EEX 3243

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.

EEX3243_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.2
Activity Objective1) Identify age appropriate social skills for individuals and groups; and, 2) Identify research-based best practices for effective management of teaching and learning.
Activity DescriptionAfter completing the online lesson on co-teaching, candidates will submit a co-taught lesson plan that was developed with their English colleague(s) using the specific format assigned. With the plan, submit a 2-page summary defending why the type of co-teaching selected is the best option for the general education setting. In addition, candidates will address the following questions a) Why you selected the type(s) of co-teaching, b) How your lesson relates to the English curriculum (Sunshine State Standards) and students¡¯ IEP goals, and c) How your academic and behavioral accommodations will impact student learning for English language learners at varying levels of English proficiency.
ESOL-specific Reading(s)Shyyan, V., Thurlow, M., & Liu, K. (2008). Instructional strategies for improving achievement in reading, mathematics, and science for English language learners with disabilities. Assessment for Effective Intervention, 33, 145-155. Retrieved from http://www.switzerland.k12.in.us/Rti/RTI%20Resources%20Galore_Updated%206.28.09/ELL%20Resources/ELL%20research%20articles/Instructional%20Strategies.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3243_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1, 3.2
Activity Objective1) Describe the ethical concerns and issues related to adolescents and adults with disabilities. Identify age appropriate social skills for individuals and groups; 2) Identify age appropriate social skills for individuals and groups; 3) Identify research-based best practices for effective management of teaching and learning; and, 4) Adapt curricular materials for students with diverse cultural and linguistic backgrounds and learning needs.
Activity DescriptionCandidates will report on an exhibition assessment that is being used to model unique ways of assessing student learning. This assessment has been designed to allow the candidate to utilize his/her strengths and to embrace the multiple ways a student learns. The candidate will exhibit his/her knowledge in key areas as specified in the assignment rubric. Reports must include how the assessment may be adapted/modified for English language learners at varying levels of English proficiency.
ESOL-specific Reading(s)Shyyan, V., Thurlow, M., & Liu, K. (2008). Instructional strategies for improving achievement in reading, mathematics, and science for English language learners with disabilities. Assessment for Effective Intervention, 33, 145-155. Retrieved from http://www.switzerland.k12.in.us/Rti/RTI%20Resources%20Galore_Updated%206.28.09/ELL%20Resources/ELL%20research%20articles/Instructional%20Strategies.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3243_3.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.2, 3.1, 3.2
Activity Objective1) Identify age appropriate social skills for individuals and groups; and 2) Identify research-based best practices for effective management of teaching and learning.
Activity DescriptionCandidates will bring to at least 3 classes, a behavior or skill that they want to address for one of their students (or for a case study student) in the area the course is preparing to cover. Prior to the next class candidates will write a reflective paper of one strategy presented in class and one strategy from the assigned readings that they could use to support culturally and/or linguistically diverse ELL students at varying levels of English proficiency. The papers are due at the beginning of each designated class period and contain: 1) target area identified for ELL student(s) 2) the strategy believed would support the ELL student from the textbook and how this strategy relates to the target area 3) a strategy believed would support the ELL student from the class lecture and how it relates to the target area and and 4) how to evaluate these strategies. Each paper should be approximately 2 pages in length.
ESOL-specific Reading(s)Shyyan, V., Thurlow, M., & Liu, K. (2008). Instructional strategies for improving achievement in reading, mathematics, and science for English language learners with disabilities. Assessment for Effective Intervention, 33, 145-155. Retrieved from http://www.switzerland.k12.in.us/Rti/RTI%20Resources%20Galore_Updated%206.28.09/ELL%20Resources/ELL%20research%20articles/Instructional%20Strategies.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO