Domain 1: Language as a System Candidates assist English learners in recognizing, using, and acquiring the English sound system

em and other communication skills, thus enhancing oral skills. (TESOL 1a) Candidates teach syntactic structures that English learners need to communicate effectively for social and academic purposes. (TESOL 1a) In my artifacts, you will find an analysis of an ELL student in one of my practicum classes, excerpts from SIOP lessons that I wrote while student teaching in a 7th grade Spanish Language Arts class, excerpts from a case study identifying focus areas for language development for a student in this class, and excerpts from the ENDR 557 and 558 forum posts in which I answer questions about planning for language instruction. I believe that these artifacts show how I have been able to identify the diverse needs of ELLs in my practicum experiences and honor those needs through my instructional practices. I have come to understand language instruction as a balance between teaching students about the basic building blocks of language (phonetics, morphology, key vocabulary, etc.) and the structures they need to use those building blocks (grammar, syntax, punctuation, literary elements, etc.) In order to engage students, we must teach these skills through other content and give each student the differentiated support they need to develop both BICs (Basic Interpersonal Communication Skills) and CALPS (Cognitive Academic Language Proficiency). Throughout my ESOL practicum experiences, I have found that Sheltered Instruction protocol helps me achieve these challenging goals. Following this format, I plan both content and language objectives, so that students can show their understanding of any content area while also developing and demonstrating their language skills. I also design sentence frames, referred to as Language Forms based on the language objectives, activities students will be doing to practice what they've learned, and assessments of their learning. The sentence frames do not stand on their own; before students begin working with them, I model how to write individual sentences with them, asking students to provide specific parts of speech (noun, verb, adjective, etc.), then adding in their own details to embellish. If

they are writing a paragraph, I show them a completed paragraph, then dissect it sentence by sentence to show students how easy it can be to produce good writing. In addition to using the sentence frames for written activities, students can also use them for speaking activities. I have found that for students who are struggling or lack confidence in their abilities, sentence frames can help them feel more comfortable speaking in front of their peers. Another important part of helping students develop language is the Social Goals component of Sheltered Instruction. For the unit I taught on The Giver, these goals were: work cooperatively with others participate and share their knowledge build on their own knowledge and help their classmates do so

Reinforced by school-wide Positive Behavior Supports, these goals help students build important communication skills that they can use to maximize their learning. While such communication skills may be classified as BICS, they are still important for students to build relationships and learn how to work collaboratively, which can lower their affective filters. This, in turn, can help them feel more comfortable taking risks and develop their academic language skills.