RED 5517

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.

RED5517_3.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.3, 5.2, 5.3
Activity Objective Interview a teacher.
Activity DescriptionInterview a teacher and ask questions about how reading is taught and effective strategies for dealing with English language learners. 1. What type of informal assessments do you use to monitor students and plan for instruction? How are these informal assessments used in relation to ELs? Probe- What daily or weekly assessment do you utilize in the classroom? 2. What type of formal assessments or standardized tests do you use? What kinds of supports do you offer to your ELs at each proficiency level? Probe- Are these school-wide or state-wide assessments? 3. How are these assessments used to guide instruction? Probe- Can you give me an example of how an assessment is used to group children? 4. How do you organize your reading block? How do you ensure meaningful involvement of ELs? Probes- Do you have kids working in centers or doing some independent work? How do you launch your reading block? 5. What are you, the teacher, doing during the reading block? 6. What are students doing during the reading block? 7. How is your school addressing Response to Intevention (RtI)? 8. What materials/program(s) do you use to teach reading? Which materials have you found useful for your ELs? Probe- Does the entire school use the same materials/program? 9. What are some programs you (or your school) offer to promote family involvement? How does your school reach out to the parents of ELs? 10. What do you (or your school) do to enhance student motivation to read? 11. What do you believe is the most challenging aspect of teaching reading? 12. What are some effective strategies you use with students with exceptional needs and LEP students?
ESOL-specific Reading(s)Rinaldi, C. & Samson, J. (2008). English language learners and response to intervention: Referral considerations. Teaching Exceptional Children, 40(5), 6-14.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

RED5517_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.3, 4.1, 4.2, 5.1, 5.2, 5.3
Activity ObjectiveAssessment and Instructional Plan
Activity DescriptionStudent will select an appropriate assessment tool for a reading component area and administer the assessment with a school-aged child. Student will interpret the results of each assessment, determine the studentĄ¯s level of achievement and motivation, develop and implement a relevant instructional plan, including a post assessment and plan for post assessment related to the instructional plan. Student will identify appropriate ELL accommodations in the instructional plan.
ESOL-specific Reading(s)Marinaccio-Eckel, P. & Donahue, J. (2009). The critical role of guided oral reading for English language learners. Essential Teacher, 6(3-4). Retrieved from https://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-(october-2009)/the-critical-role-of-guided-oral-reading-for-english-language-learners
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED5517_1.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.3, 3.2, 4.1, 4.2, 5.3
Activity ObjectiveReflect on assigned text reading and field experiences
Activity DescriptionAs candidates read the assigned text reading and reflect upon field experiences, they especially think about reading elements / components (phonemic awareness, phonics, vocabulary, fluency, comprehension, attitudes, interests, metacognition, etc.) For each, think about what it is, how to assess it for native speakers and ELs, how to teach native speakers and ELs to be proficient at it, and how to monitor native speakers and ELs progress. Field experiences ¨C Include thoughts about any school-based experiences that have occurred during the week. If an assessment instrument has been administered that week , then course reflection must also address thoughts about the assessment tool itself, the candidatesĄ¯ comfort level in administering, the results, the value of the assessment tool in general and for ELL students at three levels of proficiency.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO