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 | Connect with students¡¯ families and stress the importance of reading at home and parental involvement in literacy development. |
| Activity Description | Candidates plan and develop a ¡°Parent Literacy Night¡± in groups of four. Included in their presentation will be the importance of reading at home, helpful tips, finger plays, activities, booklists appropriate for the age of the child, a monthly calendar for parents to use in facilitating the Literacy Development of Young Children, etc. The candidates consult the Internet, class text, class handouts and professional journals in order to create a research-based presentation with reliable information for parents. They then plan and develop a family literacy activity that could be taken home to promote literacy learning at home. Candidates must include home-language literacy components and resources for families of ELLs. |
| ESOL-specific Reading(s) | Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 5.1 |
| Activity Objective | Observe and analyze various tools to assess an ELL¡¯s literacy development. |
| Activity Description | Select a child between the ages of 3-6 to complete a series of assessment tools. The child must be a student whose first language is not English. Analyze data collected in a two-page paper. |
| ESOL-specific Reading(s) | Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 2.3, 3.2 |
| Activity Objective | Plan a comprehensive, thematic literacy lesson that includes modifications and accommodations for ELLs. |
| Activity Description | In a small group, plan a comprehensive literacy lesson for a 3, 4 or 5/6 year old classroom. All components will revolve around a central theme. The lesson will include: a read-aloud, literacy activity, and extension activity with a follow-up reflection paper. Lesson plan must include instructional modifications appropriate for ELLs at varying levels of language proficiency. |
| ESOL-specific Reading(s) | Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |