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 |
| Activity Objective | 1) Identify research based specific teaching strategies such as direct instruction, unit teaching, cooperative learning, whole language and metacognitive strategies appropriate for exceptional students in both elementary and secondary settings with consideration for cultural differences; 2) Recognize major differences and similarities between the different cultural groups in the US; 3) Identify and re-examine cultural stereotypes relating to ELL and non-ELL students; and, 4) Use knowledge of cultural characteristics of FL ELL population to enhance instruction at varying levels of English proficiency. |
| Activity Description | Candidates will write a teaching philosophy. The teaching philosophy statement will explain or describe the candidate's teaching disposition. It should be written in a narrative format- 2 pages with a focus on students with liabilities. The teaching philosophy should be anchored in research by identifying a theory or research-based practice that guides the philosophy. Must follow the rubric and cite any quotes, references, etc. that you may use. Include research that anchors your teaching by identifying a theory or researched-based practice that most fits your teaching style (i.e. Vygotsky, Piaget, Gartner, Maslow, etc.). Candidates will address other issues but the following questions need to be answered: 1) How do you believe children learn best? 2) What are the roles of the special educator vs. the roles of the general educator? 3) What are the roles of the parent/guardian in the overall educational outcome? 4) What are the three most critical issues that face special educators? 5) What are three of the most critical characteristics of a special educator? 6) What are the three most critical issues that face special educators working with ELLs at varying levels of English proficiency? |
| ESOL-specific Reading(s) | Prater, M. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage, Los Angeles, CA. Robertson, K. Sanchez-Lopez, C., & Breiseth, L. (2019). Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations. Colorin Colorado. Retrieved from https://www.colorincolorado.org/article/addressing- ells-language-learning-and-special-education-needs-questions-and-considerations |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 1.1, 2.2, 4.2 |
| Activity Objective | 1) Identify research-based specific teaching strategies such as direct instruction, unit teaching, cooperative learning, whole language and metacognitive strategies appropriate for exceptional students in both elementary and secondary settings with consideration for cultural and linguistic differences; 2) Modify curriculum materials appropriate to diverse student needs and to cultural and linguistic differences. Develop a learning center for an exceptional child; and, 3) Evaluate, select and employ appropriate instructional materials, media and technology for exceptional students in both elementary and secondary settings with consideration for cultural and linguistic differences |
| Activity Description | Candidates will develop 5 file folder games/activities for academic instruction or practice/remediation of skills. Included on the game folder should be the student directions/rules. Also include on an index card, the game objective(s), the material(s) needed, and the modification(s) available. The game/activity must be interactive with the folder and follow a specified format given in class. Each folder game activity should (must) include an adaptation for English language learners at varying levels of English proficiency. |
| ESOL-specific Reading(s) | Prater, M. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage, Los Angeles, CA Robertson, K. Sanchez-Lopez, C., & Breiseth, L. (2019). Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations. Colorin Colorado. Retrieved from https://www.colorincolorado.org/article/addressing- ells-language-learning-and-special-education-needs-questions-and-considerations |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 4.2 |
| Activity Objective | Evaluate, select and employ appropriate instructional materials, media and technology (including Assistive Technology) for students of varying abilities and ELLs at the elementary, middle and secondary levels. |
| Activity Description | Adaptation Project: Candidates will adapt a conventional class instructional medial or presentation of content designed for use in a daily lesson for an exceptional learner whose needs are such that some teaching considerations will make possible for this student to learn. Candidates are to select a student or students from their practicum or internship class after having pinpointed the learning problem(s) that the student(s) has/have and then make the necessary adaptation. The details for this assignment will be discussed in class. The project must be tangible and have manipulatives or other tangible interactive components. It must go beyond abstract ideas. In addition, describe how this project could be used in a lesson plan. Describe how this accommodation or modification activity or method will help the student with special needs and English language learners at varying levels of English proficiency learn more effectively. Must have a minimum of one-page explanation. |
| ESOL-specific Reading(s) | Prater, M. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage, Los Angeles, CA Robertson, K. Sanchez-Lopez, C., & Breiseth, L. (2019). Addressing ELLs’ Language Learning and Special Education Needs: Questions and Considerations. Colorin Colorado. Retrieved from https://www.colorincolorado.org/article/addressing- ells-language-learning-and-special-education-needs-questions-and-considerations |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |