The activity descriptions provided in this summary of ESOL infused activities or assignments are intended to provide you with information about how you meet the requirements to earn the ESOL endorsement as part of your initial certification degree. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in the associated course's syllabus to ensure that you fulfill all assignment requirements. If the Electronic Portfolio Assessment row indicates Yes, this means that you will upload this graded assignment to your online assessment account in LiveText/Via/Watermark/Student Learning and Licensure, etc.
| ESOL Endorsement Standards | 1.1, 2.2, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2 |
| Activity Objective | 1. Identify and match a student's instructional plan with cognitive, social, linguistic, cultural, emotional and physical needs; 2. Recognize the need for effective communication and is in the process of acquiring techniques for use in the classroom which fosters diversity, sensitivity, and student input/output opportunities; and, 3. Apply higher order thinking skills in realistic projects and problem solving activities. |
| Activity Description | Lesson Plans w/Adaptations for ELLs: Candidates create a lesson plan which includes an adaptation setion for students with Limited Engish Proficiency (materials, content, communication, and assessment), content based ESOL appropriate to instruction and evaluation/assessment of the instructional plan and interpret results to plan programs for ELLs.. |
| ESOL-specific Reading(s) | Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.1, 3.2, 4.1 |
| Activity Objective | Recognize the value and importancr of environmental adaptions for ELLs' language and social-academic development |
| Activity Description | Environmental Adaptions for ELLs Paper: Candidates discuss how one will adapt the environment of placement to meet needs of students with Limited English Proficiency at varying levels. They include discussion of classroom organization, the visual displays, the materials, the grouping the assessment procedures, the classroom management and the instructions strategies addressing the diversity within the classroom. |
| ESOL-specific Reading(s) | Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.1, 2.2, 3.2 |
| Activity Objective | Recognize the need for effective communication in the classrom and techniques to apply in the classrom to support English language and socio-academic achievement. |
| Activity Description | Video and Self-Evaluate a Lesson Plan: While observing video of teaching, candidates will complete a checklist of communication skills (provided at seminar). Candidates also reflect on the communication skills observed related to comprehensible input and student support for language and socio-academic achievement, interactions, and opportunities. |
| ESOL-specific Reading(s) | Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |