EDG 6415

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.

EDG6415_4.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2, 3.2, 4.1, 4.2, 5.3
Activity ObjectiveUnderstand the 3 levels of EL proficiency and instruction modification
Activity DescriptionCandidates watch videos detailing a beginning, intermediate, and advanced EL at: https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2f6uUmfrL https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2fWTkQHQD https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2fWCUP5WC In addition to reviewing the cases, the candidates also review handouts that detail instructional modification for each level of proficiency http://www.education.ucf.edu/stll/docs/EDG6415.pdf Candidates compose a 500 word reflection/summary of how they incorporated this information into their modified lesson plan. Candidates are reminded to incorporate formative assessment of ELs in their reflection and modified lesson plan.
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EDG6415_3.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectivePrevent possible cultural miscommunication
Activity DescriptionCandidates pick 2 major cultural groups within today¡¯s public schools. Using an Internet search engine (e.g. Dogpile, Google), search for 2 websites which contain information on each of these two cultural groups¡¯ attitudes toward education in general. The websites should be nonprofit, meaning that their URL address end in either EDU, ORG, or GOV. Once you have found appropriate websites and read over all of the material carefully, summarize the groups¡¯ attitudes and highlight the areas that might lead to misinterpretation within schools. Considering this information, name 5 strategies/approaches/techniques/models that schools/teachers can employ to reduce the cross-cultural barriers between each of these 2 groups and the schools. Then, explain what resources are available, or would be needed, to accomplish these objectives.
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

EDG6415_2.0

ESOL Performance Standard(s) and Indicator(s)3.2
Activity ObjectiveTeach the modified lesson plan from assignment 1 in a microteach
Activity DescriptionCandidates teach their lesson plans with accommodations for English Language Learners at 3 levels of proficiency, review a recording of their lesson, and complete a professional growth plan that requires them to justify their use of strategy.
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

EDG6415_1.0

ESOL Performance Standard(s) and Indicator(s)4.1, 4.2
Activity ObjectiveModify a lesson plan for 3 levels of language proficiency
Activity DescriptionAfter reading the cases of Edith (beginning), Edgar (intermediate), and Tasir (advanced), candidates select a lesson plan from an online source and analyze it for contextual support (SLIDE) and language demands (TREAD). They then incorporate non-verbal (SHOW) and verbal (TELL) accommodations to meet the needs of Edith, Edgar, and Tasir. Also, review the following websites learn about graphic organizers. One graphic organizer must be included in the lesson plan, and a copy must be attached to the final lesson plan. http://www.eduplace.com/graphicorganizer/ http://www.edhelper.com/teachers/Sorting_graphic_organizers.htm http://www.teachervision.fen.com/graphic-organizers/printable/6293.html http://www.cod.edu/people/faculty/drafke/Graphic%20organizers.htm#A Hierarchy
ESOL-specific Reading(s)Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES