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, 3.2, 4.1 |
| Activity Objective | Candidates will evaluate two elementary science textbooks. |
| Activity Description | Candidates analyze and evaluate two elementary science textbooks. Textbooks are available from the Curriculum and Materials Center. Candidates will identify if the textbook provides native-language support (translated editions, etc.) Candidates will also provide a list of accommodations that can be utilized to help beginning, intermediate, and advanced ELs access the content of the textbook. Accommodations must be differentiated between proficiency levels. Candidates will also provide a sample vocabulary list for one chapter to indicate their ability to identify language that is important to the topic and to discuss the topic. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| 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 | Students will read selected resource material on science topics, technology, programs, and methods of alternative assessment related to the teaching of LEP students |
| Activity Description | Complete a summary of Allen and Park (2011) and Nutta et al (2011) book chapters, or other materials approved by the course instructor. Summaries should consist of one page listing: (a) your name, and due date (b) complete bibliographic information (e.g., author or producer, date, title, publication, publisher, pertinent pages), (c) brief summary of the content of the reading or resource, and (d) your reflective reaction to the material. Reflection should include considerations/applications for science instruction of the ESOL learner at beginning, intermediate, and advanced proficiency levels. Content must reflect candidate¡¯s critical thinking on the subject and accuracy of content, and concrete considerations/applications to science education for ELs. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 4.1, 4.2, 5.3 |
| Activity Objective | To provide a variety of effective means to assist acquisition of a scientific concept |
| Activity Description | The lesson plan should adhere to Sunshine State Standards for K-6 science. It should enable all students to learn by drawing on appropriate resources for native speakers and ELs, modifications that support access to content and language development for beginning, intermediate, and advanced ELs as well as mainstream students, motivational strategies, assessment with appropriate accommodations for the three levels of EL proficiency, and collaboration. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |