EEX 6107

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.

EEX6107_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.1, 3.1, 3.2, 4.1, 5.2
Activity ObjectiveDevelop an understanding of how to meet the socio-academic needs of English language learners
Activity DescriptionMeeting Needs of ELL Students Paper: Candidates develop a 1-2 page paper (APA style) discussing the need to meet the socio-academic and linguistic needs of the English languge learner at varying levels of English proficiency (minimum of 3 references).
ESOL-specific Reading(s)Candidates choose the 3 readings from referreed education journals
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6107_2.0

ESOL Performance Standard(s) and Indicator(s)2.2, 3.2, 5.1
Activity ObjectiveRecognize the impact of a disability's etiology and impact for English language learners
Activity DescriptionDisability Handout: Candidates will select one disability category to research, prepare and disseminate information. Develop a one page handout on the disability: basic information including etiology, the impact it has on English speech and language issues, the impact the disability has on second language acquisition, and strategies and resources for the teacher for either English oral or English written communication instruction (including at least two resources for LEP students).
ESOL-specific Reading(s)Klinger, J., Artiles, A., & Barletta, L. (2006). English language learners who struggle with reading: Language acquisition or LD? Retrieved from http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/ELL%20research%20articles/Language%20Acquisition%20or%20LD.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6107_3.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.1, 2.2, 2.3, 3.2, 4.1, 4.2
Activity ObjectiveAnalyze and develop strategies for integrating English language skills into content objectives.
Activity DescriptionInstructional Planning Paper: Based on a case study and IRIS modules, candidates will analyze the student¡¯s language using knowledge of phonology, morphology, syntax, semantics and discourse to develop strategies for integrating English language skills of listening comprehension, oral communication, reading and writing. Candidates must also embed language skills for English language learners at varying levels of English proficiency into the analysis.
ESOL-specific Reading(s)Klinger, J., Artiles, A., & Barletta, L. (2006). English language learners who struggle with reading: Language acquisition or LD? Retrieved from http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/ELL%20research%20articles/Language%20Acquisition%20or%20LD.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO