EEX 6946

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.

EEX6946_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2
Activity Objective1. Identify and match a student's instructional plan with cognitive, social, linguistic, cultural, emotional and physical needs; 2. Recognize the need for effective communication and is in the process of acquiring techniques for use in the classroom which fosters diversity, sensitivity, and student input/output opportunities; and, 3. Apply higher order thinking skills in realistic projects and problem solving activities.
Activity DescriptionLesson Plans w/Adaptations for ELLs: Candidates create a lesson plan which includes an adaptation setion for students with Limited Engish Proficiency (materials, content, communication, and assessment), content based ESOL appropriate to instruction and evaluation/assessment of the instructional plan and interpret results to plan programs for ELLs..
ESOL-specific Reading(s)Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6946_2.0

ESOL Performance Standard(s) and Indicator(s)2.1, 3.2, 4.1
Activity ObjectiveRecognize the value and importancr of environmental adaptions for ELLs' language and social-academic development
Activity DescriptionEnvironmental Adaptions for ELLs Paper: Candidates discuss how one will adapt the environment of placement to meet needs of students with Limited English Proficiency at varying levels. They include discussion of classroom organization, the visual displays, the materials, the grouping the assessment procedures, the classroom management and the instructions strategies addressing the diversity within the classroom.
ESOL-specific Reading(s)Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6946_3.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2, 3.2
Activity ObjectiveRecognize the need for effective communication in the classrom and techniques to apply in the classrom to support English language and socio-academic achievement.
Activity DescriptionVideo and Self-Evaluate a Lesson Plan: While observing video of teaching, candidates will complete a checklist of communication skills (provided at seminar). Candidates also reflect on the communication skills observed related to comprehensible input and student support for language and socio-academic achievement, interactions, and opportunities.
ESOL-specific Reading(s)Carrier, K. (2006). Improving comprehension and assessment of English language learners using MMIO. Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas, 79(3), 131-136.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO