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, 3.3, 4.1, 5.3 |
| Activity Objective | To design a 15-day science unit lesson plan. |
| Activity Description | Candidates will: a) Align instruction with state-adopted standards appropriate for the target grade-level. b) Describe a clear rationale for the sequencing of lesson plans within the unit to ensure the proper building of prior knowledge c) Instruction must help students achieve a mastery of the subject matter and include learning experiences that incorporate native speakers and non-native speakers at 3 levels of proficiency with meaningful modified input and output and a plan for teacher-student and student-student interaction. d) Must include technology that encourages high-quality communicative interactions e) Assessment details are described in detail for a variety of assessment tools both formative and summative that match learning objectives. The assessment plan must include a clear plan to assess ELs at 3 levels of proficiency. The candidate must design one formative and one summative assessment tool and include it in their unit plan. f) Must complete an analysis of student learning and a lesson evaluation and reflection to include with the unit plan. These artifacts should not be re-telling of the unit plan but actually a reflection on what worked and what didn¡¯t work when they implemented one of their lesson plans and assessments with real students. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 3.3 |
| Activity Objective | To assemble technology and activity resources for use in a science class |
| Activity Description | Candidates will activities that use technology in a way that demonstrates a concept or model in a way that could not be done by hand. Candidates must reflect on the appropriateness of the technology for beginning, intermediate, and advanced ELs. Candidates should offer modifications or supplement al materials for each resource/activity that would make it accessible for ELs at three levels of proficiency. The syllabus does not state how many activities/resources candidates are expected to collect during the semester. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 3.2, 4.1 |
| Activity Objective | To clear a misconception about a scientific concept |
| Activity Description | Candidates select a common misconception about a science concept (preferable a science concept addressed in their Unit Plan) and write a research paper addressing the following: 1) What is the misconception? 2) How does science disprove this misconception? 3) How could you elicit students¡¯ prior knowledge of this concept? How could these elicitation strategies differ when working with ELs? 4) How can you address the misconceptions in a science classroom? What accommodations would be helpful for including ELs into the classroom when teaching misconceptions? 5) How would you assess students¡¯ new understanding of the concept that was taught? How would you assess ELs? |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 3.2, 3.3, 4.1, 4.2 |
| Activity Objective | Present an engagement activity |
| Activity Description | Candidates develop, in groups of three, a unit plan. They will present their engagement activity from one lesson to the class. The presentation must include accommodations for beginning, intermediate, and advanced ELs in the presentation of the directions, the materials/handouts associated with the activity, and a clear plan to encourage meaningful participation of ELs in the activity. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 3.1 |
| Activity Objective | To reflect on a resource addressing the needs of ELs in a science classroom |
| Activity Description | Candidates will write a one-page summary of the content of a book chapter specifically addressing the teaching of ELs in a K-12 science classroom and a three-page reflection including how to ties into other course readings or readings from other classes, how the information informs their view of ELs in the science classroom and how to effectively teach ELs, direct applications to their classrooms, and any questions that they have about the information in the article. |
| ESOL-specific Reading(s) | Allen, H. & Park. S. (2011, November). Science education and ESL students. Science Scope, 35(3), 29-35. Nutta, J.W., Bautista, N.U., & Butler, M.B. (2011). Teaching Science to English Language Learners. New York City: Routledge ISBN: 978-0-415-99625-9 Recommended chapter selections: 3.6 Life Science 3.7 Physical Science 3.8 Earth and Space Science |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |