Identification of Expertise in Subject Area This is the Subject- Specific Pedagogical Skills for Single Subject Teaching Assignments.

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Teaching English-Language Arts in a Single Subject Assignment English candidates demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts. They understand how to plan and deliver instruction of increasing complexity in reading, writing, speaking and listening, and language to ensure that students meet or exceed the standards. They understand how to make English-Language Arts comprehensible to students and the need for students to use all forms of language as tools for thinking, learning and communicating. They understand how to teach the skills for reading and comprehending complex literary and informational texts; interpreting meaning; analyzing structure of texts; and evaluating perspective. Candidates teach students how to produce argumentative, informative, and narrative text; implement the writing process; conduct research projects; and write for a range of tasks, purposes, and audiences. They select appropriate teaching strategies to develop students abilities to read and comprehend narrative and informational texts and to cite specific evidence when offering an oral or written interpretation of a text. They understand how to teach formal and informal speaking and listening skills including collaboration, conversation and presentation of knowledge and ideas. Candidates understand how to teach vocabulary acquisition and use, standard English conventions, and functions of language in various contexts. Candidates model and assist students to integrate technology and media into language arts when conducting research, producing and publishing writing, creating multimedia presentations, and interacting and collaborating with others. They provide students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools in the classroom. They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress in skills and concepts taught, and how to determine the effectiveness of instruction and students proficiency after instruction. -------------------------------------------------------------------------------------------------------------------------------------

The following underlined and bolded areas focus on the content area for Teaching Performance Expectations in the English Language Area content area. The areas marked with an arrow demonstrate my experience. The areas marked with a bubble demonstrate official academic preparation and completion of course work. Identification of Expertise in Teaching English-Language Area Content English candidates demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts. I will demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts through the gathering of my teaching experiences, my completed CSUF EDSC secondary education preparation courses and put it in action during and through my student teaching.
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I have reviewed and observed other instructors and lesson plans to compare my work with theirs and always allow room for improvement and updating if necessary. The following lists a helpful course I have taken to meet expectations: o EDSC 340- Teaching Diverse Student Populations in Secondary Schools - (Course Description: Strategies for teaching special populations in general education classrooms. Principles of educational equity and diversity. Strategies for providing all students equitable access to core curricula. How diversity in California society shapes teaching and learning. Analysis of personal and institutional bias). This course showed me that I would be experiencing diverse groups of students, allowing me to brainstorm and learn methods of teaching.

They understand how to plan and deliver instruction of increasing complexity in reading, writing, speaking and listening, and language to ensure that students meet or exceed the standards. I proudly earned my Associates in Arts Degree with a major in Liberal Arts with honors from Santiago Canyon College that allowed for an excellent gathering of general knowledge and skills, concentrating, but not limiting, my learning on English to have the ability to apply my abilities elsewhere with English. I proudly earned my Bachelor of Arts degree, in English, from Cal State Fullerton and graduated Cum Laude having had exposure to all types of English and secondary education preparation courses which included but did not limit various readings, writings, speaking, listening, and language. I took all types of classes, from the most basic in English (100 Level) to the most difficult (400 Level) as an undergrad, besides secondary education preparation courses to allow me to best help students through any type of English reading, writing, speaking, listening, and language: These various classes are indicated throughout this reading with bubble bullets. I have always and will always hold my students, as I hold myself, to a high degree, to surpass the given standard so that they understand that I have high expectations for them. I had the small and fortunate opportunity to work with moderate/severe students at Rancho Alamitos High School, GGUSD, for a short time. There, I successfully reviewed health and showed students how to accomplish simple tasks.

They understand how to make English-Language Arts comprehensible to students and the need for students to use all forms of language as tools for thinking, learning and communicating.
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I have used all sources available to best teach material to students, not limited to book provided material, but also used technology to best teach how to use the English language as a tool for thinking, learning and communicating effectively both in written and oral form. I have demonstrated to students real world applications of communication, for example, in purchases, business, and relationships with others. The following lists some helpful courses I have taken to meet expectations: o EDSC 310- The Teaching Experience - (Course Description: History, philosophy, and sociology of secondary education. Introduction to California Teaching Performance Expectations and Assessment; needs of special populations, English learners, and struggling readers; content standards; and major curriculum reform documents. Includes 40-hour practicum on specific course requirements). This course allowed me to learn about the teaching career and observe how students learn. o EDSC 320- Adolescence and Education - (Course Description: The biological, cognitive, and sociocultural development of adolescents. Exploration of the contexts of adolescent development including family, peers, school, work, and leisure. Includes Health and safety issues of adolescents). This course helped me to better understand where my students are coming from so that I could better understand and teach them. o English 434- Literature for Junior and Seniors in High School - (Course Description: Evaluation, selection and interpretation of fiction, non-fiction, drama and poetry reflecting the broad range of interest of young people ages 12 to 17). I skillfully reviewed literature for Juniors and Seniors in High school as well as explored different literatures outside the assignments of the classroom and how to best teach them in secondary education.

They understand how to teach the skills for reading and comprehending complex literary and informational texts; interpreting meaning; analyzing structure of texts; and evaluating perspective. I have used all my learned, experimented, and discovered methods for the best analysis and understanding of literature to help students. I have constantly reassured students that rereading a text is normal in order to understand it. I have taken everyday songs from students favorite radio stations to dissect and pull apart with them, for analysis in relation to English.
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 The following lists some helpful courses I have taken to meet expectations: o Womans Literature 102- This class skillfully showed me woman as authors and women in literature through the centuries. It allowed me to view different themes from different historical times. o Anthropology 102- This class skillfully showed me to appreciate other cultures and other types of literatures and authors associated with different cultures. This class gave me an early perspective on how many view the world vastly different. o English 212- British Literature From 1760- (Course Description: Major periods and movements, major authors and major forms from 1760 through modern times). I skillfully learned and analyzed British literature and authors from 1760 for use in secondary education. o English 221- American Literature to Whitman- (Course description: Reviewed major writers such as Hawthorn, Poe, Melville, Emerson, Thoreau, Whitman and Dickinson.)- I skillfully learned and analyzed American literature and authors through to Whitmans period for use in secondary education. o English 222- American Literature Twain to Modern- (Course Description: Major writers such as Twain, James, Crane, Hemingway, Faulkner, ONeill, Frost and Elliot). I skillfully reviewed American writers, authors, and literatures from Twain to modern for use in secondary education. o English 300- Analysis of Literary Forms- (Course Description: Main literary forms-prose fiction, poetry and drama-are studied and analyzed). This class skillfully covered a variety of literatures and showed me how to analyze and interpret different literatures along with poetry and how to teach this in secondary education. o English 315- Chaucer (Course Description: Canterbury Tales and Chaucers language. Vocabulary, pronunciation, grammar and syntax of the East Midland dialect of Middle English). This class skillfully reviewed and analyzed the classic Canterbury Tales by Chaucer. I learned how to analyze and best deliver The Canterbury Tales so that they could be taught in secondary education. o English 316- Shakespeare- (Course Description: Study of the major Shakespearean plays). In this class, I skillfully reviewed and analyzed classic plays written by Shakespeare. I also learned
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how to best deliver the plays so that they could be taught in secondary education. o CPLT 325- World Literature From 1650- (Course Description: Asian and Western literature from 1650 to the present). In this course, I skillfully reviewed classical world literature applicable in secondary education. o English 450- Medieval Literature- (Course Description: Readings in modern English translation from the medieval literature of England and the continent from St. Augustine to Sir Thomas Malory. (Same as Comparative Literature 450). In this course, I skillfully reviewed Medieval Literature for use in secondary education as well as demonstrated where a lot of contemporary ideas for literature and theater stem. o English 459- Development of the 19th Century Novel- (Course Description: Major novelists such as the Brontes, Thackeray, Dickens, Eliot and Hardy). In this course, I skillfully reviewed the development of novel writing, 19th century novel writing, novelists, novels today, and how to apply writing and learning skills in the secondary classroom. o English 462- Modern British and American Novels- (Course Description: Modern British and American novels from 1900 to 1950). I skillfully covered Modern British and American Novels from 1900 to 1950 for use in secondary education. o English 463- Contemporary Novels in English- (Course Description: The novel in English since World War II.) I skillfully covered the novel and English since World War II for use in secondary education. o Kinestheology 342- Stress Management- This class skillfully showed me how to not stress and de-stress as well as show others and students how to not stress and how to avoid stress altogether, especially when dealing with academic related matters. Candidates teach students how to produce argumentative, informative, and narrative text; implement the writing process; conduct research projects; and write for a range of tasks, purposes, and audiences. While working as an instructional assistant at OUSD, GGUSD, and attending SCC, I showed secondary students and college students, how to break up their essaysbeginning with brainstorminginto parts so that they could best write out their essays and then bring it all together at the end. I showed students how to edit their papers, using various editing methods.
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While working at OUSD, GGUSD, and as a private tutor, I showed students how to use the public online library catalog and Google engine to best research for their projects. I tell students what the point is, or have them figure it out, for an assignment and how to write for that purpose. The following lists some helpful courses I have taken to meet expectations: o Written Communication 101- Skillfully showed me how to read, take notes, write effectively, use details, and use different English tools to work on my own and apply to teaching. o Critical Thinking 103- Skillfully showed me how to think with reason and logic allowing me to review literatures through history, historical documents, and great philosophers such as Aristotle and Socrates. o English 302- Advanced Composition and Rhetoric for English Teachers- (Course Description: The writing process. Instruction in expository prose, journalistic prose and creative writing for prospective teachers of English. Meets the university upper-division writing requirement for English majors). This course skillfully reviewed different writing and writing forms for teachers to teach students and how to teach students.

They select appropriate teaching strategies to develop students abilities to read and comprehend narrative and informational texts and to cite specific evidence when offering an oral or written interpretation of a text. While working with students in OUSD, who struggled in comprehending classic literature, I reviewed a childs perspective on the literature, if available in book form, before progressing to the appropriate grade level material of the literature. For example, I reviewed the Childrens Literature version of Shakespeares Romeo and Juliet so that students had a better perspective of what they read or were about to read. While working for OUSD with ELD students, I showed them how to break up a text in order to read it more clearly. I also showed students how to support their writing with textual evidence. While group tutoring, I stopped during major chunks in assigned reading to ask and review with students about plot, character action, and making predictions. I took the time to show students why Wikipedia is NOT a credible source. The following lists a helpful course I have taken to meet expectations:
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o Theatre 311-Oral Interpretation of Childrens LiteratureSkillfully showed me how to make literature entertaining for all ages. Showed me how to creatively improve my oral reading for all ages to understand and enjoy. They understand how to teach formal and informal speaking and listening skills including collaboration, conversation and presentation of knowledge and ideas. I will demonstrate my ability to teach formal and informal speaking and listening skills through my student teaching. I arrange classrooms and seating so students can more easily and comfortably collaborate, converse, and present knowledge and ideas. I had the small and fortunate opportunity to work with moderate/severe students at Rancho Alamitos High School, GGUSD, for a short time and experience CBIs (Community Based Instruction/ Learning Fieldtrips) where students had the chance to practice their speaking and listening skills in real world transactions. I taught students the importance of communicative etiquette along with etiquette in the classroom. The following lists a helpful course I have taken to meet expectations: o Oral Communication 102- This class skillfully showed me how to speak and present myself publically as well as coach others and students on how to speak publically and communicate. Candidates understand how to teach vocabulary acquisition and use, standard English conventions, and functions of language in various contexts. During group tutoring, I constantly, used SAT words as weekly vocabulary, having students understand what part of speech each word fit into and had them write it in a sentence that demonstrates knowledge of the word. I test on the vocabulary during the following week, asking for a definition of the word and a fill-in-the blank area to be completed on the exam. I constantly encourage students to read and write (a lot of from what they have read) in order to constantly expand their vocabulary now and for the future. I constantly tell students that a time and place allows for functions of language in various contexts, but that an educated function of a language can never be put down, no matter the context. The following lists some helpful courses I have taken to meet expectations: o English 303- Structure of Modern English- (Course Description: Grammar of contemporary English. Modern English
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usage. Required of English majors seeking a secondary credential. Must be taken before student teaching). In this class, I skillfully reviewed English grammar for the present and use in secondary education. o English 305- English Language in America- (Course Description: American English, its origins, its regional and social dialects and its role in American history and in such institutions as schools, corporations, government and the media. (Same as Linguistics 305). In this course, I skillfully reviewed the history of American English, grammar, and an acquisition of respect of English in oncoming social medias, for ex: texting. Applicable in teaching in secondary education. Candidates model and assist students to integrate technology and media into language arts when conducting research, producing and publishing writing, creating multimedia presentations, and interacting and collaborating with others. While working at OUSD, GGUSD, group tutoring, and going to school, I showed students how to use technology for the good of English, with, but not limited to, Microsoft Word, PowerPoint, Excel, Google, Youtube, blogs, Tumblr, social media, and basic paint. The following lists a helpful course I have taken to meet expectations: o EDSC 304- Personal Proficiency in Educational Technologies for Secondary Teachers (Course Description: Develop personal proficiency in educational technologies to facilitate the teaching and learning process. Develop digital literacy through use of presentation, spreadsheet, word processing and publication software, and interactive online tools; internet search and retrieval; information literacy; electronic communication and collaboration; awareness of legal and ethical issues in the digital world; (and for EDSC 307 historical inquiry and primary source retrieval). Meets state requirement for Single Subject Preliminary Credential. (Same as SPED 304). In this class I became even more tech savvy and helped the students I worked with then and now. They provide students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools in the classroom. While working with students at GGUSD, I demonstrated to students how to best use media and technology to present their work to me, or others. I also encouraged taking pride in their work because it shows who they are as individuals.

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They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress in skills and concepts taught, and how to determine the effectiveness of instruction and students proficiency after instruction. While working with students at GGUSD, I showed students how to effectively take notes during reading so that they knew the characters, occurrences, and plot in the literature they read. While working at OUSD, GGUSD, group tutoring, and private tutoring, I consistently checked students and student work for their understanding, and make them/ help them through any mistakes or misunderstood assignments. I worked with students individually if I felt the student failed to grasp the complete concept of what he or she was learning. The following lists some helpful courses I have taken to meet expectations: o EDSC 330- Developing Literacy in Secondary Schools(Course Description: Strategies for developing content-based reading/writing abilities, comprehension skills, and vocabulary of secondary students. Methods of teaching reading, writing and language skills for English learners and speakers. Diagnostic assessment strategies). This class taught me how to work with not just ELD students, but students who needed extra help when reading and writing and applying those skills. o EDSC 410- Teaching English Language Learners in Secondary Schools- (Course Description: Materials, methods and strategies for teaching English learners in secondary schools. Principles of second language acquisition. State and federal laws pertaining to the education of English learners. This class taught me how to work with ELD students, but also allowed me to use those skills to help other struggling students.

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