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8
Domain 1 Language
The teacher candidates know, understand, and use
the major concepts, theories, and research
related to the nature and acquisition of language
to construct learning environments that support
ESOL students language and literacy development
and content are achievement.

Standard
1.a.

Standard
2.a.

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9
Standard 1.a.Describing Language

Candidates demonstrate understanding of language
as a system and demonstrate a high level of
competence in helping ESOL students acquire and
use English in listening, speaking, reading, and
writing for both social and academic purposes.

Artifact
Reflection
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10
Standard 1.a. - Describing Language

The word etymology activity would be integrated
into my classroom because it demonstrates the
vast diversity of the English language and
vocabulary. It is important for English language
learners to recognize that words from their
primary language were adopted in to the English
language. This realization will aid in the
development of high self-esteem. The objective
of the Principles of Linguistics course is to
impel candidates to utilize their knowledge of
phonetics, syntax, semantics, pragmatics, and
discourse to design effective strategies to
enhance students learning on all levels. While
researching, analyzing, and presenting the
assigned word, I applied the knowledge of
linguistics by recognizing the words linguistic
origin, semantic history, and place and manner of
articulation. The word etymology exercise
exceeds the standard for describing language, as
cited in the NCATE/TESOL standards, because it
demonstrates my mastery of linguistics and my
ability to develop goals and techniques for
instructing English language learners.

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11
Standard 1.b. - Language Acquisition and
Development

Candidates know, understand, and apply concepts,
theories, research, and practice to facilitate
the acquisition of both a primary and a new
language in and out of classroom settings.

Reflection
Artifact
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12
Standard 1.b. - Language Acquisition and
Development

I chose to integrate the Longitudinal Research
Project, Building Bridges, into my classroom
pedagogy because it demonstrates the necessity of
providing English language learners with a
comfortable, non-threatening learning environment
with an established student-teacher relationship
to ensure language learning success. I was
motivated to research this topic when I realized
that the majority of English language learners
are not receiving the education they deserve. I
noticed, through my observations, that many are
forced to sit in core classrooms where they are
excluded because the teachers either do not have
the training, or the experience, in working with
this unique population. The objective of the
Second Language Acquisition class is identified
as becoming aware of the linguistic and
extra-linguistic factors which affect the
learning of a second language. The process of
researching, observing, and presenting exceeds
the standard for domain one.

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13
Domain 2 Culture
Candidates know, understand, and use the major
concepts, theories, and research related to the
nature and structure of culture to construct
learning environments that support ESOL students
language and literacy development and content
area achievement.
Standard 2.b.
Standard 2.a.
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14
Standard 2.a.Nature Role of Culture

Candidates know, understand, and use the major
concepts, principles, theories and research
related to the nature and role of culture in
language development and academic achievement,
which support individual students learning.

Artifact
Reflection
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15
Standard 2.a. - Nature and Role of Culture

I plan to integrate the lesson plan using
Esperanza Rising by Pam Muñoz Ryan into my
classroom because it gives students an
opportunity to interact in a creative, meaningful
way while building their reading fluency and
comprehension. The language experience approach,
as described by Peregoy and Boyle, is a
multi-strategy approach to comprehension that
incorporates reading, writing, listening, and
speaking skills and this lesson effectively
integrates those four language skills. The
lesson plan integrating Esperanza Rising meets
the objective for the Language and Culture course
because the culture of my English language
learners is represented throughout the text, in
the setting, the characters, and the author.
Acknowledging and integrating various cultures
into the classroom encourages a positive sense of
self among the students and a pride in their
heritage. The main objective identified in the
Language and Culture course, to help candidates
to identify, evaluate, and apply strategies for
reducing ESOL problems associated with language
and cultural varieties within society, is
accomplished by the implementation of this
lesson. This selection exceeds the Nature and
Role of Culture standard, as cited in the
NCATE/TESOL standards, because a firm grasp of
the relationship between language and culture is
evident as well as my ability to design learning
environments that support individual student
learning.

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16
Standard 2.b.Cultural Groups Identity

Candidates know, understand, and use knowledge of
how cultural groups and students cultural
identity affect language learning and school
achievement.

Artifact
Reflection
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Standard 2.b. - Cultural Groups Identity

The information gained while researching and
conducting the ethnographic study will be carried
with me in to my classroom. It is critical for
teachers, especially those of English language
learners, to recognize the effects that a
students primary language and culture have on
the acquisition of the target language. The main
objective of the Bilingualism course is to enable
candidates to apply knowledge of bilingualism and
bilingual educational practices, depending on the
situation, to the schools and learners in our
rural environment. The ethnographically based
project succeeds in accomplishing this objective
because I recognized the positives and negatives
of bilingualism and its utility in schools in
this community. Although implementing a
bilingual program in this area may not be
feasible, the integration of a students culture
and language is crucial. The ethnographic study
demonstrates my recognition that students come to
school with a language and culture that interact
to form the students identity. The students
identity is directly related to their sense of
self-worth, which is usually correlated to their
academic achievement. For these reasons, this
study exceeds the cultural groups and identity
standard, as cited in the NCATE/ESOL standards.

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18
Domain 3 Planning Managing
InstructionThe candidates know,
understand, and are able to use effective
practices and strategies related to planning and
management of ESL instruction, including
classroom organization, effective teaching
strategies for developing and integrating
language skills, implementing a variety of
teaching strategies and structures, and
effectively choosing and adapting classroom
resources.

Standard
3.d.

Standard
3.a.

Standard
3.b.

Standard
3.c.

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Standard 3.a.Planning for ESL Instruction

Candidates know, understand, and apply concepts,
research, and best practices to plan and organize
classroom instruction in a supportive learning
environment for ESOL students. Candidates
demonstrate enthusiasm for learning a second
language, serve as effective English language
models, and manage the classroom effectively for
multilevel classrooms with learners from diverse
backgrounds.

Artifact
Artifact 2
Reflection 2
Reflection
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20
Standard 3.b.Managing ESL Instruction

Candidates know, understand and use a variety of
effective teaching strategies and materials for
developing and integrating English listening,
speaking, reading, and writing.

Artifact 2
Artifact
Reflection 2
Reflection
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21
Standard 3.c.Managing Content Instruction for
ESOL Learners

Candidates know, understand, and implement a
range of teaching strategies, structures, and
models to support ESOL students in accessing the
core curriculum by learning language and academic
content together.

Artifact
Artifact 2
Reflection
Reflection 2
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Standard 3.d.Using Resources Effectively in ESL
Instruction

Candidates are familiar with a wide range of
materials, resources, and technologies and
choose, adapt, and use them effectively in ESL
teaching.

Artifact
Artifact 2
Reflection
Reflection 2
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Standard 3.a.b.c.d. - Planning and Managing
Instruction

The Rainforest unit plan will be incorporated
into my classroom because it represents my
ability to incorporate the language skills of
reading, writing, speaking, and listening into a
thought-out unit addressing the needs of English
language learners. The teacher needs to take on
the role as an advocate for the students, as well
as for the standards, and the Rainforest unit
demonstrates this ability to balance these
concepts. The objective of the Literacy and ESOL
Reading course is identified as developing
candidates instructional proficiency in second
language reading instruction. This plan met the
objective for the Literacy and ESOL Reading
course because the foundation of the plan
consists of strategies and activities for
implementing reading into an ESL classroom. This
plan exceeds the standards for Planning and
Managing Instruction, as cited in the
NCATE/TESOL, because it demonstrates my excellent
ability to create a supportive, creative
classroom environment where the primary language
and culture are valued while also accomplishing
specific ESL and content, standards-based
objectives. The activities within the unit build
upon the students strengths while supporting and
extending their listening, speaking, reading, and
writing skills in both social and academic
environments. Specific aspects of this unit also
demonstrate my knowledge regarding the selection
and use of computer software and internet
resources to enhance language instruction.

