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 | 2.1, 2.2, 2.3, 3.2, 4.1, 4.2 |
| Activity Objective | Reflect on assigned readings related to topics of reading |
| Activity Description | Candidates will write course reflections or reflective summaries throughout the course on topics of reading, specifically comprehension, fluency, vocabulary, phonics, and phonemic awareness and the specific connections to native speakers, non-natives speakers at all three levels of proficiency, and students with special needs. Reflections should address specific concepts as listed in ¡°Course Reflections Checklist¡±, and students document the discussion of each topic throughout the course of the semester. |
| ESOL-specific Reading(s) | Blair, T.R. (2007). Teaching Children to Read in Diverse Communities. St. Paul, Mn: Freeload Press. Also available at www.freeloadpress.com. Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 2.3, 3.2, 4.1 |
| Activity Objective | Develop a lesson plan related to literacy or nonfiction text |
| Activity Description | Candidates will develop a lesson plan that develops comprehension, critical thinking, vocabulary, decoding (phonemes/morphemes), and fluency within the context of a literary or nonfiction text. Lesson plan should be based on principles of exemplary reading instruction. Identify Sunshine State Standards Benchmarks that are addressed through this lesson. Identify processes involved for this benchmark; i.e. how will you know that the child has accomplished this benchmark? Provide specific outline for your plan. Include objective, materials to support native speakers and those that were specfically selected to help language learners, teaching procedures (including before, during, and after reading behaviors) for beginning, intermediate, and advanced language learners, and evaluation (how you will know that student has accomplished your objective) for native speakers and beginning, intermediate, and advanced ELs. Integration of art, music, and/or movement is encouraged. Finally, write a reflection in which you address how the development of the lesson plan demonstrates your knowledge of the components of reading, the synchronization of those components during reading process, your knowledge of teaching reading, and how lesson plan enhances language and literacy development for native speakers and ELs. |
| ESOL-specific Reading(s) | Blair, T.R. (2007). Teaching Children to Read in Diverse Communities. St. Paul, Mn: Freeload Press. Also available at www.freeloadpress.com. Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |