EEX 3241

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.

EEX3241_1.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity Objective1) Identify research based specific teaching strategies such as direct instruction, unit teaching, cooperative learning, whole language and metacognitive strategies appropriate for exceptional students in both elementary and secondary settings with consideration for cultural differences; 2) Recognize major differences and similarities between the different cultural groups in the US; 3) Identify and re-examine cultural stereotypes relating to ELL and non-ELL students; and, 4) Use knowledge of cultural characteristics of FL ELL population to enhance instruction at varying levels of English proficiency.
Activity DescriptionCandidates will complete a philosophy statement that will be included in their LiveText portfolios. The philosophy statement should be similar to a teaching philosophy that will outline a teaching disposition. Candidates will address other issues but the following questions need to be answered: 1) How do you believe children learn best? 2) What are the roles of the special educator vs. the roles of the general educator? 3) What are the roles of the parent/guardian in the overall educational outcome? 4) What are the three most critical issues that face special educators? 5) What are three of the most critical characteristics of a special educator? 6) What are the three most critical issues that face special educators working with ELLs at varying levels of English proficiency?
ESOL-specific Reading(s)Olson, J., & Platt, J. (2004). Teaching children and adolescents with special needs. Columbus, OH: Merrill Publishing Co. Roberston, K. (2007). How to Address Special Education Needs in the ELL Classoom. Colorin Colorado. Retrieved from http://www.colorincolorado.org/article/19960/
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3241_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 4.2
Activity Objective1) Identify research based specific teaching strategies such as direct instruction, unit teaching, cooperative learning, whole language and metacognitive strategies appropriate for exceptional students in both elementary and secondary settings with consideration for cultural and linguistic differences; 2) Modify curriculum materials appropriate to diverse student needs and to cultural and linguistic differences. Develop a learning center for an exceptional child; and, 3) Evaluate, select and employ appropriate instructional materials, media and technology for for exceptional students in both elementary and secondary settings with consideration for cultural and linguistic differences
Activity DescriptionCandidates will develop 5 file folder games/activities for academic instruction or practice/remediation of skills. Included on the game folder should be the student directions/rules. Also include on an index card, the game objective(s), the material(s) needed, and the modification(s) available. The game/activity must be interactive with the folder and follow a specified format given in class. Each folder game activity should (must) include an adaptation for English language learners at varying levels of English proficiency.
ESOL-specific Reading(s)Olson, J., & Platt, J. (2004). Teaching children and adolescents with special needs. Columbus, OH: Merrill Publishing Co. Roberston, K. (2007). How to Address Special Education Needs in the ELL Classoom. Colorin Colorado. Retrieved from http://www.colorincolorado.org/article/19960/
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3241_3.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveEvaluate, select and employ appropriate instructional materials, media and technology (including Assistive Technology) for students of varying abilities and ELLs at the elementary, middle and secondary levels.
Activity DescriptionCandidates will adapt a regular class instructional medial or presentation of content designed for use in a daily lesson for an exceptional learner whose needs are such that some teaching considerations will make possible for this student to learn. Candidates are to select a student or students from their practicum or internship class after having pinpointed the learning problem(s) that the student(s) has/have and then make the necessary adaptation. The details for this assignment will be discussed in class. The project must be tangible and have manipulatives or other tangible interactive components. It must go beyond abstract ideas. In addition, describe how this project could be used in a lesson plan. Describe how this accommodation or modification activity or method will help the student with special needs and English language learners at varying levels of English proficiency learn more effectively. Must have a minimum of one page explanation.
ESOL-specific Reading(s)Olson, J., & Platt, J. (2004). Teaching children and adolescents with special needs. Columbus, OH: Merrill Publishing Co. Roberston, K. (2007). How to Address Special Education Needs in the ELL Classoom. Colorin Colorado. Retrieved from http://www.colorincolorado.org/article/19960/
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO