LAE 4361

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.

LAE4361_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.3
Activity ObjectiveTo reflect on experiences aiding the acquisition of English literacy practices of English language learners.
Activity DescriptionCandidates write about their personal experiences working with students who are learning English as a second-language. They will describe the student(s), their background(s) and their experiences ¨C good and bad - helping them to acquire English literacy.
ESOL-specific Reading(s)August, D. (2003). Supporting the development of English literacy in English language learners. Center for Research on the Education of Students Placed at Risk, 61, 1-54. Retrieved from http://www.csos.jhu.edu/CRESPAR/techReports/Report61.pdf Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0205crandall.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE4361_2.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveTo explore what components of an ESL lesson plan are effective for facilitating English language learnersĄŻ acquisition of English literacy.
Activity DescriptionCandidates find on the web (or elsewhere) 3 lesson plans that are for teachers of students who are learning English as a second language. The three plans should represent a variety of proficiency levels. They download or Xerox a copy of the lesson plan, write a summary of the plan, and how the lesson helps ESOL students.
ESOL-specific Reading(s)August, D. (2003). Supporting the development of English literacy in English language learners. Center for Research on the Education of Students Placed at Risk, 61, 1-54. Retrieved from http://www.csos.jhu.edu/CRESPAR/techReports/Report61.pdf Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0205crandall.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE4361_3.0

ESOL Performance Standard(s) and Indicator(s)4.1, 4.2
Activity ObjectiveTo apply and demonstrate current, research-based methods of literacy instruction to a lesson aimed to develop studentsĄŻ critical thinking.
Activity DescriptionCandidates will develop a 10-15 mini critical thinking lesson utilizing a current, interactive, and state-of-the-art instructional technique. They will have the class do the lesson, reflect, and evaluate the technique. Lessons must include strategies for ELLs at various levels of proficiency and ESE students.
ESOL-specific Reading(s)August, D. (2003). Supporting the development of English literacy in English language learners. Center for Research on the Education of Students Placed at Risk, 61, 1-54. Retrieved from http://www.csos.jhu.edu/CRESPAR/techReports/Report61.pdf Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0205crandall.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

LAE4361_4.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveTo explore how a teacherĄŻs cultural background, ethnicity, and religion impacts instruction in the classroom.
Activity DescriptionCandidates prepare a digital video or powerpoint about their cultural backgrounds. 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)August, D. (2003). Supporting the development of English literacy in English language learners. Center for Research on the Education of Students Placed at Risk, 61, 1-54. Retrieved from http://www.csos.jhu.edu/CRESPAR/techReports/Report61.pdf Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved from http://www.cal.org/resources/digest/0205crandall.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES