Campbell1

English Language Arts & Literacy Reflection

In observing various classrooms over the last several years I realize that her is inequality
in English instruction. This realization is in part why I am pursuing this path to become a teacher.
As a result of reading from the ELA framework I learned that every student deserves an equal
opportunity to learn English Language Arts and it will be my responsibility to stud and
implement the ELA Literacy and ELD Curriculum, Instruction and Assessment, and Literacy in
the elementary classroom to ensure their success. Broad knowledge of English is necessary,
including ELA Literacy and Instruction goals, the context for learning, thems and approaches,
and English language development, in order to be an effective elementary teacher.
There are so many classes that have prepared me for teahing English Language Arts and
Literacy. All my college English courses and many elementary school teaching experiences have
instilled in me comprehensive knowledge of ELA I am confident that I will be successful in
teaching literacy. My first recent college class, and my favorite English class, was Childrens
Literature at Citrus College. I was just returning to college after more than a twenty year gap.
The professor spoke really fast and from a perspective assuming that all the students understood
all the different types of literary criticisms. I honestly didnt know what she was talking about,
so I studied harder than anyone else to catch up with all the concepts of reading and writing. We
had to choose a childrens book that we identified with and present the connection to our own
lives in front of the class. I chose Anned of Green Gables, and upon reading it for the second
time as an adult, was able to understand why I loved it so much as a child. The story
foreshadowed much of my future and discovering this became an emotional experience that
deepened my love for reading. According to the California ELA/ELD Framework, students
should be able to determine what the text says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking to support conclusions drawn from the
text. In learning to cite specific evidence from the text, Anne of Green Gables, and to verbally
and in written form make inferences about it that related to my life, was a lesson I could teach
older elementary students. All elementary students regardless of knowledge or background can
be inspired and stretched through content that they can relate to.
Another greater example of my English Language Arts Learning was my assignment
given in this class, LBS 400. I was to develop, write and teach a lesson plan that incorporated a
variety of teaching strategies to effectively teach all learners. This sounded like a fairly simple
task, but I learned that the process of writing an effective lesson plan was a lengthy scientific
process. First I learned Blooms Taxonomy of Learning Domains, and then was introduced to the
ten components required in a lesson plan for direct instruction. These tools and instruction given
my Professor Cheek were ones I referred to over and again throughout the entire process. After
successfully writing this lesson plan, I was able to successfully teach it Mrs. Suns 1st grade class.
I know I am just beginning to develop my teaching style and learn all the science and pedagogy
in teaching English Language Arts. LBS 400 leaves me feeling much more prepared to teach
than when the semester began but it also leaves me wanting for more. I am filled with much
anticipation to learn and practice the art and science of teaching in the teaching credential
program.