TSL 5085

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.

TSL 5085_8.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.3
Activity ObjectiveTo analyze verbal and non-verbal communication in receptive, expressive, and receptive + expressive tasks of lesson plans, to consider the level of proficiency for ELL students in differentiating instruction using ESOL (SHOW and TELL) strategies, to connect non-verbal and verbal elements of the lesson to promote language development, and to identify vocabulary, phrases, and grammar that may be difficult for ELLs.
Activity DescriptionCandidates will modify a lesson plan for beginning, intermediate, and advanced ELLs. Candidates must identify meaningful input, output, and interaction between the ELL and the content, other students, and the teacher. A plan for differentiated instruction must also be included. Candidates from Elementary Education must modify a content area lesson plan (Math, Science, or Social Studies) at the K-5 level. Candidates will: 1. Find a lesson plan to modify and submit for approval 2. Develop a modification plan, using the SHOW & TELL Format 3. Post draft lesson plan for peer review 4. Review peer plan 5. Submit final modified lesson plan with handouts
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

TSL 5085_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 3.1, 5.2
Activity ObjectiveTo navigate websites provided by the instructor to understand the legal document governing the education of ELLs in Florida and relevant case laws.
Activity DescriptionCandidates complete a webquest to read information on the Florida Consent Decree and four case laws that influenced this mandate. One element is to view the lecture by Peter Roos at http://tapestry.usf.edu/Roos/. Candidates then participate in a discussion based on the following questions: 1. What ruling prohibits schools from requiring social security numbers from students? 2. What ruling determined that the same schools, the same teachers, and the same textbooks does not constitute equal education if the students cannot understand the education they receive? 3. What questions shall appear on the Home Language Survey? ESOL Training Requirements http://www.fldoe.org/aala/timeline.asp 4. What are the ESOL training requirements for Category I teachers in Florida? 5. What distinguishes a Category I teacher in Florida? http://www.fldoe.org/aala/timeline.asp 6. What new group of school personnel were added ESOL training requirements in 2003? (Category IV) 7. What are the ESOL training requirements for these school personnel? http://www.fldoe.org/aala/omsstat.asp Florida Demographic Information 8. What is the total number of ELL students for Florida according to the most recent Florida Count of Students by ELL Status? 9. What is total number of languages that students speak according to the most recent Florida Count of ELLs by Native Language? 10. What resources does this website have for promoting cultural understanding in the classroom and community?
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 5085_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1
Activity ObjectiveUnderstand the diverse and changing student profiles in U.S. public schools; understand the rationale behind ESOL infusion teacher preparation programs
Activity DescriptionCandidates watch a lecture by Dr. Jodi Crandall at http://tapestry.usf.edu/Crandall/ and post a reflection summarizing three main points of the lecture, their opinion of the main points supported by course readings and other scholarly work, and how they will use what they learned from the lecture. In addition, candidates will post two open-ended, thought-provoking questions to solicit classmates¡¯ responses. Candidates have to respond to two classmates¡¯ questions.
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

ESOL Performance Standard(s) and Indicator(s)N/A
Activity Objective
Activity Description
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 5085_4.0

ESOL Performance Standard(s) and Indicator(s)5.1, 5.2, 5.3
Activity ObjectiveTo understand the rationale behind assessment modification for ELs, to learn how to modify an assessment for culturally and linguistically diverse students
Activity DescriptionCandidates watch a lecture by Dr. Jamal Abedi at http://tapestry.usf.edu/assessments/ and post a reflection summarizing three main points of the lecture, their opinion of the main points supported by course readings and other scholarly work, and how they will use what they learned from the lecture. In addition, candidates will post two open-ended, thought-provoking questions to solicit classmates¡¯ responses.
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 5085_5.0

ESOL Performance Standard(s) and Indicator(s)2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1
Activity ObjectiveUnderstand issues surrounding special education and ESOL, including theoretical perspectives, the importance of literacy, and appropriate instructional assessment
Activity DescriptionCandidates watch a lecture by Dr. Sandra Fradd at http://tapestry.usf.edu/video-lectures.html/ and post a reflection summarizing three main points of the lecture, their opinion of the main points supported by course readings and other scholarly work, and how they will use what they learned from the lecture. In addition, candidates will post two open-ended, thought-provoking questions to solicit classmates¡¯ responses.
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

ESOL Performance Standard(s) and Indicator(s)N/A
Activity Objective
Activity Description
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 5085_7.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveTo learn about comprehensible input and how to apply it to teaching
Activity DescriptionCandidates read, summarize, and critically analyze three articles from 2005-present on one of our course¡¯s topics (ELs & Cultural Awareness, Second Language Acquisition, Middle/High School Program Models for ELs, Teaching Secondary Math or Science, Assessing ELs, Legal Foundations of Educating ELs, Home/School/Community Connections for ELs, and Effective Strategies for Educating ELs). The articles must have an explicit focus on English learners, second language acquisition, or ESOL (for example, do not select an article on teaching math in general¡ªselect one on teaching math to ELs). For each article write a reaction paper that is 3-5 double-spaced pages in a 12-point font with one-inch margins, including the full citation (using American Psychological Association¡ªAPA¡ªformat for citations), a brief summary of the main points, and your critical analysis (reaction). The reaction should include: 1) your opinion on the quality of the article, 2) whether you agree or disagree with the main points it makes, and 3) how you would see the information from this article applied to teaching; You must select a quality article from a scholarly, peer-reviewed journal, and your reviews need to be proofed for grammar, typos, style, and APA reference style.
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 URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 5085_9.0

ESOL Performance Standard(s) and Indicator(s)5.3
Activity ObjectiveCandidates will experience a form of alternative assessment and self-assessment
Activity DescriptionBefore the midterm and final exam, candidates will write a half-page reflection on the course reflecting on their class participation and assigning a grade for themselves between 0 and 25. The reflection should include a rationale/justification for the grade, a summary of how they have actively participated in the class, a summary of course material they found most helpful, a summary of course material that needs improvement. The final reflection will include one additional component. The final reflection should discuss how appropriate a self-assessment and reflection could be for alternatively assessing the language growth of ELLs. The instructor will take candidates¡¯ reflections into account.
ESOL-specific Reading(s)Carrier, K.A. (2006). Improving comprehension and assessment of English language learners using MMIO. The Clearning House, 79(3), 131-136. Center for Applied Linguistics (2010). What is linguistics? Retrieved from http://www.cal.org/resources/digest/cal00001.html Florida Consent Decree at http://www.fldoe.org/aala/lulac.asp Herrell, A. (2000). Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Merrill. Wallace, T., Stariha, W. & Walberg, H. (2004). Teaching speaking, listening, and writing. International Academy of Education and International Bureau of Education. Retrieved from http://www.ibe.unesco.org
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO