This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.

1. Dimensions of Diversity:
Capstone Project
Modified Copy from Miranda Watrous

2. Contents
Dimensions of Diversity:
Part 1: Reflection of Concepts Learned
Part 1: Synthesis
Part 2: Communicating with Families
Part 2: Communicating with Families
Part 3: Instructional
1R. Objectives - Read Research Reflection
1P. Objectives - Plan Lessons Reflection
2R. Discussion - Read Research Reflection
2C. Discussion - Create Materials Reflection
Progression of my Learning

3. Part 1:
Reflection of
Concepts
Learned

4. Part 1: Synthesis
of Concepts
A reflection on the most important concepts
learned in this course and how you will
advocate for and support ELLs for future
academic success (cite examples of tasks
completed and class
activities/readings/discussions).*
In class reflection

5. Part 2: Communicating with
Families
Aspects to explain to a family member:
● ACCESS
● WIDA
● Inclusion
● Sheltered English Immersion
How will my student be challenge? OR Will this class be too hard for my student?
How multilingualism will not slow down comprehension
- Being with native speakers will grow their acquisition
- At home, speak in your native language with your child - it’s all about the QUALITY of the
conversation, not quantity of time hearing one over the other! If at home, that means you all speak in
your native language, they will have higher language development overall in ALL languages.

6. Part 2: Communicating with Families
In an SEI context we have:
● Peer discussion
○ Promised English growth - their voice
will be heard every class!
● Multilingual support
○ Total communication
● Visuals & pantomime
● Boxed key vocabulary words
○ Translated, defined with pictures
● Different levels of text
○ Speech to text
○ Google translate
● Clear directions
● Help desk
● All students learning
○ Language objectives
● Smaller class sizes, more partner teachers
○ More teachers to explain a concept,
perhaps one of their methods will
benefit your child more than another!
● This content is universally accessible, and best practices
for all students
● When I say “accessible,” that all content is available to all
students, access means that ALL STUDENTS BEGIN ON
THEIR OWN. I will never give a direction that all students
can’t begin on their own. It doesn’t mean that they won’t
benefit from help or peer collaboration down the road.
○ Develop the agency and autonomy, expectations
for themselves that all students need to succeed in
college and beyond
○ DON’T START with a student, they become reliant
on you for help to begin and believe that they are
not capable of it. How and when you offer help is
hugely important in helping them develop
expectations for themselves.
● Discussion protocols!
○ For small groups?
● They get three clothespins on their shirts, if they interrupt
they lose one, which effects how many stars they get at
the end. “Turn and tell your partner, not me!”

7. Part 3:
Instructional
Portfolio

8. Submitted? Date Assignment Possible Points Feedback? Link to Assignment
✔ 2/1 1R - Reading 5 Self
✔ 2/8 1P - Plan Lessons 15 Peer https://docs.google.com/document/d/133DHpfJoIvkG_P3ZuNvrt2vt2RqST1t2CEK
PxO3FvtI/edit?usp=sharing
✔ 2/15 2R - Reading 5 Self
✔ 2/15 2C - Create Materials 10 Teacher https://docs.google.com/presentation/d/1oQVLLrh9d16MJc6KZWZUzQiXYTLpV
E8Mv6Qa19o5fKA/edit?usp=sharing
2/22 3R - Reading 5 Self
2/22 3T - Technology
(GIF-tionary)
10 Peer https://docs.google.com/presentation/d/1fGla5SKqGDp6gFvXeOBAkOAl9wV35I
3ZIhkhal0EwaQ/edit?usp=sharing
2/22 1T - Technology 10 Peer https://docs.google.com/document/d/1z2Fpt_mkUdGWMFW5d5qxGwIlNqBpHUy
omtwuHWiFknU/edit?usp=sharing
4R - Reading 5
4A - Analyze work 10
5R - Reading 5
5P - Plan lessons 15
2A - Student Interview 10
6R - Reading 5

9. 1R. Objectives - Read Research Reflection
Language Objectives in the Content Area
1. Explain what you found interesting and useful in this article.
a. My practice was highly informed by this article and was I grateful for all of its content, especially in regards to who the objectives are for and
how you can prioritize higher order thinking in their design. As a previous 3rd grade SEI teacher, I found myself writing LOs often, however I did
so without much guidance or understanding of their use. I was working with students assessed at WIDA levels 1, 2, and 3 English language
abilities, so I leveled each language objective and made a different objective for each level! I now know that this is not the correct practice, and
rather the language objective is one that all students: ELs, native English speakers, newcomers, etc... would benefit from in order to meet the
demands of the content objectives. I also found the section about the scope and range of skills covered by LOs to be highly useful. I knew that the
objectives should include an action verb stating what the child should be able to do, however I did not fully know all of the aspects of language
that could be incorporated into an LO. I now know that language skills, structures, functions, tasks, and strategies that a student needs to access
the content can all be addressed. This could include the skill of comparing and contrasting, for example, or how to write in the format of a specific
graphic organizer, how to do an oral language task, or how to sequence, etc.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. I did not encounter any challenges.
3. Reflect on your learning from this assignment. Complete the sentence:
a. I began thinking that language objectives solely had to do with the verbal /oral language that was required by the task and now I think language
objectives cover a range of skills including, language skills, structures, functions, tasks, and strategies that a student needs to access the content so
next as I am currently working as a Reading Specialist Intern in CPS and lead small group and one-on-one literacy interventions for students in
grades K, 4, 5, and 8, my action step is that I challenge myself to start including Language Objectives in my lesson plans. One LO per lesson plan
is a sustainable first-step as I begin to incorporate this more effectively into my practice. This action step will help me to better orient my lessons
towards the students that I am teaching: primarily bi- and multilingual students in this dual language (Spanish/English) school. Additionally,
having an LO will prepare me to reach my content standards in a way that is more equitable and provides more access to the material through
language supports.

10. 1P. Objectives - Plan Lessons Reflection
Create Lesson Objectives for Three Lesson Plans
1. Explain how Sheltered English Immersion (SEI) strategies are used in this lesson plan. Connect your
explanation to examples in the work you are uploading or linking to. Specifically elaborate on SEI in the
objectives you created.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. I struggled to know which language forms were most suited for each grade level. I used
http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf to help me get
some ideas, as well as the cheat sheet provided in this assignment!
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking that language
objectives were demystified and now I think I still struggle with their wording and understanding what the
actual language function for the task is so next I will save and refer FREQUENTLY to the available resources
for language objectives!

11. 2R. Discussion - Read Research Reflection
Practical Tips for Small Group Discussions
1. Explain what you found interesting and useful in this article.
a. The most interesting aspect of this article was that it (finally) moved beyond saying yes, students should do more of the talking and
thinking and learning/meaning making in school to finally saying HOW we can set up a classroom environment in which they could
do that! I will certainly be using the Homework Rounds protocol in some form, because in my last year teaching I found that I gave
homework without any real in-class follow up. Those who liked to or who's parents expected to have homework, and for everyone
else, it was a constant struggle. By giving the homework a true PURPOSE, students are taking their learning into their own hands
and seeing the (hopefully positive) results from their reflection and correction time with peers.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. I am challenged by how long to teach into routines. I know that the key component in any routinized protocol is that they are
FIRMLY ADHERED TO, however in the elementary school context, I wonder how long it takes with a routine or what sort of
gradual release you should do with a routine until it is fully in the hands of your students?
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would love for my classroom to be more in the
hands and minds of my students (less teacher transmitting knowledge) and now I think It is possible to get to this point so next I will Stick
firmly to a FEW new routines next semester, add in more in the spring, and continue to build up my bank of strategies. The tone is set by
me!

12. 2C. Discussion - Create Materials Reflection
See Examples of Small Group Discussions and Create Directions
1. Explain how the lesson materials support students in monitoring their growth in learning language and
content. Connect your explanation to examples in the work you are uploading or linking to.
a. This material is an anchor chart and accompanying directions describing a new sharing routine to be
implemented in my Guided Reading groups. I chose to do the TTO model, due to its easy yet equitable
structure.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. I was unsure whether to copy directly or interpret some of Rhonda's routines into a different one of my
own construction.
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would LOVE to use
one of Rhonda's routines for classroom discussion and now I think It is easier to create the materials and orient
myself as to the approach than I thought so next I will actually stick to my goal to do this routine with my
students and maintain the structure over the remainder of our semester.

13. Progression
of my
Learning
I really enjoyed discussing this course’s content with my peers
because they have completed it in so many different ways, going
down such diverse paths that it is fascinating to hear how and why
they investigated the areas that they did, how this will help them in
their future classrooms or answer questions they’ve had while
teaching. I enjoy processing things verbally and collaboratively, and
find my own perceptions of teaching and the possibilities for my role
in the classroom expanded at every new discussion and topic
explored in this course.
I feel as though I was not able to be as creative and free in my choices
for tasks this semester due to an overwhelming amount of tasks due
for my Reading Specialist practicum. In order to make both a
possibility, I often aligned my goals for both the practicum and
Dimensions assignments. The support tools that I developed for these
tasks, typically have direct application in my CPS teaching capacities.
Going forward, however, I cannot wait to keep ALL of these resources
and links and theory and materials that will be in my teacher bag of
tricks in all my future teaching contexts in the years to come.