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Artifact 1
Refueling Professional Meeting Assignment
This artifact shows my work in Wheaton High School's professional development meetings, called "Refueling Sessions."
At this point we are discussing effective reading strategies and during this meeting we presented a student we were tracking
as we used the strategies that address IDing confusion.
Refueling Meeting Assignment
Instructions: After introducing and modeling the concept of IDing exactly where and why comprehension breaks down, pick a
student whose work you will collect and analyze at least three times prior to our December meeting. The student's work should
focus on IDing confusion, and the student show be representative of a challenge you fact. In your responses, reflect on your
findings.
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Can the student recognize when he/she is confused?
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Can he/she explain why there's confusion?
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What have you done to improve this student's learning?
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Is he/she making progress towards monitoring and fixing the comprehension?
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Yes, they recognize a word they can't ID and it stops comprehension
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They ask for word clarification but can't explain how it stops them from getting complete meaning.
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Explicit instruction
I give him strategies to find vocabulary answers independently, like in the dictionary/thesaurus.
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A little bit better, but can get confused by looking at dictionary- trouble recognizing correct meaning
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No, they read over words with only one meaning. They don't look at contextual meaning.
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Not really, because they make assumptions they couldn't decifer.
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I ask questions, double-check meaning of words and their variations, working on pre-reading vocabulary development.
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Yes, he is progressing, but he has moved on from word confusion to contextual meaning confusion.
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Yes, they find a phrase they can't understand and are stuck.
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They explain it by word ID, but can't seem to make phrasal meaning.
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Had them continue to check variant meanings, pre-teach vocabulary and phrasal contextual meanings.
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Phrasal and contextual knowledge development takes a lot of work for ESOL, word ID is easier to build first.
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Artifact 2
Teachers of English to Speakers of Other Languages Membership
This artifact shows my commitment towards continuing professional development outside of my graduate and high school contexts.
I applied and was accepted into the TESOL International Organization that gives support to ESOL teachers throughout the world.
This professional organization will be useful in sharing ideas and getting resources to use in my teaching.
Link to TESOL website
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