LAE 5319

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.

LAE5319_3.0

ESOL Performance Standard(s) and Indicator(s)2.3, 3.2
Activity ObjectiveTo Identify variations in ELL students and appropriate strategies to accommodate literacy growth, in particular, writing growth.
Activity DescriptionThis activity is a variation of literature study groups, PLS's shared readings or literature circles using the book: Literacy Con Carino. All candidates will read pages 1-23 which gives the context of the class with different EL students. Then, teacher candidates will divide into groups and each group will read one of the following chapters: Larry, Christina, Gilbert, and Florencia. Each of these chapters also exemplifies applications of various contextualized, BICS strategies such as cooking activities with documentation, alphabet books, pen pals, journaling, writing prompts, class books, reports, illustrating idioms as well as reinforces principles such as comprehensible input and accepting approximations. After group members jigsaw, and share their findings/insights, then we will synthesize the educational implications on chart paper. Candidates may take pictures for safekeeping or documentation.
ESOL-specific Reading(s)ESOL specific reading: Hayes, C.W., Bahruth, R., & Kessler, C. (1998/2001). Literacy con carino: A story of migrant children's success. Portsmouth, NH: Heinemann.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5319_2.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.3, 3.3, 4.1, 4.2
Activity ObjectiveDevelop a learning center or learning station to share with other teacher candidates
Activity DescriptionCandidates will research and prepare instructionally sound activities that are appropriate for inclusion in their text sets/thematic unit projects, are aligned with CCSS and LAFS, and develop accommodations for English learners at three levels of proficiency for each activity. Candidates will prepare activities, directions, materials, and include context for ESOL accommodations.
ESOL-specific Reading(s)+ Peregoy, S. F., & Boyle, O. F.(2016) Reading, Writing, and Learning in ESL: A resource book for teaching K-12 English learners (7th ed). New York, NY: Pearson. +Schleppegrell, M.J. & Go, A.L. (2007). Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538. +Carrison, C. & Ernst-Slavit, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2), 93-113.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5319_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 3.1
Activity ObjectiveTo exemplify the understanding of the value of pedagogical strategies that can enhance literacy learning for ELLs by writing a letter home to K-6 parents explaining the benefits of literacy strategies.
Activity DescriptionTeacher candidates will write letter home to K-6 parents to provide information about current language arts practices/strategies, including journalling, spelling development, FSA writing sample preparation, writing workshop, literature circles, transformational generative grammar instruction, creating the best writing environment, ESOL concerns, OR guiding principles for the instruction of spelling, grammar, or handwriting. The letter must be positive and friendly, include a rationale for strategies that are shared in the letter with at least one supporting reference, several specific strategies that parents can do at home to help children develop literacy skills, excluding confusing jargon, addressing common concerns, and communicating clearly and error-free. In addition, teacher candidates should consider the following elements in their letter home to parents: How can the letter itself be made more accessible to non-native speaking parents? (Translation, newsletter style, etc.)
ESOL-specific Reading(s)+ Peregoy, S. F., & Boyle, O. F.(2016) Reading, Writing, and Learning in ESL: A resource book for teaching K-12 English learners (7th ed). New York, NY: Pearson. +Schleppegrell, M.J., & Go, A.L. (2007). Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538. +Carrison, C., & Ernst-Slavit, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2), 93-113.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

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