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 | 3.2 |
| Activity Objective | Resource Repository |
| Activity Description | You will make an online repository of resources for each of the 7 ¡°Indicators of Best Practice¡± p.26-27 of textbook. You will include connections to strategies for ESOL and ESE as well as each elementary education content area. Your repository must demonstrate your consideration of important and relevant topics related to teaching elementary subject matter. Include at least 5 subcategories for each practice. If you organize by subject area, minimum requirement per subject area are as follows: 1 subcategory for ESOL, 1 for ESE, 1 for a F.E.A.P., and each "best practice" should be addressed at least 1 time throughout the repository. Include a few sentences as a written description of each resource in your reflection. Discuss the usefulness and/or connection (to what you learned in your program) to the resource, and connections to the F.E.A.P.s. |
| ESOL-specific Reading(s) | Kopriva, R.J, Emick, J.E., Hipolito-Delgado, C.P., & Cameron, C.A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20. doi: 10.1111/j.1745-3992.2007.00097.x |
| Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 4.1, 5.1 |
| Activity Objective | Adapt and make electronic portfolio assessment |
| Activity Description | You will review an article that specifically addresses the topic of assessment for ESOL. Chapter 10 in your text will help with this assignment. This is a three-part assignment: 1. List and describe three (3) types of assessment appropriate for use by classroom teachers. One (1) should be an alternative assessment. a. Identify appropriate uses. Identify which types of assessment are effective for beginning, intermediate, and advanced ESOL learners and explain why. b. Identify any person who has written extensively about each selected assessment strategy. c. In general terms, which ones are you most comfortable using at this stage in your development as a teacher? Why did you select this/these strategy/-ies? 2. Discuss how you might go about studying your professional practice (beyond exams and quizzes). a. What strategies might you use to determine if a teaching practice is successful? Would you determine this differently for language learners? How about by proficiency level? 3. How will you evaluate the degree of success of your intervention strategies? Be specific, and give examples. |
| ESOL-specific Reading(s) | Kopriva, R.J, Emick, J.E., Hipolito-Delgado, C.P., & Cameron, C.A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20. |
| Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 2.2, 3.1, 4.1 |
| Activity Objective | Research and writing |
| Activity Description | Research Journal Assignments: You will research, reflect and write about current topics in elementary education. Clear connections will be made to ESOL and ESE as well as to each of the content areas. Topics to be addressed: • Current topic in elementary education (Free choice) • Classroom Management • Technology in the classroom |
| ESOL-specific Reading(s) | Kopriva, R.J, Emick, J.E., Hipolito-Delgado, C.P., & Cameron, C.A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20. doi: 10.1111/j.1745-3992.2007.00097.x |
| Generic Syllabus URL | http://education.ucf.edu/stll/syllabus.cfm |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.3, 3.1 |
| Activity Objective | Discuss foundational issues and best teaching practices |
| Activity Description | Candidates list and describe two (2) foundational issues or best teaching practices that they believe are of utmost relevance to teaching in today¡¯s schools; for example, classroom management, planning, role of the teacher, ethics or learning environment. The ESOL issues related to these foundational issues/best practices must be identified. Name theorists and/or researchers (at least three for each issue or best practice) who have published on that issue, and list and describe important work (this might be one or more professional publications for each researcher or theorist) related to this issue or best practice. This might include journal articles, research studies and/or books you have read related to the issue or best practice. Candidates should not limit the references to the World Wide Web. One of the theorist/researcher should directly discuss how this best practice is applied when working with ELLs. • Candidates discuss how they will address each issues or best teaching practice in their own classroom. They need to include explanations and examples of possible adaptations they might have to make. Include ESOL considerations/accommodations and how it might vary depending on proficiency level. • Where would candidates find resources to deal with each issues/best teaching practices? What would those resources be? Candidates describe each one of these resources, and explain why they selected each one. Make sure you list non-print resources (at least five and no more than two from the WWW). Be very specific - not just World Wide Web. Explain which of these resources would be ideal for beginning, intermediate, and advanced ELLs. |
| ESOL-specific Reading(s) | Kopriva, R.J, Emick, J.E., Hipolito-Delgado, C.P., & Cameron, C.A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20. doi: 10.1111/j.1745-3992.2007.00097.x |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |