LAE 5415

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.

LAE5415_5.0

ESOL Performance Standard(s) and Indicator(s)2.3
Activity ObjectiveWebsite Explorations Glog (25 points) (FEAP A1F, A2D, A2E, A2H, A2I, A3A, A3B, A3E, A3G; ESOL 2.3)
Activity DescriptionEach student will make a multimedia presentation to share information about a children's book author or illustrator. To begin, register for a free account at: edu.glogster.com/signup You can select from the authors listed below, or choose one your own. The multimedia presentation will be shared with your group in a 5 minute presentation. A reflection MUST be attached to rubric. Write a paragraph explaining what you learned from doing this project. Write another paragraph explaining how you plan to use what you've learned in your classroom. The web exploration project includes margin notes for the websites as well as reflective analysis that discusses how preservice teachers understand theories of second language reading and writing development for elementary ELLs, and how this information can be incorporated into the classroom to choose books that support ELLs¡¯ L2 literacy development in English. Please make sure your multimedia presentation meets the requirements that are specified on the Web Explorations Rubric, that is part of this packet. On the day of your presentation, (1) complete the top portion of the rubric, (2) attach the reflection, (3) print a copy of the Glog page (right click with the mouse and then press "print"), and submit all of these items to the instructor.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5415_4.0

ESOL Performance Standard(s) and Indicator(s)2.3, 4.1
Activity ObjectiveSupport literature study groups, unit planning, and collaborative reading
Activity DescriptionCandidates create a text set with literature reflections surrounding any topic suitable for elementary students. Topics could be about anything that can be integrated across the curriculum, i.e. planets, rocks, Civil War, poverty, polka dots or the topic could be around an idea such as courage, loss, growing up, finding a career, friendships, etc. Candidates must have researched at least 10 related books/poems with lit reflections. The total of ten selections should be representative across content areas as well as representative of each of the following with at least one in each category: nonfiction chapter or illustrated books, fiction chapter books, poems, traditional picture books, website (no more than 2), or traditional literature. Candidates will bring these sources to class along with a visual display of books and of a title and related activities. A major part of this as an annotated reference list of all resources (using APA and complete with annotations and ISBN info) accompanied by at least of 5 possible activities or prompts directed to students engaging them across all materials. Each of the 5 prompts must also be modified for beginning, intermediate, and advanced ELs.
ESOL-specific Reading(s)Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5415_3.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.3, 4.1
Activity ObjectiveUse comprehensible input to help class understand text read aloud
Activity DescriptionCandidates pick an excerpt of a book written in a language other than English¡­ or use an English book but pretend that we know ¡°nada¡± about English. Prepare to read a section aloud of any genre of children¡¯s book using comprehensible input techniques so that the course instructor and fellow teacher candidates may all understand it better. Candidates must include these techniques: props, pictures, gestures, tone of voice, facial expressions, and audience involvement. The reading will last from 2-5 minutes.
ESOL-specific Reading(s)Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5415_2.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1
Activity Objective12 generic book activities or responses for independent student use
Activity DescriptionCandidates create an independent work station or center where children might go after reading a book in class. These might be activities that one could use in place of traditional book reports or structured responses. They should be prepared as though they could be used with any book. Examples might include art related projects, or creative ideas like a pocket project. Candidates may include 2 or 3 different kinds of story maps or graphic organizers, but cannot do 10 different story maps. Candidates include directions for student use so that these are ready to go for use in a learning center or classroom. Also, candidates must include modified versions of the directions and any supplemental materials for beginning, intermediate, and advanced ESOL students to make these activities accessible to all students. Also, make sure that at least 6 of the 12 are designated for use with nonfiction works.
ESOL-specific Reading(s)Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5415_1.0

ESOL Performance Standard(s) and Indicator(s)3.3, 4.2
Activity Objective2 websites addressing ESOL concerns with a 1-2 sentence summary
Activity DescriptionCompile 20 links that would be helpful for students, 2 must be related to ESOL, and they should be helpful for ESOL students themselves. Each website must be accompanied by a 1-2 sentence summary of how /why it is a useful resource for students.
ESOL-specific Reading(s)Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO