ESL/EFL Methods 1

Course Project
Biography-Driven Practices Rubric

Name
Date

MAURICIO CEDILLO
29/05/2016

School or Site

ROLAND EDWARDS
PRIMERY SCHOOL

Total # of Students

17

ELL Languages
Spanish
Chinese
Other

Age Level of Students

# of
Student
s

17

Topic
Grade Level(s)
Content Area(s)

INFANTS B

Classroom Environment / Setup

Rows w/individual desks
Groups w/3 to 5 desks

6-7

Pairs w/2 desks

Strategy Implemented
Active Bookmarks
All in the Box
All on my Clipboard
Consequence Wheel

Mini Novela
Pic-Tac-Tell
Picture This
Pictures & Words

Mind Maps
Magic Book
Word Drop
Listen Sketch Label

DOTS Chart

Relevance Scale

Vocabulary Quilt

Extension Wheel
Foldables
Heart Activity
IDEA

Story Bag
Three Facts & an Opinion
Thumb Challenge
Tri-Fold

Linking Language
U-C-ME
Other

Any other comments:

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ESL/EFL Methods

In order to critically reflect upon the lesson, please use the

following questions as a guide.
Opening [ACTIVATE] (5-6 sentences minimum response)
Use the following questions as a guide to formulate your answers:

What did you do at the beginning of the lesson to make

connections to your students backgrounds/biographies and
preview key vocabulary?

It is important to recognize the important role of the use of the teacher during my
instruction for the simple reason, that I am practicing my creativity, strategy and the
new techniques that I am acquiring during in the school. With the purpose of building
a strong knowledge, the same that I am going to use when I go back to Ecuador,

How did you document this information? How was this

documentation process embedded in the instructional process?

My reflection practice based on the experiences that I got from the school every day sin each
week is to me, like keeping my memories in one notebook in order to remind me and show
me if I am progressing during this practice. Its provides opportunities to interact in the
community applying authentic language use and providing knowledge and experience to the
person who is immersed in the development of that task. I must convince me of the benefits
that I could get by interacting with local people by asking information and also this kind of
practice provides me experience in using language communication.

Work Time [CONNECT] (5-6 sentences minimum response)

What actions did you take throughout the lesson to utilize the
information gained from the pre-assessment to further promote
vocabulary, comprehension, and the development of higher-order
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ESL/EFL Methods

thinking skills? What intentional actions did you take DURING the
lesson to facilitate comprehension and provide students with
opportunities for meaningful interaction?

I will give instruction to my future students. This kind of activities are really useful and
enable us to learn about people, culture and over all to face challenges that will feed our
knowledge and feed our skills.

Closing [AFFIRM] (5-6 sentences minimum response)

How did you use what you had learned to focus on any remaining
gaps in the students understanding? What steps did you take to
affirm what had been learned by students?

During this practice I have been part of this school whom has shown valuable information
with me, describing their experience and giving me some tips to succeed as well as they.
Different perspectives and points of view have been shown works into of the classroom in
order to create a brainstorming environment sharing experiences each other.

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ESL/EFL Methods
1. Personally reflect on whether the strategy supported you to address
the specific academic and linguistic needs of the students (e.g., Did it
provide you with insights about students academic and linguistic
needs? If so, how? Do you think it benefited your students? If so, in
what ways? What would you change and why?).
This practice is an aim for me and the teachers use in order to receive and give
feedback and to notice that if the tools that they are using are contributing to the
development of my knowledge. During the course I have performance the tasks
working in team groups using as much we can our language skills interacting with
local people in order to accomplish with our mission. These kind of out of classroom
activities reinforce my learning skills and also make me lose nervousness and anxiety
when I am performing this kind of practice.

2. As you implemented the strategy, how did it give you insights

regarding the instructional processes of the students? How did it
support you to promote higher-order thinking skills among students?
Give specific examples. (If it did not support you in these ways, what
would you do differently to promote higher-order thinking skills?)
These kind of out of classroom activities reinforce my learning skills and also make me
lose nervousness and anxiety when I am performing this kind of practice. I just want to
say that in the future I will use my experience and remember of the important Roland
Edward School.
3. How did the strategy support you to create opportunities for studentled academic conversations? (If it did not support you in this way, what
would you do differently to help students develop the ability to hold
academic conversations with peers?)

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ESL/EFL Methods
The students discussed the importance of understanding contextual
and situational process and our power to create a community where
the climate of teaching and learning serve to engage the learner.

4. Review the Biography-Driven Practices (BDP) and do the following:

1) Rate yourself on the continuum (Not-observed to Integrating) by
either highlighting or typing your placement for each indicator of
the five standards.
That is appropriately challenging for all students requires
considerable knowledge of each students understanding and skills.
Instructional decision about task and next steps also need to be
informed by data on students learning. Standardize testing done
annually does not provide useful information for these purposes.
2) Choose one indicator from each of the five standards. For each of
the selected indicators, give examples/evidence (2-3 examples)
from your teaching to illustrate how you implemented that indicator
in the classroom.
In the lesson the teacher activated students understanding by
dividing the class into pairs and having the pairs do a mind map of
the book.
Students performed analyses focusing on the two sets of characters
depicted in the book.

For instance, for Joint Productive Activity you might say

something like:
LE:

I rated myself as Enacting.

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ESL/EFL Methods
During the activation phase of the DOTS Chart strategy, I allowed
students to use their native language or English to record their
ideas. Students worked in small groups throughout the class period
and exchanged information on their individual DOTS charts to add
ideas regarding the vocabulary words. Throughout the lesson, I
highlighted different student examples for the class. These
intentional actions helped me create a low-risk learning
environment that also allowed me to formatively assess my
students.
Prior knowledge relates to the understanding and knowledge a
students has gained as a result of being part of a community.
Although this does not hold true for all CLD students for some it
redefines our common understanding of the community in which
students has been socialized.
When the community has resources available to support the family.
Students bring the cumulative prior knowledge they have gained
from each of the communities in which they have interacted.
*Note: The complete BDP rubric is attached.

I. Joint Productive Activity

Not Observed

Emerging

The teacher:
LE

A.

No evidence of a
respectful learning
environment

A.

TC

B.

No collaboration
between teacher
and students

TPSI

C. Students work
independently of
one another

Developing
The teacher:

Creates an
A.
environment that
respects students
as individual
learners

Creates a culturally
and linguistically
respectful learning
environment

Enacting
The teacher:
A.

Creates a low-risk lear

environment that value
diverse perspectives

B. Collaborates with
students but no
evidence of a joint
product

B. Collaborates with
B.
whole class to create a
joint product or
students collaborate on
a joint product in pairs
or small groups

Collaboratively guide
small groups of stude
especially those that ne
higher levels of supp
to create joint products

C. Provides minimal
opportunities for
student
interaction

C. Provides occasional
structured
opportunities for
student interaction

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C. Provides frequent
structured opportunitie
purposeful student
interaction

ESL/EFL Methods

PGD

D. Pair or group
D. Pair or group
D. Pair or group students
students based on
students based on
based on two or three
random grouping or
one dimensions of
dimensions of the CLD
student selfthe CLD student
student biography
selection
biography

D. Pair or group students b

on two or three dimens
of the CLD student biog
as appropriate for th
task/activity

AC

E.

E.

No connections
between the
activity and the
lesson

E.

Makes minimal
E.
connections
between the
strategy/activity and
the lesson

Makes occasional
relevant connections
between the
strategy/activity and
the lesson

Frequently uses insig

from the strategy/activ
make connections affir
learning, or modify
instruction as neede

Notes:

LE= Learning Environment TC= Teacher Collaboration TPSI= Total Group, Partner, Small Group, Individual
Activity Connections
Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning

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PGD

ESL/EFL Methods
II. Language & Literacy Development
Not Observed

Emerging

The teacher provides:

Listening, speaking,
reading, & writing
(LSRW) activities
with minimal
opportunities for
students
academic
language
development

Developing

The teacher provides:

Enacting
The teacher provides:

LSRW

A.

Instruction is
dominated by
teacher talk and
students are
passive listeners

A.

QRM

B.

No use of
questioning (Q),
rephrasing (R), or
modeling (M) to
assist language
and literacy
development

B. Minimal use of Q,
R, or M to assist
language and
literacy
development

L1

C. No evidence of
C. Minimal evidence
C. Occasional
native language in
of native language
opportunities for
environment or
in environment
students to use their
instruction
and/or instruction
native language
during the lesson

C. Frequent, explicit,
purposeful opportuni
for students to use the
native language during
lesson in ways that
support academic
learning

LBK

D. No references to
students prior
knowledge and
background
experiences
related to
language and
literacy
development*

D. Frequent references t
prior knowledge and
background experience
related to academic
language and literacy
development*

D. Minimal references
to prior knowledge
and background
experiences related
to language and
literacy
development*

A.

L, S, R, & W activities
with occasional
opportunities for
students academic
language development

B.

Occasional use of Q, R, B.
or M to assist language
and literacy
development

D. Occasional references
to prior knowledge and
background
experiences related to
language and literacy
development*

A.

Frequent opportunitie
student expression a
academic language
development in activit
that integrate L, S, R,

Frequent use of
purposeful Q, R, and
assist language and lit
development

Notes:

*PA = Phonemic Awareness; P = Phonics; V = Vocabulary; F = Fluency; C = Comprehension

LSRW = Listening, Speaking, Reading, Writing

QRM = Questioning, Rephras
LBK = Background Knowledge of Language/Literacy
Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning

Kansas State University, CIMA

ESL/EFL Methods
III. Contextualization
Not Observed

Emerging

The teacher:
BK3

A.

No preassessment of
students
academic
knowledge about
the topic

A.

Conducts preassessment of
only students
academic
knowledge about
the topic

A/CL

B.

Focus is solely on
content delivery

B. Provides minimal
opportunities for
students to share
with peers contentrelated connections
to their background
knowledge

BIO

C. New information is C. Makes minimal

presented in an
connections
abstract,
between students
disconnected
sociocultural,
manner
linguistic,
cognitive, and
academic
dimensions and
new academic
concepts

Developing

The teacher:

Enacting
The teacher:

A.

Conducts preA.
assessment of students
funds of knowledge,
prior knowledge, and
academic knowledge
about the topic or key
content vocabulary

Conducts pre-assessm
that provides all stude
the opportunity to
share/document thei
funds of knowledge, pr
knowledge, and acade
knowledge about the t
or key content vocabul

B.

Provides occasional
opportunities for
students to share with
peers content-related
connections to their
background knowledge

Provides frequent
opportunities for stude
share/document thei
content-related connec
to their background
knowledge and
purposefully
listens/observes as
students share/docu

C. Makes occasional
connections between
students sociocultural,
linguistic, cognitive,
and academic
dimensions and the
new academic concepts

B.

C. Makes frequent and

purposeful connectio
between students
individual biographi
including what was lea
about their knowledge
experiences from hom
community, and schoo
the new academic con

Notes:

BK3 = Funds of Knowledge (family), Prior Knowledge (community), Academic Knowledge (school)
Biography Connections
Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning

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A/CL = A

ESL/EFL Methods
IV. Challenging Activities
Not Observed

Emerging

Teacher instruction
and strategy use:

Developing

Teacher instruction and

strategy use:

ACOM A.

No
accommodations
for linguistic or
academic levels

A.

Provides minimal
accommodations
based on students
linguistic and
academic levels

A.

Provides occasional,
structured
accommodations based
on students linguistic
and academic levels

CO/LO B.

Makes no reference
to lesson objectives

B.

Includes verbally
B. Includes verbally stated
stated or posted
and posted content
lesson objectives
and language
that reflect
objectives that reflect
content
content standards
standards

Enacting
Teacher instruction and
strategy use:
A.

Provides frequent,
structured accommoda
based on students ling
and academic levels th
build upon culture-bo
patterns of knowing
learning, and applyin

B. Includes content and

language objectives th
are verbally stated and
posted, (2) reflect con
and language standa
and (3) are revisited
during the lesson

S/E

C. Strategies/activities
are not aligned to
standards and do
not reflect
expectations

C. Includes strategies/ C. Includes strategies/

activities that are
activities that are
aligned to
aligned to standards
standards and
and that reflect clear
that reflect
expectations
vague
expectations

C. Includes challenging
strategies/ activities th
aligned to standards an
that reflect clear
expectations

AF

D. Does not consider

students states of
mind/affective filter

D. Minimally attends
to students states
of mind/affective
filter

D. Occasionally monitors
students states of
mind/affective filter and
adjusts instruction
accordingly

D. Frequently monitors
students states of
mind/affective filter an
adjusts instructional
conditions accordingl

FB

E.

E.

E.

E.

Provides no
feedback on
student
performance

Provides minimal
feedback on
student
performance

Provides occasional
feedback on student
performance to
confirm/disconfirm
learning

Provides frequent feed

on student performanc
confirm/disconfirm lear
and to advance stude
learning

Notes:

ACOM = Accommodations CO/LO = Content Objectives & Language Objectives

S/E = Sta
FB = Feedback (formative assessment)
Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning

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ESL/EFL Methods
V. Instructional Conversation
Not Observed

Emerging

With individuals and

small groups of
students, the teacher:

Developing

With individuals and small

groups of students, the
teacher:

Enacting

With individuals and small

groups of students, the te

ESTK

A.

Lecture
predominates

A.

Uses questioning
to elicit student
talk

A.

Elicits student talk with

questioning, listening,
and rephrasing

A.

KTU

B. Teacher responds
in ways that
validate students

B.

Responds in ways
that minimally
promote higherorder thinking
and individual
connections from
the known to the
unknown

B.

Responds in ways that

occasionally promote
higher-order thinking
and individual
connections from the
known to the unknown

B. Responds in ways that

frequently promote h
order thinking and indi
connections from the k
to the unknown

BICS/
CALP

C. Teacher
C. Uses BICS and/or
conversation is not
CALP to discuss
on topic
the content/topic;
provides minimal
opportunities for
academic talk
among students

C. Uses CALP to discuss

the content/topic and
provides occasional
opportunities for
academic talk,
including use of key
content vocabulary,
among students

C. Provides frequent
opportunities for acade
talk, including use of k
content vocabulary, in
the teacher bridges
between student tal
and academic langu

REV

D. Incorporates no
revoicing of
students learning

D. Includes minimal
revoicing of
learning, limited to
repeating
students words

D. Includes occasional
revoicing of learning,
limited to repeating
and/or rephrasing

D. Includes frequent rev

of learning that challe
students to solidify
expand upon connec
to the academic con
and vocabulary

SAV

E.

E.

E.

E.

Does not invite

students to
articulate their
views/judgments/
processes

Provides minimal
opportunities for
students to
articulate their
views/
judgments/processe
s

Provides occasional
opportunities for
students to articulate
their views/
judgments/processes
and provide
rationales

Elicits student talk with

questioning, listening,
rephrasing, and explic
modeling of turn-tak
and questioning
structures

Provides frequent,
purposeful opportuni
for students to articula
their
views/judgments/proce
and provide rationales

Notes:

ESTK = Eliciting Student Talk

KTU = Known to Unknown BICS/CALP = Basic Interpersonal Communication
Proficiency
REV = Revoicing
SAV = Stude
Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning

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