The activity descriptions provided in this summary of ESOL infused activities or assignments are intended to provide you with information about how you meet the requirements to earn the ESOL endorsement as part of your initial certification degree. 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 the associated course's syllabus to ensure that you fulfill all assignment requirements. If the Electronic Portfolio Assessment row indicates Yes, this means that you will upload this graded assignment to your online assessment account in LiveText/Via/Watermark/Student Learning and Licensure, etc.
| ESOL Endorsement Standards | 2.1, 3.1, 4.1, 4.2, 5.1 |
| Activity Objective | To plan for a thematic language arts unit plan to use in the classroom. To research methods of adapting and modifying lesson plans to meet the needs of English language learners in an inclusive classroom. |
| Activity Description | Unit Plan. Candidates create a unit plan that is centered on a particular theme/and or subject matter. The unit plan must differentiate instruction for exceptional education students and English language learners at various proficiency levels. Instructional strategies for ESE and ELLs must be bolded or highlighted to indicate the strategies included. Candidates will list research-based ideas for adapting classroom lessons to meet the needs of students who are learning English as a second-language. They will include the instructional technique, its description, and a reflection on how this idea would help students who are learning English as a second-language. |
| ESOL-specific Reading(s) | Goldenberg, C. (2008). Teaching English language learners: What the research does and 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 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 URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | YES |
| ESOL Endorsement Standards | 1.1, 2.2, 2.3 |
| Activity Objective | ESOL Teacher Observation. To observe an ESOL teacher working with ELLs and reflect on the various strategies for communication and interaction that teacher utilizes. |
| Activity Description | Candidates observe one ESOL class and take notes on the teacher’s instructional strategies for communicating and assisting ELLs. Candidates then write a report and reflection about the class period connecting what they saw to their own experiences working with ESOL students. Candidates must also describe and analyze what the observed teacher did well and if and how they could have improved. They also include ideas for applying what they observed to their own classroom practices. |
| ESOL-specific Reading(s) | Goldenberg, C. (2008). Teaching English language learners: What the research does¡ªand does not¡ªsay. 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 |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |
| ESOL Endorsement Standards | 1.1, 2.1 |
| Activity Objective | To reflect on the successes and struggles of learning a foreign or second language. |
| Activity Description | Candidates reflect on their own experiences learning a new language in a reflective essay. They will include analysis of what the experience was like for them, detail what strategies and techniques helped them to learn the language, and describe the joys and troubles during the language acquisition process. Candidates will reflect on how their identities are shaped by their ethnicity, culture, and religion and how this impacts classroom practices. Application to teaching children from diverse linguistic and cultural backgrounds must be included in reflection. |
| ESOL-specific Reading(s) | Goldenberg, C. (2008). Teaching English language learners: What the research does¡ªand does not¡ªsay. 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 |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | NO |