies mentioned
benefit ELLs, does not mean that cannot benefit other students. The information provided about
theories can also be beneficial in knowing and understanding the process of language acquisition. This
can be helpful in understanding the ELLs actions or lack thereof. For example, knowing and
understanding Krashens silent period of second language acquisition. Although a student may not be
responding to your questions, it may not mean that they dont understand the material; it could mean
that they are going through the silent period of second language acquisition where they are
uncomfortable to speak the language. Knowing the theories can help an educator recognize and
understand what the ELL or ELLs in their classroom are going through.
After taking the test twice, Im not sure if I would revise the test or provide more study guides
that better fit the information on the exam. I do think that there should be more than one constructive
response question instead of just one. To me, constructive response questions can test a person more
than multiple choice questions. Although I studied for two months before the exam, both attempts, I
feel as though I learned more from the course.
After taking this course, I have a better understanding of the theories and language acquisition
processes than I had prior to the course. Although I did learn some of these through studying, I learned
them more in depth through the course. I also have an understanding of the process English Language
Learners go through when learning English, as well as what to say and not to say. For instance, avoiding
confusing metaphors and idioms will help avoid confusion for the ELLs in my classroom. My goals after
taking this course are to implement my new knowledge into my classroom as best I can, avoid
confusion, and provide a learning environment that all students, including ELLs feel comfortable in.

Final Project
Topic
Read one of Parishs Amelia Bedelia books and note the expressions that have multiple meanings. Make
a table that shows Amelias interpretation and the conventional interpretation. How and when would
you use with ELL students?
Response
Amelia Bedelia: Conveying the Right Message
When speaking to English Language Learners, it is important to be aware of what you are saying
and how you are conveying the message. Until taking this course, I was never aware of the things that I
have said in the classroom that may be confusing to ELLs and students that just moved into the school.
Cultural differences and language differences can often create barriers between the messages you are
conveying and what the ELL or other person actually understands. It is important to convey the proper
message by using vocabulary that will not confuse an ELL or a person of a different culture.
I can remember reading Amelia Bedelia books when I was in elementary school during silent
reading. I never really paid attention to the fact that someone could misunderstand the messages that
were in Peggy Parishs books. Now that I have reread them as an adult, I can understand why someone
could misunderstand some of the things that Amelia Bedelia misunderstands. For this project, I read the
first Amelia Bedelia book that was published, titled Amelia Bedelia. In this story, its Amelias first day of
work and she is asked to complete the chores on the list her bosss left her. Seems like a simple task
until Amelia misunderstands what is on the list.
Amelias first task was to change the towels in the green bathroom. This seems like a simple task
to me, however Amelia did not understand. She thought the towels looked fine, but took a pair of
scissors to the towels and changed them, just as the list had said. The next task Amelia was supposed to
complete was dusting the furniture. Amelia took this literal and put dusting powder all over the
furniture. Next, Amelia drew the drapes; she sat down with a pencil and paper and drew the drapes as
the sun came into the window, just as the list had said. Amelia continued with the chores on the list. She
hung the light bulbs outside because she was told to put the lights out; she measures two cups of rice
with a tape measure because she was told to measure two cups of rice; she put bows and ribbons
around the steak because she was told to trim the fat on the steak before putting it in the icebox; and
finally, she dressed the chicken in clothes because she was told to dress the chicken. Finally, Amelias
bosses return home and are surprised at what they return to: changed towels, dusty furniture, a
drawing of their drapes, light bulbs on the clothes line, and the measurements of two cups of rice, a
steak trimmed with ribbons and bows, and a dressed chicken. As a child, I thought all of this was silly; as
an adult, I realize that these can be common mistakes for someone who doesnt know English and all of
the words that have multiple meanings.
Looking back at the story, I realize that some of the things that we say in English can be very
confusing to those who do not know the language very well. When we change the towels in a bathroom,
we replace the old ones with clean ones; we dont cut them to pieces and give them a new look. When
we dust the furniture, we really undust the furniture. We draw the drapes when we want to close
them. We put the lights out by turning them off. We measure rice with measuring cups so we have the
right amount we need. When we trim the fat on a steak, we cut the fat off of the edges. When we dress
a chicken, we marinate or season it. As a native English speaker, all of these things made sense to me.
But from the point of view from a non-native English speaker, I can see the confusion and literal
meanings.
Although I will not talk about dressing a chicken, or trimming a steak, or even changing the
towels in my classroom, Amelia Bedelia has brought up important key points to my attention. Although I
may never use the tasks that Amelia was told to perform, I will use other commands or requests for my
students to perform. Amelia Bedelia has made it obvious that we take English for granted and expect
people to know exactly what we mean. We are so used to speaking English that we dont realize that we
say things non-native speakers wont understand.
Currently, I am working as a Special Day Class Paraprofessional at a high school. Here, I work in
Mathematics and English classes. In the English classes, the students sometimes get confused by some
of the things that are discussed in their Read 180 textbooks. Sometimes, without even realizing it, my
supervising teacher or I would respond with an answer and confuse the students even more. I never
thought it was because of how I worded things until now. Now that I think back on some of the
definitions I have provided my students, especially the ELLs, I understand that I could word things
better.
In math classes, although there are very little words besides directions and word problems, it is
important for me to use proper vocabulary when explaining how to do something. With math, there are
different words that are used for adding, subtracting, multiplying, dividing, etc. For example, with
subtraction, can be read as nine minus six, six subtracted from nine, nine take away six, the
difference between nine and six, and even six taken away from nine. There are many ways to read the
expression and sometimes, the different ways to verbally read this expression can confuse
students. The Amelia Bedelia books have made me realize that there are different ways to express the
same thing, but not everyone will comprehend the various ways to say something. I believe it would be
helpful to create a chart with the different ways of saying things. In one column, I would put an example
such as . In another column, I would use bullet points to put the variations of how to rea this
expression out loud. Finally, in a third column, I would have the students solve the given example. I will
also make sure that I am consistent with directions and how I ask students to solve the problem. For
example, always say subtract six from nine or nine minus six. I want to remain consistent for my
students to avoid confusion.
I am very picky when it comes to word problems. I have often times written my own word
problems because I find the ones provided in texts books and on worksheets confusing to some
students. When Amelia Bedelia was told to measure two cups of rice, she got out her tape measure and
measured the height of two cups of rice. When it comes to certain mathematical terms and problems,
especially word problems, it is important to be clear about what you want. I will make sure that my
students know which measurement tool to use when we are doing measurements and make sure they
know key words to look for in word problems to determine what to do to reach the correct answer.
Although I will be teaching math, I find Amelia Bedelia books to be helpful in education. Amelia
Bedelia books can be used comprehend that people may misunderstand a sentence that can have
multiple meanings. These books can also be used to show students meanings if they pertain to what you
are discussing. For example, I can use the misunderstanding of measuring two cups of rice in a
measurement lesson. My goals for my future classroom, and even the classroom I work in now, is to
make sure that I am clear in my directions and explanations to avoid the confusions my students,
especially my English Language Learners, may have.

Final Project
Amelia Bedelia: Conveying the Right Message
Table of Phrases and Their Meanings
Phrase Meaning Page Number
Change the towels in the green bathroom. Replace the towels with clean towels 11
Dust the furniture. undust the furniture 15
Draw the drapes when the sun comes in. Close the drapes when the sun comes in 20
Put the lights out when you finish in the
living room.
Turn off the lights or unlight the lights 23
Measure two cups of rice. Pour 2 cups of rice 29
The meat market will deliver a steak and a
chicken. Please trim the fat before you put
the steak in the icebox. And please dress
the chicken.
Trim the fat- cut the fat off
Dress the chicken- season the chicken or
get the chicken ready to cook
33

Culture and Inclusion
Course Description
Examination of culture and cultural diversity and the relationship to academic achievement,
development, implementation and evaluation of culturally inclusive instruction. Topics include
cultural concepts and perspectives; cultural contact; cultural diversity in California and the United
States; cross-cultural interaction; the roles of culture in the classroom and the school; culturally
inclusive learning environments; family and community involvement; and culturally inclusive
curriculum and instruction.

Course Objectives and Expected Outcomes
In this course candidates will:
Examine notions of culture and cultural diversity and the relationship of these to the academic
achievement of English language learners from diverse backgrounds
Acquire skills to develop, implement and evaluate culturally inclusive instruction
Explore issues related to cultural concepts, perspectives, cultural contact and cross-cultural
interaction
Familiarize themselves with data on cultural diversity in California and the United States
Understand the role of culture in the classroom and the school
Utilize information to create culturally inclusive learning environments
Plan for family and community involvement to support English language learners and foster
strong Home-School Connections.
Implement strategies for culturally inclusive curriculum and instruction.
Develop, apply and evaluate strategies and materials that create a culturally inclusive classroom
environment and promote English language development and academic achievement based on
the English language arts standards and the content area standards.
Create artifacts (evidence) demonstrating mastery of the thematic topics listed above through
weekly writings and a summative course project/presentation

Week 1
Topic
Discuss the impact of ethnocentrism within the United States as it relates to minority groups developing
their personal identity within their new environment and becoming acculturated.
Response
In an ethnocentric country, the education system tends to favor the teaching strategies that best
benefit the superior culture, blaming the minority culture for their lack of achievement. The minority
culture is sometimes segregated in a classroom because they are seen as "different" by themselves and
their classmates. In some cases, children assimilate into the majority culture and lose their own culture;
they lose that very thing that made them how they are. Ethnocentrism not only affects those of the
minority culture, but those of the superior culture as well. With assimilation into the mainstream
culture, those of the majority culture hold that "I am better than you" attitude that finds differences
unacceptable. Ethnocentrism is what keeps this attitude alive; children continue to think that their
culture is better than the next and become less accepting of differences. In short, ethnocentrism is
eliminated cultural differences that make us the "melting pot" country we started out to be. It's also
continuing the attitudes of superiority of one group over the over and in some cases, keeping
segregation alive.

Topic
What are your thoughts when you hear culture and inclusion? How would you describe this idea of
concept to someone from a different country and educational system?
Response
When I hear the word culture, a lot comes to mind. Growing up in Southern California so close to
Downtown Los Angeles, I have always been aware of the different cultures of the world and our country.
I have never been one to judge another based on culture because I have always been comfortable
around these cultural difference. It was strange to go to school in WV where these difference still are
not widely accepted by some people, especially in the small town where I was living. When it comes to
both culture and inclusion together (in terms of education), I believe that everyone, regardless of their
culture, should have the same opportunities to educational rights. With inclusion, it is important for
teachers to accept these cultural difference (and learning differences) of all of their students and meet
the needs of students from these different cultures. Cultural biases should NOT be present in any
classroom setting. In order for cultural inclusion to occur, all students and the teacher must be
comfortable in the classroom setting and not express cultural biases.
If I were approached by someone from a different country and educational system, I would ask
that person how they would feel if they were denied the rights of an education. Then, I would explain
that although we are all different (different appearance, different beliefs, different cultures) we are all
human and deserve the rights to education that our countries provide us. In the US, all children are
given the opportunity to go to school to learn, regardless of race, skin color, religion, and culture. It is
my job, as well as the rest of the teachers in the US, to provide an education for ALL students, not just
those who share the same cultural views as me. Inclusion means including all students, despite their
differences from the mainstream culture and students and the teacher's views.

Week 2
Topic
How do schools mirror the dominant culture? Regardless of the dominant culture of the school
population what are the things that are expected from students and parents that mirror the dominant
culture and may create conflicts for students who have different cultural world views. Reflect on the
article by Delpit and Gay. Remember the first article by Bowman (week I) and her discussion related to
assessment of children based on standards that reflect the dominant culture. Regardless of the ethnic
and racial makeup of your school, what aspects of the school and school culture support the dominant
culture? Examples regarding this idea abound: English only, assessing ELL and Special Ed students with
one assessment, schools with the greater wealth, often attract more teachers and have greater success
by the standards of the dominant culture
Response
From a personal standpoint, I can say that schools mirror the dominant culture because when a
teacher is responsible for 30 to 40 students per class, they tend to teach using methods that benefit the
majority of their students, which are usually members of the dominant culture. The dominant culture
tends to influence the things around us. politics, schools, etc. Teachers tend to take what works best for
the majority and use it in the classroom, sometimes without even knowing this. As Delpit describes it,
there are five aspects of power; these aspects of power show that dominant culture holds power over
minority cultures.
In dominant cultures, parents are (or may be) expected to teach their children certain things
before they enter school. Delpit states hearing "schools call poor parents "uncaring" when parents
respond to the school's urging, saying, "but that's the school's job. What the school personnel fail to
understand is that if the parents were members of the culture of power and lived by its rules and codes,
then they would transmit those codes to their children." (Delpit 30). In some cases, parents don't have
the means to teach their children, maybe it's working several jobs, maybe it's education level, maybe it
is the belief that the school should be responsible. No matter what the reason, parents are expected to
teach their children to get them "caught up" to the dominant culture.

Week 3
Topic
After reading the following articles below, and reflecting on your discussion regarding culture, discuss
how educators can mitigate the conflict when we measure academic achievement, using a yardstick
and benchmark that do not present a clear picture of a students academic achievement? What can
educators do to ensure that students assessments reflect their learning? What can educators do to
ensure the learning needs of their students are addressed?
Response
The best way to mitigate the "conflict" is to get to know more than just our students' names. We need
to know how our students learn best and use the methods/strategies that will best benefit their
learning. It is also important to know a little bit about the student and his/her culture. While student
teaching, I had my students fill out surveys that asked about them: who they live with (parents,
guardians, grandparents, siblings, and in some cases their own children), how many siblings,
parents'/guardians' education level and profession, religion (which I made optional), learning style
(pictures, visuals, lectures, etc) and hobbies. I combined this knowledge with student records to piece
together a profile for the student. This helped me get to know my students and provide a record that I
could refer to throughout the semester. With this information, I was able to understand my students'
home life and provide instruction and assessments that best benefited my students.

Week 4
Topic
(Use if not teaching) Use the websites below ( on the second link there are several articles just
read Curriculum Differentiation and How to Differentiate) and your readings and knowledge to answer
the following: When you teach odds are you will have students in your classroom that have 504 plans
and/ or IEPs and students that are at different levels of their ELD. Define what a 504 plan and IEP plan is
and what your obligations are as a teacher. What strategies could you use to ensure that ALL of your
students learning needs are met? How do you address for example that some of your students are not
fluent readers, and though may be able to decode, they cannot comprehend? How would you
differentiate your lessons?
Response
IEPs and 504 plans are government supported learning plans that are used for children that require
special needs in the classroom. I am very familiar with both, mostly IEPs because I work in a Special Day
Class where all of the students have IEPs. Both IEPs and 504 Plans list out the student's disabilities as
well as the modifications and adaptations the student will/may need in the classroom. It is my job as an
educator to make sure my students with IEPs/504 plans are receiving modifications/adaptations in my
classroom in every lesson. It is also my job to know which students have IEPs/504 plans so I can
understand their behavior, needs, and situations. To make sure all of my students learning needs are
met, I can use a variety of teaching methods and scaffold them so that everyone is learning at the
proper level. In math, I can use partners for assistance in comprehending materials.

Reflections
Week 1
Topic
Write a reflection on the impacts of shifting cultural, linguistic, demographic and socioeconomic trends
based on in-class discussions, what you have read in and outside of class and your professional
experience as an educator or from observation or experience if you are not in the classroom. Please
focus on specific challenges and opportunities for public schools at the local, state and national
level. The Rubric for grading the Reflective Essays is attached.
Response
Change is a transformation from one state to another. Change can be good, but also bad. Like
with many things in our world, culture, linguistics, demographics, and socioeconomic trends are always
changing. Whether big or small, these changes and shift can have an impact on our education system in
the United States.
As our country begins to shift, the education system begins to change as well. Some states begin
to thrive, while others do the opposite. Also, shift in one category can affect shifts in other categories. In
the example I have provided below, I linked a change in demographics to how culture, linguistics, and
possibly socioeconomic trends could also change.
In RAND Educations monograph Californias K-12 Public Schools How Are They Doing?, several
facts on demographics, funding, student academic achievement, and other areas were published. Based
on the enrollment, Anglo (non-Hispanic white) is no longer the majority race/ethnicity in California
schools. At the time this article was published (around 2005), enrollment was 45 percent Hispanic, 34
percent Anglo (non-Hispanic white), 12 percent Asian and other (with other being mostly Filipino but
also including Asian and Pacific Islander and a small number of American Indian), and 8 percent black.
In the most recent school year, 2013 to 2014, the California Department of Education Educational
Demographics Unit reports 53 percent Hispanic, 25 percent Anglo (non-Hispanic White), 13 percent
Asian and other, 6 percent African American, and 3 percent with two or more race. With this shift in
demographics, there is a possibility that there are far more bilingual or English Language Leaners in the
school and more cultural and linguistic differences as well.
With a change in demographics, comes a change in culture. As Barbara Bowman states, culture
determines which objects are worthy of being categorized, which people children should care for, what
language is to be spoken. Culture defines who we are, our identities. As culture changes, we change.
Our goals, perspectives, ideas, and values change. Even language can change. In California, because of
the high Hispanic population, Spanish is a common language. In terms of socioeconomics, buying into
the biases of race and ethnicity, this could also mean more poverty.
Change occurs all around us. A change in one aspect of live can affect another and so on.
Among the changes we see in the world are changes in culture, linguistics, demographics, and
socioeconomic trends. These changes affect what and how we teach in our education system.

Works Cited
Bowman, Barbara T. "Cultural Diversity and Academic Achievement." NCREL. N.p., 1994. Web. 03 Aug.
2014.
Carroll, Stephen J. California's K-12 Public Schools: How Are They Doing? Santa Monica, CA: Rand, 2005.
XXIII-XXVII. Print.
"Statewide Enrollment - DataQuest (CA Department of Education)." Statewide Enrollment - DataQuest
(CA Department of Education). N.p., n.d. Web. 06 Aug. 2014.

Reflections
Week 2
Topic
Based on class discussions, readings in and outside of class, self examination, and your professional
experience as an educator or from observation or experience if you are not in the classroom, reflect on
your own beliefs, perspectives and values related to culture and education. Please use your own
classroom as a reference point. Have your perspectives changed? Why? What will you do as a result?
Share your ideas.
Response
When it comes to education, culture can sometimes be ignored as a problem. Sometimes, we do
not even realize that our culture is influencing our teaching methods and ideology. I believe that
everyone is entitled to their own beliefs, culture, religion, and opinions among other things; however, I
do not believe that my beliefs should become a part of my teaching style.
Everyone has their own ideas, beliefs, and opinions; everyone has their own way of learning,
teaching, and doing things. So why should I teach others using my beliefs and my way? I grew up as a
white, middle-class female in the suburbs of Los Angeles. I was always around people of different races,
ethnicities, religions, and cultures. I am a kinesthetic learner and good with visuals and mathematics and
logic. But that doesnt mean that the African Americans, Mexican Americans, Asian Americans, etc. that
were in my classes learn the same way or would do things the same way as I did. All students are
different, all humans are different.
Because I plan to stay in Southern California, I expect that my classroom will have the same
types of diversities as the classrooms I was in as a student. I have always been one to accept other
cultural differences my own. When I began working in the schools as an undergrad student, I was also
open to the differences. To me, every student that I worked with was person with differences and I
wanted to teach them the best way possible for them to learn. I do not want to teach the same way, day
after day, with the same teaching method, especially if I have a student that is not learning from that
method. Instead, I like to teach using a variety of teaching methods so that I can provide ALL of my
students with the information needed. When it comes to creating worksheets, especially word
problems, I enjoy using my students names and activities that pertain to their interests and cultures.
This helps keep them engaged in the classroom. Although I am a math teacher, I liked that Amanda
Branscombe found a way for the Black students to learn by creating a base using and analyzing rap
songs (Delpit 33). Activities like this can be used to embrace culture and help students of different
cultures learn.
Culture can be included in education without the negatives that I have seen. As an educator, I
have always wanted to embrace and accept the different cultures that will be present in my classroom.
As of now, after taking a few courses on culture, my views have not changed much. I would still like to
embrace and accept cultures. I do understand that there will be differences and some discrimination
among my students, however that does not change the fact that I want to provide an education that
benefits ALL of my students and not just the superior culture. To avoid discrimination among cultures, I
plan to enforce a behavior plan that is against discrimination and make sure that my culture does not
influence my teaching methods.

Reflections
Week 3
Topic
Imagine you are a first year teacher at a school where it does not effectively serve a diverse student
population and it is not culturally sensitive. Working within the confines of that schools administration,
how would you design your class to be able to promote literacy, deliver grade-level curriculum/content,
organize instruction innovatively, protect and extend instructional time, address students social and
emotional needs, and involve parents in their childrens education? Knowing what you plan on teaching,
your content i.e. Math, History, elementary etc., in what ways could you address the cultures present in
the class? How would you find out the demographics of your students? Would you ask them, would you
scope the school site, offer a survey?
Response
While I was student teaching, I had very little diversity in terms of culture; majority of my
students came from White middle-class families. This always made me curious as to what would happen
if someone entered the school or classroom that was from a different culture. Although I am currently
working in a classroom as a paraprofessional, I am not teaching in my own classroom and have chosen
to respond to the second option for this weeks reflection.
First off, I am not sure how I would survive in a culturally insensitive school based on my
experiences. I would feel very out of place when it came time to discuss culture. However, I would find
way to make my classroom culturally sensitive without crossing boundaries and going against my
administration. I would make it a point that all students must respect one another and me. This is
usually one of the classroom rules that I have had while working in the schools. When you have respect
for your peers, it can make working with one another easier. I will make sure that I have a behavior plan
in place to deal with issues that may arise and have an open door policy for my students to discuss any
issues that might arise in the classroom.
As I have done with any classroom that I have worked in, I will have my students fill out a survey
the first day of class. This survey will include who the student lives with, their hobbies, and religion (if
they would like to share), languages they speak, their favorite school subject, any siblings, and how they
feel they learn best (visuals, lectures, etc.). I would combine these surveys with student records to get to
know my students. After looking at the demographics of the students in my classroom, I can alter any
assignments I have already created to fit their needs.
Because I have always tried to get to know my students and try to avoid using the same teaching
strategy over and over again, I dont feel as though I would change any of my teaching strategies if I
were at a culturally insensitive school. I would use my surveys (as I usually do) to provide an education
for all my students. As I have done in the past, I take will into consideration the students home life to
know what I should/shouldnt and can/cant include in my examples and lectures. I create many of my
own examples and write a lot of my own worksheets that involve word problems and like to use
information in these examples and word problems that pertain to my students. It helps keep students
engaged and sometimes learn new things about their classmates. One thing I will do, however, is send
notes home in the proper language. Although I am sure a culturally insensitive school will not have the
means to translate notes, I will find a way to translate them, although they may not be perfect
translations.
As Gloria Ladson-Billings said in her article But thats Just Good Teaching! The Case for Culturally
Relevant Pedagogy, all students need literacy, numeracy, technological, social, and political skills in
order to be active participants in a democracy (Lnadson-Billings 160). As a first year teacher in a
culturally insensitive school (or any school for that fact), I will make sure that I provide a respectful and
safe environment for all my students and teach them the means they will need in math to be active
participants in society.

Works Cited
Ladson-Billings, Gloria. "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy."
Theory into Practice 34.3, Culturally Relevant Teaching (1995): 159-65. Print.

Reflections
Week 4
Topic
Using what you have learned thus far from in-class discussions and readings in and outside of class,
evaluate the degree to which your education so far is culturally responsive and promotes cultural
inclusiveness. Imagine you are a first year teacher, how would you establish, maintain or
enhance partnerships with parents and the community? What are some practical and applicable ways to
do this i.e. a parent contact log, translated letters home? Be sure and include references to the readings
that you have completed for this class.
Response
After taking this course, I find it important that culture be included when talking about inclusion.
When I was first introduced to the ideas of inclusion, it involved special education and barely touched on
the ideas of English Language Learners and culture because I earned my degree and credential in West
Virginia, where both ELLs and cultural differences were slim. It is important to understand cultural
differences and understand that when it comes to inclusion, it means the inclusion of all students, not
just students the inclusion of students with IEPs and 504 plans.
In my classroom this year, assuming I am a first year teacher, I will make sure my students
families have my contact information (classroom phone number and email address). I will make sure all
of them know that I am available to talk and will find a way to translate messages back and forth if
needed. It is important to send notes home for negative behavior, as well as positive behavior. I will
make sure that anything sent home is recorded with a copy of the note saved in the students file; it is
important to keep track of what is sent home in case you need to reflect upon it or need proof. All notes
and letters sent home for my classroom will be dated as well. Conferences are also important to keep
track of. Prior to parent conferences, I will make notes of what I would like to discuss with the parents
and try to have someone there to translate for me if available.
When it comes to cultural inclusion, I would like to find activities that involve culture and math.
For example, cooking requires fractions and food is a big part of some cultures. If I am doing a lesson on
fractions, I can see if a parent will volunteer to cook the food of their culture for the students to try and
create a lesson around it using the fractions of each ingredient in the recipe. I will find ways to
incorporate culture into my lessons and make sure all parents and students understand the respect is a
huge part of my classroom and that means respecting others cultures.
As Geneva Gay states in A Synthesis of Scholarship in Multicultural Education, Effective
multicultural education (2) is for all students in all grades and subjects; (3) involves acquiring
knowledge, clarifying attitudes and values, and developing social actions and skills about ethnic and
cultural pluralism; and (4) includes recognizing, accepting, and celebrating diversity as a fundamental
fact and salient feature in human life, U.S. society, and world communities. I will do my best to
welcome and accept culture into my classroom. I will also find ways to incorporate parent involvement
into my lessons if they relate to math, such as cooking with fractions. I will be ready to teach any child
that enters my classroom.

Works Cited
Ladson-Billings, Gloria. "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy."
Theory into Practice 34.3, Culturally Relevant Teaching (1995): 159-65. Print.
"A Synthesis of Scholarship in Multicultural Education." A Synthesis of Scholarship in Multicultural
Education. Web. 23 Aug. 2014.

Final: WebQuest Evaluations
A Rubric for Evaluating WebQuests
The Minds Behind Math WebQuest
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the
possibilities inherent in the format, your students will have a rich and powerful experience. This rubric
will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page
seems to fall between categories, feel free to score it with in-between points.

Beginning Developing Accomplished Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall
Visual
Appeal
0 points
There are few or no
graphic elements. No
variation in layout or
typography.
OR
Color is garish and/or
typographic variations
are overused and
legibility suffers.
Background interferes
with the readability.
2 points
Graphic elements sometimes,
but not always, contribute to
the understanding of
concepts, ideas and
relationships. There is some
variation in type size, color,
and layout.

4 points
Appropriate and thematic
graphic elements are used
to make visual
connections that
contribute to the
understanding of
concepts, ideas and
relationships. Differences
in type size and/or color
are used well and
consistently.
See Fine Points Checklist.
4
Navigation
& Flow
0 points
Getting through the
lesson is confusing and
unconventional. Pages
can't be found easily
and/or the way back
isn't clear.
2 points
There are a few places where
the learner can get lost and
not know where to go next.
4 points
Navigation is seamless. It
is always clear to the
learner what all the pieces
are and how to get to
them.
4
Mechanica
l Aspects
0 points
There are more than 5
broken links,
misplaced or missing
images, badly sized
tables, misspellings
and/or grammatical
errors.
1 point
There are some broken links,
misplaced or missing images,
badly sized tables,
misspellings and/or
grammatical errors.
2 points
No mechanical problems
noted.
See Fine Points Checklist.
2
Introduction
Motivation
al
Effectivene
ss of
Introducti
on
0 points
The introduction is
purely factual, with no
appeal to relevance or
social importance
OR
The scenario posed is
transparently bogus
and doesn't respect
the media literacy of
today's learners.
1 point
The introduction relates
somewhat to the learner's
interests and/or describes a
compelling question or
problem.
2 points
The introduction draws
the reader into the lesson
by relating to the learner's
interests or goals and/or
engagingly describing a
compelling question or
problem.
2
Cognitive
Effectivene
ss of the
Introducti
on
0 points
The introduction
doesn't prepare the
reader for what is to
come, or build on what
the learner already
knows.
1 point
The introduction makes some
reference to learner's prior
knowledge and previews to
some extent what the lesson
is about.
2 points
The introduction builds on
learner's prior knowledge
and effectively prepares
the learner by
foreshadowing what the
lesson is about.
2
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connectio
n of Task
to
Standards
0 points
The task is not related
to standards.
2 point
The task is referenced to
standards but is not clearly
connected to what students
must know and be able to do
to achieve proficiency of
those standards.
4 points
The task is referenced to
standards and is clearly
connected to what
students must know and
be able to do to achieve
proficiency of those
standards.
4
Cognitive
Level of
the Task
0 points
Task requires simply
comprehending or
retelling of
information found on
web pages and
answering factual
questions.
3 points
Task is doable but is limited in
its significance to students'
lives. The task requires
analysis of information and/or
putting together information
from several sources.
6 points
Task is doable and
engaging, and elicits
thinking that goes beyond
rote comprehension. The
task requires synthesis of
multiple sources of
information, and/or
taking a position, and/or
going beyond the data
given and making a
generalization or creative
6
product.
See WebQuest
Taskonomy.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of
Process
0 points
Process is not clearly
stated. Students would
not know exactly what
they were supposed to
do just from reading
this.
2 points
Some directions are given, but
there is missing information.
Students might be confused.
4 points
Every step is clearly
stated. Most students
would know exactly
where they are at each
step of the process and
know what to do next.
4
Scaffolding
of Process
0 points
The process lacks
strategies and
organizational tools
needed for students to
gain the knowledge
needed to complete
the task.
Activities are of little
significance to one
another and/or to the
accomplishment of the
task.
3 points
Strategies and organizational
tools embedded in the
process are insufficient to
ensure that all students will
gain the knowledge needed to
complete the task.
Some of the activities do not
relate specifically to the
accomplishment of the task.
6 points
The process provides
students coming in at
different entry levels with
strategies and
organizational tools to
access and gain the
knowledge needed to
complete the task.
Activities are clearly
related and designed to
take the students from
basic knowledge to higher
level thinking.
Checks for understanding
are built in to assess
whether students are
getting it. See:
Process Guides
A Taxonomy of
Information
Patterns
Language Arts
Standards and
Technology
WebQuest
Enhancement
Tools
5
Reception, Transf
ormation & Produ
ction Scaffolds
Richness
of Process
0 points
Few steps, no separate
roles assigned.
1 points
Some separate tasks or roles
assigned. More complex
activities required.
2 points
Different roles are
assigned to help students
understand different
perspectives and/or share
responsibility in
accomplishing the task.
2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other
than the Process block. Also note that books, video and other off-line resources can and should be used
where appropriate.)
Relevance
& Quantity
of
Resources
0 points
Resources provided
are not sufficient for
students to accomplish
the task.
OR
There are too many
resources for learners
to look at in a
reasonable time.
2 point
There is some connection
between the resources and
the information needed for
students to accomplish the
task. Some resources don't
add anything new.
4 points
There is a clear and
meaningful connection
between all the resources
and the information
needed for students to
accomplish the task. Every
resource carries its
weight.
4
Quality of
Resources
0 points
Links are mundane.
They lead to
information that could
be found in a
classroom
encyclopedia.
2 points
Some links carry information
not ordinarily found in a
classroom.
4 points
Links make excellent use
of the Web's timeliness
and colorfulness.
Varied resources provide
enough meaningful
information for students
to think deeply.
4
Evaluation
Clarity of
Evaluation
Criteria
0 points
Criteria for success are
not described.
3 points
Criteria for success are at
least partially described.
6 points
Criteria for success are
clearly stated in the form
6
of a rubric. Criteria
include qualitative as well
as quantitative
descriptors.
The evaluation instrument
clearly measures what
students must know and
be able to do to
accomplish the task.
See Creating a Rubric.
Total Score 49/50
Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge and last updated
on June 19, 2001.
NOTES:
Overall, this WebQuest is culturally inclusive. This WebQuest gives the students a chance to go beyond
the concepts they learn and discover where these concepts came from. Any student should be able to
complete this project with the basic understanding of how to navigate their way around a computer. I
believe that the final step of the project, the poster, allows for the opportunity for students to be
creative in their own way and incorporate their cultural ideas and creativity.
LINK:
http://questgarden.com/146/69/2/120730175914/index.htm
Overall Visual Appeal- 4
This WebQuest is very appealing. There is a color theme throughout with pictures and graphics. The
rubric is also in color.

Navigation & Flow- 4
The navigation in this WebQuest is very seamless. There is a step by step process with links on what the
student is needed to do. Each step is accompanied with links if necessary.

Mechanical Aspect- 2
All links work properly. I could not find any mechanical problems throughout the WebQuest.

Introduction- Motivational Effectiveness of Introduction- 2
The introduction definitely has potential to draw readers in. It is very enthusiastic about the topic and
draws attention to the mathematicians that came up with the concepts they are learning instead of
having them memorize these concepts.

Introduction- Cognitive Effectiveness of the Introduction- 2
I believe that the introduction draws on prior knowledge in a difference sense. Many students have
often wondered why they need math and why/how someone came up with these mathematical
concepts they are learning. The introduction made me think of all the times I have questioned learning
something and can do the same for the students working on this WebQuest.

Task- Connection of Task of Standards- 4
The task is connected to the mathematics standards that student has learned in the past. The student
must take on the role of the mathematician they are researching and be able to explain the concept and
perform it.

Task- Cognitive Level of the Task- 6
The task is both doable and engaging. The task requires multiple steps. It requires the students to
research a mathematician and be able to explain the ideas/concept that drew them to the
mathematician. They have to be creative in the final step of the WebQuest for their presentation.

Process- Clarity of Process- 4
Every step of this project is very well explained and includes the necessary links the student might need.
The process is listed as steps that the student must complete in order.

Process- Scaffolding of Process- 5
The process can be used for students coming in at difference entry levels; however some students may
have difficulty without having a worksheet or assignment that can be printed out for reference. The
process is listed out in steps and even includes websites on information the students will need.

Process- Richness of Process- 2
This is an individual project, so roles are not necessary.

Resources- Relevance & Quantity of Resources- 4
There are several resources listen for the students to use for this project. They are all relevant to the
outcomes and activities throughout the project.

Resources- Quality of Resources-4
The links provided are very useful for this project.

Evaluation- Clarity of Evaluation Criteria- 6
The rubric included for this project clearly states what is expected of the students and measures what
the student must know/learned from the project.

CTEL 2 EXAM
Assessment and Instruction
Description
When I first discovered I needed to get my CLAD/CTEL Certification, I decided to attempt the
CTEL Exam. I took all three sections, however only passed the CTEL 2 Exam. The CTEL 2 Exam:
Assessment and Instruction covers topics that are presented in two of the CLAD Through CTEL courses
offered by the UCSD Extension Program: Assessment of English Learners and Foundations and Methods
of English Language/Literacy Development and Content Instruction. Included below are the descriptions
of these two courses.
Assessment of English Learners
Principles and design of standards-based assessment and instruction for English language
learners and the relationship to identification of students strengths and needs in English
language/literacy development and academic achievement. Topics will include roles, purposes and types
of formal and informal assessment that inform teachers in planning effective, differentiated instruction;
monitoring English learners progress with respect to a given standard; issues of norming, test reliability,
validity, and cultural and linguistic biases with respect to children of diverse backgrounds.

Foundations and Methods of English Language/Literacy Development and Content Instruction
Current research-based theories of second language acquisition; the differences between first &
second language; & literacy development. Topics include cognitive, linguistic, socio-cultural & affective
factors that affect language learning in children of diverse backgrounds; use of the CELDT in instructional
planning to promote both language development & academic achievement; and research-based
approaches & methods for English language development. Students will learn to deliver comprehensible
instruction to English Learners in the context of three instructional models: English Language
Development (ELD), Content-based ELD & Specially Designed Academic Instruction in English (SDAIE).

CTEL 2 EXAM
What did I learn?
Through several hours of studying for the CTEL Exam, I was able to learn about the different
types of assessments used for English Language Learners, different approaches and methods for ELD
and content instruction, and the different foundations of EL/ELD. Many of the aspects I learned from
this portion of the exam can be implemented into my day to day teaching. For example, not all students
have the same learning tendencies, especially those who come from different cultural background. I
have learned ways to alter my teaching and assessing to meet the needs of these students: speaking
slower, using different types of assessments, not relying on written or oral tests as the only means of
assessment, etc. It is my job as an educator to know the level of my students and use assessments and
means of teaching to meet the needs of my students.

CTEL 2 EXAM
Assessment and Instruction
Proof of Passing Score

CLAD Through CTEL
Course Description
The CLAD/CTEL Portfolio is a course that captures learning and field experiences from each of
the courses and connects them together in a cohesive manner. Candidates will collaborate with the
instructor on an individual basis to determine appropriate artifacts based on academic and professional
interests and to establish what types of material should be included in the CLAD/CTEL Portfolio.
Although portfolios will differ between candidates, everyone must complete a CLAD/CTEL Portfolio that
documents their experiences, including organized reflections and evidence of knowledge, skills and
abilities in the CLAD Through CTEL Program.
This course is offered entirely online using the Blackboard platform, and provides unique
opportunities for CLAD/CTEL candidates to collaborate and interact with one another during the final
stage of the program. Unlike traditional portfolio coursework that is for the most part independent by
design, the online version of Education 31221 promotes synergistic development and review of the
portfolio document, as well as occasion to lend perspectives on strategies that work in the classroom;
best practices in delivering instruction to English Learners; and to review lesson plans and artifacts
collected throughout the program.

Course Objectives/Outcomes
Education 31221 CTEL Portfolio is designed to serve as a cumulative capstone course for the CLAD/CTEL
Program and as a unique opportunity for teachers to assemble evidence of knowledge, skills and
abilities in all domains throughout the program. In practical terms, candidates are expected to:
Demonstrate a practical understanding of the CLAD/CTEL Portfolio and the role of the portfolio
in the CLAD/CTEL program
Create a unique CLAD/CTEL Portfolio that incorporates artifacts from previous courses in the
CLAD/CTEL program, using a rubric (this can be found in the Resources section of the course)
Through regular participation in online discussion forums, provide constructive feedback on
draft portfolios created by peers
Through regular participation in online discussion forums, provide concrete examples of how
strategies acquired in the program were implemented in the classroom, including best practices
and challenges
Through regular participation in online discussion forums, provide feedback about the
CLAD/CTEL program as a whole, including recommendations for improvement
Demonstrate an understanding of the CLAD/CTEL recommendation process (how candidates are
recommended to the California Commission on Teacher Credentialing once the program has
been completed)
Communicate/collaborate effectively with fellow candidates and the instructor using vocabulary
and writing style appropriate for discussion boards
Use the Blackboard platform to post draft portfolios and to interact with fellow candidates and
the instructor around topics related to CLAD/CTEL
CLAD Through CTEL
Final Reflection
After about eight weeks of hard work, endless readings, reflections, and discussion
board questions, my courses in CLAD Through CTEL Program through the UCSD
Extension Program have all prepared my for this one final assignment: my CLAD Through CTEL
Portfolio. Its hard to believe the information I have taken in and the knowledge I have gained in
just eight weeks. I was not sure what to expect when I took my first course in the CLAD Through
CTEL Program, however I am glad I decided to enroll and take the courses instead of retaking
the CTEL exam again. I learned more from the courses than I did on my own studying for the
exams. From the courses that I took (Culture and Inclusion and Language and Language
Development) I gained an understanding of the process students (English Learners and
immigrants) go through in American schools- the process of learning language and culture,
adapting to surroundings, etc. The CLAD through CTEL program helped be understand these
processes and discover what others are doing to better educate ELs/Immigrants in their
classrooms. There is most likely a lot of things I am forgetting that I will be applying to my
classroom; however, in my classroom, I will be sure to be culturally inclusive and sensitive, try
to avoid confusing language, and make sure to speak clearly and properly so all my students can
understand and comprehend what I am saying.
I learned so much from the courses and studying from the exam, that I cannot pinpoint
one specific thing to be the most important. All aspects of these courses are important to me
and will have an impact on my teaching. However, one of the most important aspects of the
CLAD Through CTEL program to me was getting input from my classmates and professor.
Sometimes I would miss connections or points from the articles and information I read
throughout the courses that my classmates would bring up in the discussion boards. The
discussion boards sometimes helped me complete my essays and class assignment. The
discussion boards gave me input that I wouldn't have received on my own. Although the
courses were all online and I took them in the comfort of my own home, the CLAD Through
CTEL courses provided a great learning environment through the discussion boards and
professor feedback and involvement in the course.
Although I am not currently teaching in my own classroom, I work in a high school as a
paraprofessional in a special day class. We are only a week into the school year and I can
already see situations involving English Language Learners that these courses have prepared me
for. When I am working in small groups with the English Language Learners, I have tried to
apply my new knowledge. For example, I speak much slower, avoid words and phrases that may
be confusing, and try to get an understanding of the student and his/her home culture. I never
thought that I would retain all the information I gained because it seemed I had so much to do
in so little time. My CLAD Through CTEL experience was very satisfying. I learned more through
the courses than I would have on my own. I can't wait to be in my own classroom so I can apply
my new knowledge!

Jenifer Kennon Ctel Portfolio

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