Section III: Instructional Planning and Implementation

Artifact 3: Extension Wheel

TESOL Domain & Standard:

- Domain 3 Planning and Managing Instruction. Candidates know, understand, and use
standards based practices and strategies related to planning, implementing, and
managing ESL and content instruction, including classroom organization, teaching
strategies for developing and integrating language skills, and choosing and adapting
classroom resources.
o Standard 3.c. Using resources effectively in ESL and content instruction.
Candidates are familiar with a wide range of standards-based materials,
resources, technologies, and choose, adapt, and use them in effective ESL and
content teaching.

For this artifact, students were instructed to first work on their inner wheel individually.
After working individually, the students completed notes and a class discussion on the days
topic. Once we were done working as a whole group on notes and the discussion, students
paired up to share and discuss what they wrote individually to start their extension wheels and
then add new information and make further extensions on their wheels. After working with their
partners, I had the class create a whole-class extension wheel. The whole class wheel was
created through a class discussion about their individual wheels, and students were instructed to
add new information that their peers brought up to their own wheels. After we completed the
class wheel, the students chose an expansion from the second ring to discuss with their table
groups (each group has 3-4 students). As the table groups were discussing their expansion, I
walked from group to group listening to their discussions and asking questions that required the
students to think critically and defend their answers. Finally, I had students write an individual
expository summary of their extension. This part of the lesson was modified for some of my
students based on their IEPs so that they could write a summary with a partner and Para
assistance. I also allowed students to type their summaries and upload to our Google Classroom
page instead of handwriting their summaries (this was up to the students I did not tell specific
students to type vs. write). I noticed that one of my CLD students did decide to type their
summary while my other CLD student chose to handwrite their summary. Based on the student
summaries and their extension wheel discussions, I could tell what needed to be retaught and I
could modify my classroom groupings based on my students understanding of the topic.
Furthermore, this artifact illustrates how CLD students were able to think about, talk
about, and document their contributions throughout the lesson in multiple ways. First, students
thought about their previous knowledge on the topic and added those thoughts to their charts.
Then, students paired up to discuss what they had written and added what they discussed with
their partner to their own extension wheels. Next, the students completed a class extension
wheel which had students sharing their knowledge with the class and documenting that
knowledge on the class extension wheel. Finally, the students thought about their extension
wheels to individually complete an expository summary based on the topic of the extension

Section 3 Artifact 3 Caption 1

wheel, which provided students with another mode to document their knowledge and
contributions to the lesson.
Finally, this artifact aligns with what I wrote in Section Three of my Portfolio Platform. In
Section Three I discussed the importance of student choice in relation to student engagement in
the classroom and knowledge acquisition, and this artifact shows that students were given
multiple choices throughout the completion of the activity. Students could choose what partner
they paired up with, then their groups were able to choose and extension to discuss, and finally,
students were given the choice on whether they would handwrite or type their expository
summaries. This artifact also aligns with what I wrote in Section Three because I discussed the
importance of using background knowledge to support the acquisition of new knowledge and
this activity does just that. Using background knowledge and giving students agency in their
learning leads to more student engagement and greater knowledge gained, and for CLD
students, also improves second language acquisition.

CREDE Standards for Effective Pedagogy

After reviewing my artifact, I think that it closely aligns with the Joint Productive Activity
aspect of the CREDE Standards for Effective Pedagogy. I would rate myself as integrating on
the Standards Performance Continuum for multiple reasons. First, this activity had students
interacting with pairs, small groups, and the whole class to complete the lesson, so students had
ample opportunities for peer interaction. Moreover, when having students complete this
activity, all four aspects of their background were considered and used to make
accommodations as needed. Finally, this activity required students to make connections with
their previous knowledge to complete, and based on the summaries students wrote and the
discussions observed, I could modify and adjust lessons based on the needs of the students (e.g.
regrouping and re-teaching certain pieces of content to students who needed further
instruction).
This artifact could be used in multiple ways in my future work with CLD students. One
way this artifact could be used is it could be a review activity at the end of a unit. Students can
use the extension wheels to document their knowledge from a unit and use the wheel to identify
areas they still need clarification on before completing the unit summative assessment. Another
way this artifact can be used in my future work with CLD students is that it can be modified so
that students with emerging L2 abilities can still use their L1 on the wheel to make connections
to the new academic vocabulary and content. Finally, this artifact can be used as academic
language practice for CLD students since it requires them to discuss their extension wheels with
peers and/or small groups.

Section 3 Artifact 3 Caption 2