Standard 1.

b Language Acquisition and Development

Artifact 2 Analysis

I have always taught text features as a way for students to understand the structure of a

text and, therefore, the presentation of information in expository texts. However, after

completing my coursework, I realized that I could do a better job of building upon that

understanding in my upper-level students.

As demonstrated by the attached artifacts, I understand that students at all levels can

benefit from scaffolding techniques to deepen their understanding of text features as a way of

making meaning of texts. I explain this in the attached reflection and also exhibit evidence of it

being included in my practice by through the use of graphic organizers in my upper-level English

classes. In my class, students work in groups to complete the graphic organizer to track the

causes and effects of the Flint water crisis. Once the list is compiled, students then go back to the

text and note where they found that information. The class then discusses how the headings of

each section reveal the kind of information that is found within those sections.

Through more explicit, and in-depth, teaching of how text features can be used to make

meaning of a text students who may be intimidated by the length of an expository text in their L2

may be able to tackle a portion of the text. Knowledge of what sections and subheading in a text

communicate to readers with make these texts more accessible.