LAE 4342

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.

LAE4342_3.0

ESOL Performance Standard(s) and Indicator(s)4.1
Activity ObjectiveTo develop a writing mini-lesson that connects theory to practice.
Activity DescriptionCandidates will develop a mini-lesson that demonstrates evidence of their research on the topic of a specific aspect of grammar or craft lesson related to the principles from Jeff Anderson¡¯s book Everyday Editing. Candidates must address the needs of English Language Learners at various levels of proficiency in the mini-lesson. Lastly, they will write a 1 page reflection addressing the following prompts: • The experience of preparing this lesson • The research utilized to prepare the lesson (including teacher observation) • The incorporation of ESOL strategies discussed in the course or from the internship • The experience of teaching the lesson (include notes from mentor teacher, if possible) • The changes that might need to be made to this lesson if taught again.
ESOL-specific Reading(s)Labbo, L. (2005). Exceptional resources for fostering. Language Arts, 82(6). 469-469. Weigle, S. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. doi: http://dx.doi.org/10.1016/j.jslw.2007.07.004.
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE4342_2.0

ESOL Performance Standard(s) and Indicator(s)3.1
Activity ObjectiveTo read and synthesize key research in critical needs areas of education..
Activity DescriptionCandidates will select, read, summarize, and reflect on a research article from a journal dealing with writing instruction for English language learners. Responses should reflect critical thinking and include concrete suggestions and ideas for adopting the idea(s) and principle(s) to writing classrooms. Reflections will be presented in class to share the information with classmates.
ESOL-specific Reading(s)Labbo, L. (2005). Exceptional resources for fostering. Language Arts, 82(6). 469-469. Weigle, S. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. doi: http://dx.doi.org/10.1016/j.jslw.2007.07.004.
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE4342_1.0

ESOL Performance Standard(s) and Indicator(s)2.3, 3.1, 3.2, 3.3, 4.1, 5.1
Activity ObjectiveTo plan, teach, assess, and reflect on a writing lesson that integrates reading, writing, listening, and talk.
Activity DescriptionCandidates will present a writing demonstration lesson to their classmates whom will simulate writing students. Candidates must address the needs of English Language Learners at varying levels of English proficiency in the lesson and plan and will need to incorporate the ESOL standards attached to this assignment.
ESOL-specific Reading(s)Labbo, L. (2005). Exceptional resources for fostering. Language Arts, 82(6). 469-469. Weigle, S. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. doi: http://dx.doi.org/10.1016/j.jslw.2007.07.004.
Generic Syllabus URLhttp://education.ucf.edu/stll/syllabus.cfm
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES