LAE 5338

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.

LAE5338_2.0

ESOL Performance Standard(s) and Indicator(s)2.3, 3.1
Activity ObjectiveTo teach fellow candidates about a particular research-based instructional practice and/or strategy.
Activity DescriptionBased on the professional research assignment, candidates will choose one of the topics above and teach a Teacher-Workshop Mini-Lesson. The audience for the workshop will be the other English Language Arts candidates in the class. The mini-lesson should show evidence of their research on the topic, and any explanations and/or justifications of the chosen strategies to fellow candidates. Candidates must address the needs of English Language Learners and students with exceptionalities in the workshop and explain how the practice/activity could be modified to reach these learners
ESOL-specific Reading(s)Platt, E., Harper, C., & Mendoza, M.B. (2003). Dueling philosophies: Inclusion or separation for Florida¡¯s English language learners. TESOL Quarterly, 37, 105-133. Reeves, J. (2004). ¡°Like everybody else¡±: Equalizing educational opportunity for English language learners. TESOL Quarterly, 38, 43-66.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5338_1.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveTo become familiar with scholarly articles and research topics in professional journals in the field of teaching English.
Activity DescriptionFor each of the four topics below, candidates will choose at least one article from a professional journal or Website to further explore and research the topic. Candidates may choose to hand in the professional research topics in any order that suits you. 1. Alternative Strategies for Evaluating/Grading Writing 2. Strategies for Teaching Writing to English Language Learners (ELLs) 3. Interactive Strategies for Teaching Grammar/Mechanics/Usage 4. Strategies for Using the Internet to Teach/Enhance Writing Candidates include a copy of the article(s) or Web resources with their professional research summary and reflection. Candidates¡¯ responses should reflect the depth of their thinking about the topic and should include suggestions for adapting the idea(s) to writing classrooms.
ESOL-specific Reading(s)Platt, E., Harper, C., & Mendoza, M.B. (2003). Dueling philosophies: Inclusion or separation for Florida¡¯s English language learners. TESOL Quarterly, 37, 105-133. Reeves, J. (2004). ¡°Like everybody else¡±: Equalizing educational opportunity for English language learners. TESOL Quarterly, 38, 43-66. Treatment of Error in 2nd Language Student Writing http://press.umich.edu/titleDetailDesc.do?id=8935 Panofsky,C., Pacheco, M., Smith, S., Santos, J., Fogelman, C.; Harrington, M., Kenney, E. 2005. Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing. The Education Alliance at Brown University. Retrieved: http://www.alliance.brown.edu/pubs/writ_instrct/apprchwrtng.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5338_3.0

ESOL Performance Standard(s) and Indicator(s)3.2
Activity ObjectiveTo model and demonstrate a successful writing activity technique
Activity DescriptionEach candidate will be responsible for a writing activity demonstration based on a self-selected aspect of writing. Candidates will be free to choose which strategies to use to teach the concept. The textbooks will provide the majority of the information needed on the activity, but candidates should feel free to explore and use other sources for ideas. Candidates must address the needs of English Language Learners at various proficiency levels and other students with exceptionalities in the teaching demonstration.
ESOL-specific Reading(s)Platt, E., Harper, C., & Mendoza, M.B. (2003). Dueling philosophies: Inclusion or separation for Florida¡¯s English language learners. TESOL Quarterly, 37, 105-133. Reeves, J. (2004). ¡°Like everybody else¡±: Equalizing educational opportunity for English language learners. TESOL Quarterly, 38, 43-66.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5338_4.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1, 5.3
Activity ObjectiveTo plan, teach, assess, and reflect on a writing lesson that integrates reading, writing, listening, and talk.
Activity DescriptionCandidates plan for, teach, assess, and reflect on a writing lesson plan that meets the following criteria: 1) Identify and implement effective strategies for integrating the teaching of language and composition and to prepare students for the Florida Writing Assessment; 2) Identify trade books, textbooks, professional resources, and non-print materials that support teaching language and composition including those necessary to meet the needs of all students, including ELLs at various proficiency levels; 3) Select, design, and implement strategies for teaching language and composition to students 6 - 12, including with those special needs/ELLs. 4) Identify, and implement teaching strategies and evaluation procedures for students in grades 6-12 who use non-mainstream English (divergent dialect), and those who are not native English language speakers. 5) Identify, design, and implement a variety of ways to assess and evaluate students¡¯ growth as writers; 6) Demonstrate ability to incorporate appropriate use of technology in teaching of language and composition. Candidates then write a 1-page reflection addressing the following prompts: 1. The experience of preparing this lesson 2. The research you utilized to prepare the lesson (including teacher observation) 3. The incorporation of ESOL strategies discussed in our course or from your internship 4. The experience of teaching the lesson (include notes from mentor teacher, if possible) 5. The changes you will make to this lesson when teaching it again.
ESOL-specific Reading(s)Platt, E., Harper, C., & Mendoza, M.B. (2003). Dueling philosophies: Inclusion or separation for Florida¡¯s English language learners. TESOL Quarterly, 37, 105-133. Reeves, J. (2004). ¡°Like everybody else¡±: Equalizing educational opportunity for English language learners. TESOL Quarterly, 38, 43-66.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5338_5.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1, 5.3
Activity ObjectiveTo plan, teach, assess, and reflect on a language lesson to teach during Internship I.
Activity DescriptionCandidates plan for, teach, assess, and reflect on a writing lesson plan that meets the following criteria: 1) Identify and implement effective strategies for integrating the teaching of language and composition and to prepare students for the Florida Writing Assessment; 2) Identify trade books, textbooks, professional resources, and non-print materials that support teaching language and composition including those necessary to meet the needs of all students, including ELLs; 3) Select, design, and implement strategies for teaching language and composition to students 6 - 12, including with those special needs/ELLs. 4) Identify, and implement teaching strategies and evaluation procedures for students in grades 6-12 who use non-mainstream English (divergent dialect), and those who are not native English language speakers. 5) Identify, design, and implement a variety of ways to assess and evaluate students¡¯ growth as writers; 6) Demonstrate ability to incorporate appropriate use of technology in teaching of language and composition. Candidates then write a 1-page reflection addressing the following prompts: 1. The experience of preparing this lesson 2. The research utilized to prepare the lesson (including teacher observation) 3. The incorporation of ESOL strategies discussed in course or from internship 4. The experience of teaching the lesson (include notes from mentor teacher, if possible) 5. The changes to make to this lesson when teaching it again.
ESOL-specific Reading(s)Platt, E., Harper, C., & Mendoza, M.B. (2003). Dueling philosophies: Inclusion or separation for Florida¡¯s English language learners. TESOL Quarterly, 37, 105-133. Reeves, J. (2004). ¡°Like everybody else¡±: Equalizing educational opportunity for English language learners. TESOL Quarterly, 38, 43-66.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO