RED 3310

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.

RED3310_3.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveConnect with students¡¯ families and stress the importance of reading at home and parental involvement in literacy development.
Activity DescriptionCandidates plan and develop a ¡°Parent Literacy Night¡± in groups of four. Included in their presentation will be the importance of reading at home, helpful tips, finger plays, activities, booklists appropriate for the age of the child, a monthly calendar for parents to use in facilitating the Literacy Development of Young Children, etc. The candidates consult the Internet, class text, class handouts and professional journals in order to create a research-based presentation with reliable information for parents. They then plan and develop a family literacy activity that could be taken home to promote literacy learning at home. Candidates must include home-language literacy components and resources for families of ELLs.
ESOL-specific Reading(s)Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED3310_2.0

ESOL Performance Standard(s) and Indicator(s)5.1
Activity ObjectiveObserve and analyze various tools to assess an ELL¡¯s literacy development.
Activity DescriptionSelect a child between the ages of 3-6 to complete a series of assessment tools. The child must be a student whose first language is not English. Analyze data collected in a two-page paper.
ESOL-specific Reading(s)Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED3310_1.0

ESOL Performance Standard(s) and Indicator(s)2.3, 3.2
Activity ObjectivePlan a comprehensive, thematic literacy lesson that includes modifications and accommodations for ELLs.
Activity DescriptionIn a small group, plan a comprehensive literacy lesson for a 3, 4 or 5/6 year old classroom. All components will revolve around a central theme. The lesson will include: a read-aloud, literacy activity, and extension activity with a follow-up reflection paper. Lesson plan must include instructional modifications appropriate for ELLs at varying levels of language proficiency.
ESOL-specific Reading(s)Bialystok, E. (2002). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52 (1), 159-199. Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory Into Practice, 45, 337-345.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES