The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. 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 your syllabus to ensure that you fulfill all assignment requirements for this course.
| ESOL Performance Standard(s) and Indicator(s) | 1.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.3 |
| Activity Objective | Create a lesson plan with ESOL modifications |
| Activity Description | Candidates will modify a content area lesson plan for beginning, intermediate, and advanced ELLs. Candidates must identify meaningful input, output, and interaction between the ELL and the content, other students, and the teacher for differentiated instruction. |
| ESOL-specific Reading(s) | Nutta, J.W., Strebel, C., Mokhtari, K., Mihai, F., & Crevecoeur-Bryant (2014). Educating English Learners: What Every Classroom Teacher Needs to Know. Cambridge, MA: Harvard Education Press. iColor¨ªn Colorado! at http://www.colorincolorado.org |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Performance Standard(s) and Indicator(s) | 1.1, 2.1, 2.2, 2.3, 3.3, 4.1, 4.2 |
| Activity Objective | To demonstrate an awareness of the extent culture permeates every aspect of being; the wide diversity of many subtle, invisible manifestations of culture; and, use of cultural information to promote academic and language development. |
| Activity Description | Through a required minimum 15 hour service-learning clinical experience, participants chart the unique elements. factors and characteristics of an English learner. The information is further developed through research of a culture represented by Florida¡¯s ESOL population culminating in a focused self-reflection of their experience in relation to the role of culture, power and privilege and impact on the EL¡¯s learning environment. |
| ESOL-specific Reading(s) | Nutta, J.W., Strebel, C., Mokhtari, K., Mihai, F., & Crevecoeur-Bryant (2014). Educating English Learners: What Every Classroom Teacher Needs to Know. Cambridge, MA: Harvard Education Press. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Performance Standard(s) and Indicator(s) | 1.1, 2.2, 3.1, 3.3, 4.1, 4.2 |
| Activity Objective | To participate in an organized activity that meets identified needs of ELs and community needs and reflect on the service activity in meaningful language contexts in real situations. |
| Activity Description | An ESOL service-learning field experience with English learners combining community service and formal learning through the provision of meaningful language contexts. Candidates must complete a minimum 15 hours of service-learning to gain further understanding of course content, appreciation of the discipline, personal values and civic responsibility. |
| ESOL-specific Reading(s) | Nutta, J.W., Strebel, C., Mokhtari, K., Mihai, F., & Crevecoeur-Bryant (2014). Educating English Learners: What Every Classroom Teacher Needs to Know. Cambridge, MA: Harvard Education Press. Florida Consent Decree at http://www.fldoe.org/aala/lulac.asp |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |