EEX 4066

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.

EEX4066_1.0

ESOL Performance Standard(s) and Indicator(s)5.1
Activity ObjectiveArticulate the factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities.
Activity DescriptionThere will be at least three (3) different discussion assignments, including one in which candidates will be required to recognize indicators of learning disabilities, hearing and language impairment, and limited English Proficiency.
ESOL-specific Reading(s)Mercer, C. D., & Mercer, A. R. (2005). Teaching Students with Learning Problems (7th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall. 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

EEX4066_2.0

ESOL Performance Standard(s) and Indicator(s)2.2, 3.2
Activity Objective1) Write lesson plans following a specified format including adaptations for English language learners; and, 2) Adapt curricular materials for students with diverse cultural and linguistic backgrounds and diverse learning needs
Activity DescriptionCandidates will develop/create OR download three (3) lesson plans in three of the following areas (language arts, math, social studies, social skills, art, music and science). Modify each lesson/instruction for students (including cultural and linguistic diversity (ELLs with varying levels of proficiency)) with Emotional and Behavioral Disabilities, Intellectual Disabilites (InD), Specific Learning Disabilities (SLD) and physical disabilities. Include ONE paragraph for each modification. In addition, describe a technology productivity tool (e.g. Inspiration) to enhance each lesson. Present one of the three lessons to the class, and discuss all areas of the modifications. At the end of the semester, submit/upload a ONE page overall reflection to the instructor along with the three lessons and modifications.
ESOL-specific Reading(s)Mercer, C. D., & Mercer, A. R. (2005). Teaching Students with Learning Problems (7th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall. 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

EEX4066_3.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveArticulate the factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities
Activity DescriptionCandidates will conduct and observation of a culturally and/or diverse student with disabilities in a general education setting. Candidates will also Interview the student concerning his/her strengths, weaknesses, and future goals. In the interview, they will be sure to ask his/her perception of the school and the services he/she receives to enhance the learning process. They will write down any suggestions the student may have to improve the services. Consider student's English language proficiency, cultural and linguistic backgrounds, and the impact these factors have on his/her education.
ESOL-specific Reading(s)Mercer, C. D., & Mercer, A. R. (2005). Teaching Students with Learning Problems (7th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall. 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