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24
Standard 3.a.b.c.d. - Planning and Managing
Instruction

The microteaching juxtaposing the Suggestopedia
and the Grammar Translation methods, will be
integrated into my classroom pedagogy because it
contrasts two methods for language teaching. The
ultimate goal of Current Methods in ESOL
Instruction is to equip educators with dynamic
pedagogical techniques that will instigate
informed decisions concerning the approaches and
methods that will enable students to most
efficiently achieve language proficiency. The
microteaching of methods exceeds standards 3
a.b.c.d.

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25
Domain 4 AssessmentThe candidates understand
issues of assessment and use assessment
measures as they related to ESOL students.
Standard 4.a.
Standard 4.c.
Standard 4.b.
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Standard 4.a.Issues of Assessment for ESL

Candidates understand various issues of
assessment, for example, cultural bias, political
and social factors in assessment, IQ and special
education testing, as they affect ESOL student
learning.

Artifact
Reflection
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27
Standard 4.a.Issues of Assessment for ESL

The information gained from reading No Child
Left Untested will be integrated into my
classroom pedagogy because the disservice placed
upon English language learners is intolerable.
No Child Left Untested communicates the unfair
disadvantage low English proficient students are
subjected to on standardized, or high stakes
tests when they receive minimal accommodations
but are held at the same high standards as
native-English speaking students. Reflecting on
the chapter fourteen, No Child Left Untested in
Crawfords Educating English Learners Language
Diversity in the Classroom, reinforces the
Bilingualism courses objective to enable
candidates to critique the current policies
regarding bilingualism and assessment. This
reflection demonstrates my thorough understanding
of the different purposes of assessment while
also recognizing biased elements, and therefore
invalid measures of their abilities, in
assessment situations.

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28
Standard 4.b.Language Proficiency Assessment

Candidates know and use a variety of language
proficiency instruments to inform instruction and
understand its uses for identification and
placement of students

Description Reflection
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Standard 4.b.Language Proficiency Assessment

SDMS currently uses the EduSoft program to
compile information and to create reports to
facilitate students identification and placement
within the general education classroom.
The ELL department has adopted a new ELL
assessment that will accurately identify and
place English Language Learners.

Both of these assessment tools aid in the
identification process and placement of ELLs and
demonstrate the achievement of this standard.

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Standard 4.c.Classroom-based Assessment for ESL

Candidates know and use a variety of
classroom-based assessment tools to inform
instruction

Artifact Artifact 2
Reflection
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31
Standard 4.c.Classroom-based Assessment for ESL

The knowledge gained regarding assessment
measures throughout this program has been
critical in my growth as a professional. I plan
to integrate the various assessment measures
contained in the Rainforest unit plan into my
classroom because students should not be assessed
solely on their ability to produce. It is also
vital, as an advocate for the ESOL population,
that teachers realize the diverse assessment
strategies available and not base student
progress and intelligence on language knowledge.
The assessment measures contained in my
Rainforest unit plan exceed the NCATE/TESOL
standard, Classroom-based Assessment for ESL.
Various assessment measures were developed and
utilized during the Rainforest unit for the
Literacy and ESOL Reading and Writing courses.
The assessment measures developed promote and
measure student learning while recognizing the
interdependent relationship between teaching and
assessment. Also, the ESOL students literacy
skills are appropriately assessed in English and
knowledge of their native language literacy
skills is obtained.

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32
Domain 5 ProfessionalismThe candidates
demonstrate knowledge of the history of ESL
teaching. Candidates keep current with new
instructional techniques, research results,
advances in the ESL field, and public policy
issues. Candidates use such information to
reflect upon and improve their instructional
practices. Candidates provide support and
advocate for ESOL students and their families and
work collaborative to improve the learning
environment.
Standard 5.b.
Standard 5.a.
Standard 5.c.
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33
Standard 5.a.ESL Research and History

Candidates are knowledgeable of history,
research, and current practice in the field of
ESL teaching and apply this knowledge to improve
teaching and learning.

Artifact 1
Artifact 3
Reflection 1
Reflection 3
Artifact 2
Reflection 2
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Standard 5.a.ESL Research and History

The information gained from reading chapter
fourteen, No Child Left Untested in Crawfords
Educating English Learners Language Diversity in
the Classroom, will be integrated into my
classroom pedagogy because the knowledge of
historical events and mandates that have created
the current trends is necessary to appreciate the
growth and expansion of the field. No Child
Left Untested informs the reader of the major
turning points in ESL history and the court
cases that supported English language learners.
Reflecting on the chapter fourteen, No Child
Left Untested reinforces the Bilingualism
courses objective to enable candidates to
critique the current policies regarding
bilingualism. This reflection demonstrates my
thorough understanding of the legal processes,
mandates, and policies that have impacted the
development of the field of ESL, and thus the
instruction of English language learners. This,
therefore, meets the standard for ESL Research
and History, as cited in the NCATE/TESOL
standards.

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35
Standard 5.a.ESL Research and History

The microteaching juxtaposing the Suggestopedia
and the Grammar Translation methods, will be
integrated into my classroom pedagogy because the
theory and evolvement of each method demonstrates
the ever-changing ESL teaching methods. The
knowledge gained from this assignment also allows
me to make an informed decision of which methods
I plan to integrate into my ESL classroom. The
Current Methods in ESOL Instruction course aims
to acquaint students with the theories,
approaches, methods, and specific techniques
concerning the teaching of English Language
Learners. The microteaching is evidence of my
ability to use a variety of research-based
second-language teaching strategies and methods.
Therefore, this artifact meets standard 5.a.

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36
Standard 5.b.Partnerships and Advocacy

Candidates serve as professional resources,
advocate for language minority children, and
build partnerships with their families.

Artifact 1
Reflection 1
Description Reflection for Artifact 2
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37
Standard 5.b.Partnerships and Advocacy

The ACE-TESOL final report consists of a
compilation of
information and knowledge gained from the
ACE-TESOL
program. The information is interpreted and
applied to
my experiences as an English Language Learner
teacher
and my growth as such, is documented in this
report. For
this reason, the final report meets the standard
for ESL
Partnerships and Advocacy, as cited in the
NCATE/TESOL
standards.

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38
Standard 5.b.Partnerships and Advocacy

As the only English Language Learner
instructor at my school, it is my responsibility
to foster parent involvement and to act as a
liaison between the home and the school. On
numerous occasions I have played the role of
interpreter, nurse, and secretary, among many
more.
I strive to develop a relationship between my
students parents and society as a whole, which
demonstrates my ability to achieve
partnerships and to act as an advocate
for this unique population.

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39
Standard 5.a.ESL Research and History

The ACE-TESOL final report consists of a
compilation of information and knowledge
gained from the ACE-TESOL program. The
information is interpreted and applied to my
experiences as an English Language Learner
teacher and my growth as such, is documented
in this report. For this reason, the final
report
meets the standard for ESL Research and
History, as cited in the NCATE/TESOL standards.

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40
Standard 5.c.Professional Development and
Collaboration

Candidates collaborate with and are prepared to
serve as a resource to all staff to improve
learning for all ESOL students.

Artifact
Reflection
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41
Standard 5.c.Professional Development and
Collaboration

The presentation, Tips for Working With English
Language Learners, was developed as a mini-
workshop for colleagues at SDMS. This
presentation was created during the ACE TESOL
program although it was not a requirement for any
course. The presentation demonstrates my
willingness to accept and embrace the role of
ESOL advocate and resource person in my school.

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42
Maryland Teacher Technology Standards

Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7

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43
Standard 2 - Communication

View artifact NTeQ Lesson Plan
Graph Club

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44
Standard 1

Information access, evaluation, processing and
application

View Artifact Hot List of Educational Technology
Resources
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45
Standard 4 Assessment for administration and
instruction

View artifact Data of Prospective
Schools
Data Summary

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46
Standard 3 -

Legal, Social, and Ethical Issues

View artifact Group Case Study for the One
Computer Classroom
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47
Standard 5 Integrating technology into the
curriculum and instruction

View artifact Solar System
Treasure Hunt for fifth grade

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48
Standard 6 Assistive technology
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49
Standard 7 Professional growth