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A Dodger hat to symbolize what I did my Funds' of Knowledge Presentation on which was baseball.

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In week 4 of this class, we were asked to present our Funds' of Knowledge to the class. Funds' of knowledge are out of the classroom experiences that students have. By acknowledging and incorporating what those funds are as a teacher, you are "drawing upon your learners’ life and cultural experiences as they learn language [which] can strongly impact their language learning" (Lindahl, 2015).

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This plant represents the sector I did for my Project Based Linked Learning Assessment: Agriculture and Natural Resources

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The 4 elements of linked learning are rigorous academics, career technical education, work-based learning, and comprehensive support services (linkedlearning.org). By introducing students to various sectors displayed in the Career Technical Education standards, students are doing meaningful and memorable work. Also, by exploring a sector across disciplines, students are exposed to a wider variety of future career options.

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In week 10 we explored how to examine texts critically.

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As teachers, we must explain to our students all the aspects that contribute to critical literacy. For example, outside of an English Language Arts classroom students are rarely taught about how all "texts are socially constructed from particular perspectives; they are never neutral" (Vasquez, 2019). Instead, teachers should expose to students to their discipline specific literary works and train their critical eye.

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CALP stands for Cognitive Academic Language Proficiency and is considered "the basis for a child's ability to cope with the academic demands placed upon him/her in various subjects" (Shoebottom). When creating CALP activities within a classroom, teachers should consider tasks that are cognitively demanding and context embedded. Science experiments are example of this that will ultimately support the student's academic language development

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Displaying a video with Spanish subtitles can create an inclusive classroom environment and support ELLs.

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By finding videos that include Spanish subtitles, early emerging English Language Learners can have the support they need. This is also beneficial when teaching academic vocabulary because often times students are not exposed to scientific terminology in their home language. Specially Designed Academic Instruction in English (SDAIE) strategies are grounded emphasizing academic language, so this video would be key to science specific academic vocabulary (Sadek p. 1).