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 | 1.1, 2.1, 3.1, 3.2, 4.1, 5.2 |
| Activity Objective | Develop an understanding of how to meet the socio-academic needs of English language learners |
| Activity Description | Meeting 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 URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 2.2, 3.2, 5.1 |
| Activity Objective | Recognize the impact of a disability's etiology and impact for English language learners |
| Activity Description | Disability 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 URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 1.1, 2.1, 2.2, 2.3, 3.2, 4.1, 4.2 |
| Activity Objective | Analyze and develop strategies for integrating English language skills into content objectives. |
| Activity Description | Instructional 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 URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |