LAE 4464

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.

LAE4464_2.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo form a list of young adult multiethnic literature to use in the classroom with ELLs.
Activity DescriptionList and describe in detail 10 good books that can be classified as multi-ethnic literature. The books may be fiction or non-fiction. They may be for children, teenagers, or adults. Describe why these books can help teachers work with English language learners.
ESOL-specific Reading(s)Samway, K. (2006). Reflective writing. In When English Language Learners Write: Connecting Research to Practice. Portsmouth, NH: Heinneman. Retrieved from http://pd.heinemann.com/shared/onlineresources/E00633/chapter6.pdf Wu, Y. (2008). Teaching young adult literature in advances ESL classes. The Internet TESL Journal, 14(5). Retrieved from http://iteslj.org/Articles/Wu-YoungAdultLiterature.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

LAE4464_1.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo form a list of young adult multiethnic literature to use in the classroom with ESOL students, which may also include research and reflection on young adult literature that describes a character learning English or adjusting to a new culture.
Activity DescriptionAs part of their text set assignment, students will list and describe in detail 5 texts that focus on ESOL students or discuss learning English as a second-language. The texts may be fiction or non-fiction. They may be for children, teenagers, or adults. Students will describe why these books can help teachers work with English language learners.
ESOL-specific Reading(s)Goldenberg, C. (2008). Teaching English language learners: What the research does¡ªand does not say. American Educator, 32, 8-23. Retrieved from http://old.dmps.k12.ia.us/programs/7researcharticle.pdf Francis, D.J., Rivera, M., Lesaux, N. & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Practical Guidelines for the Education of English Language Learners. Retrieved from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf 50 Strategies for Teaching English Language Learners Wu, Y. (2008). Teaching young adult literature in advances ESL classes. The Internet TESL Journal, 14(5). Retrieved from http://iteslj.org/Articles/Wu-YoungAdultLiterature.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES