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History Framework Reflection 3 1

1) The document reflects on an English Language Arts/Language Development class and framework. It discusses how English teachers must be prepared to teach literacy skills across genres and support English learners. 2) It details several English classes the author took, such as children's literature and critical reading, that prepared them to teach strategies like determining meaning from context clues and identifying text purpose. 3) The author feels less prepared teaching organizational structures and building relationships between historical events, but believes artifacts from their classes demonstrate their English language arts knowledge.

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97 views3 pages

History Framework Reflection 3 1

1) The document reflects on an English Language Arts/Language Development class and framework. It discusses how English teachers must be prepared to teach literacy skills across genres and support English learners. 2) It details several English classes the author took, such as children's literature and critical reading, that prepared them to teach strategies like determining meaning from context clues and identifying text purpose. 3) The author feels less prepared teaching organizational structures and building relationships between historical events, but believes artifacts from their classes demonstrate their English language arts knowledge.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Madonna Abdalla

LBS 400

English Language Arts/Language Development Reflection


After reading the English language arts framework, I realized that the
knowledge that teachers need to teach language in classrooms is fairly different
from the knowledge of other English language users. Teachers in the field of
English language arts must be well prepared to address English literacy and
language, including reading, writing, speaking, listening, and language and the use
and development of these skills across the disciplines. English educators must be
able to engage students with a wide range of books and texts across a variety of
genres, time periods, cultures, perspectives, and topic texts are formal and
informal. English language arts frame work explains that English learners receive
support through implementation of the CA ELD Standards, which are designed to
ensure that English language students attain the English language knowledge,
skills, and abilities that allow them to access, engage with, and achieve the CA
CCSS for ELA/Literacy and all other academic content standards. English
language educators must ensure that Students from diverse cultural, ethnic, and
racial backgrounds receive culturally responsive education that values the rich
knowledge and experiences students bring to the classroom. While exploring the
English language art framework, I now believe that the knowledge I need is

literacy along with positive disposition toward learning, also I need wide exposure
to extraordinary literacy and informational texts, and other media information. I
need this knowledge to enable students to access the thinking of others, their
knowledge, and to pursue their own dreams.
I have taken many English language arts classes during my journey of
education that I feel prepared me to teach English language arts in elementary
classrooms. I took English 308, the children literature which prepared me in
critical approaches to childrens literature with emphasis on topics such as history,
style, genre, and image. I also took English 487 class that taught me how to hold
and demonstrate high expectations of all students. I have learned through this class
how to use texts, tasks, and interactions to convey these expectations. I have also
taken a very helpful English language is English 305, critical reading of literature. I
learned how to use Critical reading of literature as a purpose to analyze, review or
argue about it. I have learned that Critical reading of literature is not reading it just
for pleasure; Critical reading of literature usually means that in addition to
understanding and enjoying a story, poem, play, or other literary form, you also are
studying it so that you can write a paper or make a presentation about it.
I feel that Im well prepared in teaching students how to acknowledge
differences in the points of view of characters and identifying the purpose of text. I
also feel well prepared in teaching students strategies on how to explain details

with supporting the main idea in the text. I believe I can teach students how to
determine the meaning of words by knowing the most common prefixes, suffixes,
and linking words.
I feel less prepared in being able to teach students the different
organizational structures such as descriptions, explanations, arguments, and
cause/effect, or sequence of the event. I also feel less prepared in teaching students
how to built relationship between a series of historical events or scientific idea.
I have learned many valued information through those English language arts
classes, I m planning to share essay I wrote, and critical thinking exams that I
have done really well in during my journey of education. Those would be the
artifacts that support my knowledge of the English language arts area. The artifacts
I attempt to share in my portfolio will demonstrate my knowledge in English
literacy, children literature, and using topics such as history In English language
writing and reading. Those essays do connect my English learning to my English
teaching ability.

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