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) | 2.3, 4.1, 5.1 |
| Activity Objective | Identify typical procedures used for screening, pre-referral, and classification |
| Activity Description | Candidates adapt a plan using the "Nine Types of Adaptations" format. At least two adaptations must explicitly incorporate content-based ESOL strategies for ELL students. |
| ESOL-specific Reading(s) | Vaughn, S., Bos, C. S., & Schumm, J. S. (2003). Teaching mainstreamed, diverse, and at risk students in the general education classroom (3rd Edition). Boston: Allyn and Bacon. Chapter 10: Teaching Culturally and Linguistically Diverse Students p. 268-300 Wood, J. W. (2006). Teaching Students in Inclusive Settings. (5th edition). Columbus, OH: Merrill/Prentice Hall. ISBN: 0-13-118132-7 What Every Teacher Should Know about the Individuals with Disabilities Education Act as Amended in 2004, 2nd edition |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |