LAE 5346

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.

LAE5346_1.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveTo become familiar with scholarly articles in the field of English for Speakers of Other Languages.
Activity DescriptionCandidates will respond in a reflection to the three ESL-focused readings assigned in class (noted at the bottom of assignment summary). Reflections to assigned readings should include candidates¡¯ personal responses to the reading, plus the implications of this reading to their present and future teaching. Responses will form the basis of in-class discussions. When completing your written responses to the text, candidates include the answers to the following questions: 1) What was new? 2) What connections can they make to their field observations, class discussions, and knowledge of the standards for English Language Arts and ESOL standards? 3) How can they apply the strategies and concepts gleaned from the articles to the classroom?
ESOL-specific Reading(s)DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101. Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5346_2.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo identify online resources to supplement in-class teaching.
Activity DescriptionFor this assignment, candidates locate and annotate three (3) educational websites related to the field of English/language arts. One of the website must explore ESOL issues (ESOL teachers, ELL students and/or their families, educational research within the field of TESOL studies).
ESOL-specific Reading(s)DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101. Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE5346_3.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo identify a wealth of print-based and electronic resources to aid English language learners in the classroom.
Activity DescriptionCandidates work together to identify ESOL-specific materials/resources for each of the five language arts modes: reading, writing, listening, speaking, & viewing. The purpose is to demonstrate how candidates would integrate the teaching of these modes using these materials and resources with ELLs. Candidates need a minimum of three resources for each mode, include full bibliographic information so that others may easily find the resources and include online resources and technology tools, as well as traditional texts and periodicals for meeting the needs of ELLs.
ESOL-specific Reading(s)DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101. Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5346_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 develop a Thematic Instructional Unit. Each thematic until will include: 1) Rationale for the unit; 2) Newsletter for the students and their families describing the unit; 3) A Unit overview with calendar, and 4) Five (5) comprehensive and inclusive (modified for ESOL and ESE students) lesson plans (Topic, learning goals & objectives, media and materials, student and teacher procedures, modifications for ESOL students at three levels of proficiency, modifications for students with exceptionalities, evaluation tools and rubrics, extension activities, handouts, and teacher-made student samples for each required student product.)
ESOL-specific Reading(s)DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101. Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE5346_5.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveTo observe English language learners in an English language arts through ESOL class and note instructional methods and strategies for teaching these students.
Activity DescriptionCandidates observe English Language Learners (ELLs) in an English language arts through ESOL class noting the following: • Describe the students in the class. For example, how many students and how many English Language Learners? Describe the lesson observed. What appears to be the teacher¡¯s purpose in teaching this lesson? What materials are being used? What adaptations, if any, does the teacher make for ELLs? • Describe, in detail, the ELL participation in the lesson. • How does the teacher assess the students¡¯ learning in the lesson? What accommodations does s/he make for assessing the ELL students in the class? • After the lesson is over, discuss this lesson with the classroom teacher in terms of what was observed. Candidates then write a reflection on their observations by responding to the following questions in relation to teaching English Language Learners: What went well in this lesson? What connections can they make between what they observed and what they are learning in the university courses about teaching ELLs? If the candidate was to teach this lesson to a class similar to this one, what additional information would they need to know? How would they assess the ELLs based on what they are learning in your university classes? What additional resources might they need, if any? Where might they find that information or those resources? What changes or adaptations would they make, if any, to meet the needs of the English Language Learners in the class? Why would they make those changes? If no changes, why not?
ESOL-specific Reading(s)DelliCarpini, M. (2008). Success with ELLs: Modifying lessons for English language learners. English Journal, 98(2), 98-101. Moughamian, A.C., Rivera, M.O., & Francis, D.J. (2009). Instructional models and strategies for teaching English language learners. Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs%2Epdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES