EEX 6061

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.

EEX6061_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 3.2, 3.3, 4.2
Activity ObjectiveRecognizing the critical knowledge, skills, and dispositions necessary to meet the diverse instructional and behavioral learning needs of all students, including students with disabilities, English language learners, and students from culturally diverse backgrounds at their developmental and instructional levels within an effective learning environment
Activity DescriptionMaterials Accommodation Project: Candidates will apply critical knowledge, skills, and dispositions of materials accommodation which include meeting the diverse instructional and behavioral learning needs of all students (including students with disabilities, English language learners at varying levels of English proficiency, and students from culturally diverse backgrounds) at their developmental and instructional levels within an effective learning environment.
ESOL-specific Reading(s)Garcia, S. & Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory Into Practice, 49(2), 113-120.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6061_2.0

ESOL Performance Standard(s) and Indicator(s)2.2, 3.1, 4.1, 4.2
Activity ObjectiveWrite a lesson plan to meet the academic, behavioral and social instructional goals for diverse students (including students with various disabilities and levels of English proficiency for ELLs).
Activity DescriptionUnit Lesson Plan: Candidates will write a lesson plan with a prescribed format appropriate for elementary students with disabilities from grad levels PreK-6. Lesson requires applying critical thinking, planning, knowledge of human development and learning, as well as the subject matter (aligned with Florida Sunshine State Standards) to meet the academic, behavioral, and social instructional goals for a classroom of diverse students. Adaptations and/or accommodations must be included for students with various disabilities and three levels of English proficiency for ELL students. It must include technology for both lesson presentation and to meet individual needs of students, as appropriate.
ESOL-specific Reading(s)Garcia, S. & Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory Into Practice, 49(2), 113-120.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

EEX6061_3.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1, 3.2
Activity ObjectiveWrite a philosophy of teaching students with disabilities and English Language Learners (ELLs)
Activity DescriptionPhilosophy Paper: Candidates will write a philosophy of teaching students with disabilities and English Language Learners (ELLs) which includes the: 1) Planning, design and implementation instruction to meet highest expectations (including ¡®inclusion¡¯); 2) Roles of special educator, ESOL teacher, and general educator and ethical considerations within the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida; 3) Roles of parent/guardian in the overall educational outcome; 4) Three most critical issues facing special educators; 5) Three most critical characteristics of a special educator how one continuously improves instructional skills; and 6) Three things you think you need to know to be a successful special education teacher.
ESOL-specific Reading(s)Garcia, S. & Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory Into Practice, 49(2), 113-120.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES