Standard 4 deals with planning instruction and assessment as it relates to

writing. The first element of this standard is concerned with my ability to

create authentic composing experiences. Students should be given the
opportunity to create compositions for a variety of audiences in a variety of
genres and forms. My first piece of evidence is an ADEPT observation from a
lesson I planned on creating introduction paragraphs during my A1 placement.
In the lesson, my students read a picture book, and we were able to take the
various parts of an essay and isolate them and workshop them so that students
understood how to write each part separate before adding them as a whole. My
second piece of evidence is a lesson that I taught which allowed my students
to create their own fable from after we were done talking about African fables
and the spoken language in our African American Literature class. Not only did
this experience allow the students to work creatively as a class, but it allowed
them to write their own stories without limitations. Both of these pieces of
evidence together show the variety and authenticity in my writing instruction.
The second element of this standard requires candidates to create authentic
assessments that help my students grow as writers. The first piece of
evidence is my Profile of a Writer project in which I was able to provide
multiple opportunities for my student to demonstrate growth in his writing
through my feedback and constant writing workshops he and I had over the
course of a semester. The second piece of evidence student feedback that I
was able to give a student from their weekly writing prompts that they
complete at the beginning of every class. This feedback helps students to see
how the work they are completing is valuable and connect the students in
class writing to the work that we are doing in class daily and finally connect
that to the unit as a whole.
The third element is concerned with a candidates ability to design instruction
that is directly related to the use of language conventions in the context of
student writing. This is achieved through my piece of evidence, a lesson from
my Othello unit in which students were able to construct meaning using a
feminist lens, but they did so looking at the wording (language) of certain parts
of the play. Students needed to be scaffolded into understand how words and
sentence structure was set up to portray different meanings of phrases used in
the play which resulted in a sexist attitude by some of the characters in the
play.
The fourth element maintains that candidates should incorporate the home
and community languages of their students in their instruction. The
evidence that I chose to include is a reader's theater script activity. In this
activity, the students were understanding voice and how our voice is seem as

one of the most important characteristics in understanding how a piece of

literature is receive. Students are able to create scripts from pieces of
literature based on this own interpretation, which includes their own linguistic
interpretation of the text. This activity is adaptable to each and every students'
own home language, and their home languages are encouraged in this context.
Their funds of knowledge are key for comprehension.