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 | 2.2, 3.2, 3.3, 4.1, 5.1 |
| Activity Objective | 1) The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry and support by practicing strategies such as acceptance, tolerance, resolution and mediation; 2) The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom; 3) The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities to designed to assist students in demonstrating their ability to think creatively; 4) The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate and improve instruction; and, 5) The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher's repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using the knowledge. |
| Activity Description | Environmental Adaptations for ELLs Paper: All exceptional education intern candidates will turn into their college coordinator a paper discussing how they would adapt the learning environment of their placement to meet the needs of students with English Language Learners (ELLs). The paper would include a discussion of the classroom organization, the visual displays, the materials, the grouping, the assessment procedures, the classroom management and the instructional strategies addressing learning and social needs of ELLs with varying levels of English proficiency within the classroom. |
| ESOL-specific Reading(s) | Salend, J.A. (2011). Creating Inclusive Classrooms. 7th ed. Upper Saddle River: Pearson. p 273-276. Rance-Roney, J. (2008). Creating intentional communities to support English language learners in the classroom. The English Teacher, 97(5), 12-22. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 3.2, 3.3, 5.1, 5.2 |
| Activity Objective | 1) The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry and support by practicing strategies such as acceptance, tolerance, resolution and mediation; 2) The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom; 3) The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities to designed to assist students in demonstrating their ability to think creatively; 4) The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate and improve instruction; and, 5) The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher's repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using the knowledge. |
| Activity Description | Lesson Plan with Accommodations for ELLs: Candidates develop a lesson plan that includes accommodations for ELLs in the class/group. This lesson plan should be included and turned into your university coordinator along with your Video and Self-Evaluation of a Lesson for ELLs. In your lesson plan you will include strategies, materials, and evidenced based practices appropriate for English Language Learners to participate in the instruction. Using the specified planning format (EEX 3241) embed the accommodations in the opening, body, guided and independent practices and closure of the lesson plan. In addition you should specify how you will adapt the evaluation portion of your lesson for ELLs. In the accommodation section for ELLs summarize how you accommodated ELLs through your instruction. |
| ESOL-specific Reading(s) | Salend, J.A. (2011). Creating Inclusive Classrooms. 7th ed. Upper Saddle River: Pearson. p 273-276 Rance-Roney, J. (2008). Creating intentional communities to support English language learners in the classroom. The English Teacher, 97(5), 12-22. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.1, 3.1, 3.3, 4.1, 4.2, 5.1, 5.2 |
| Activity Objective | 1) The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry and support by practicing strategies such as acceptance, tolerance, resolution and mediation; 2) The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom; 3) The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities to designed to assist students in demonstrating their ability to think creatively; 4) The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate and improve instruction; and, 5) The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher's repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using the knowledge. |
| Activity Description | Video and Self-Evaluation of a Lesson: The candidate will video tape a lesson focused on meeting the needs of ELLs utilizing the lesson plan developed in Assignment 4. Observe the video and complete a self-evaluation using The Instructional Observation Form for English Language Learners. The candidate will turn in a self evaluation form and video to the college coordinator. The coordinator will let the candidate know the due date for the video. |
| ESOL-specific Reading(s) | Salend, J.A. (2011). Creating Inclusive Classrooms. 7th ed. Upper Saddle River: Pearson. p 273-276 Rance-Roney, J. (2008). Creating intentional communities to support English language learners in the classroom. The English Teacher, 97(5), 12-22. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |