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, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.3 |
| Activity Objective | Apply appropriate ESOL modifications to a lesson plan for each of the 3 major English language proficiency levels. |
| Activity Description | Candidates will apply appropriate ESOL modifications to a lesson plan for each of the 3 major English language proficiency levels. |
| 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 Endorsement Standards | 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 students will demonstrate understanding of cultural nuisances. |
| 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 Endorsement Standards | 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 |