EEC 4207

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.

EEC4207_3.0

ESOL Performance Standard(s) and Indicator(s)5.1
Activity ObjectiveTo demonstrate understanding of assessment issues facing ELLs and identify appropriate assessment of ELLs in the early childhood classroom.
Activity DescriptionWrite a brief reflection from the ESL-focused readings from the course describing assessment considerations for English language learners and how you will incorporate the information within the readings into your own classroom. ESL-focuses Readings: Lenski, S., Ehlers-Zavala, F., & Daniel, M. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. doi: 10.1598/RT.60.1.3
ESOL-specific Reading(s)Espinosa, L.M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42(8), 837-853. doi: 10.1002/pits.20115. Retrieved from http://www.ed.utah.edu/users/daniel.olympia/Prelim%20Readings/Articles/Diversity/Espinosa%20(2005).pdf Lenski, S., Ehlers-Zavala, F., & Daniel, M. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. doi: 10.1598/RT.60.1.3
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

EEC4207_2.0

ESOL Performance Standard(s) and Indicator(s)5.1, 5.2, 5.3
Activity ObjectiveTo observe and analyze assessment tools used to measure the progress of a child in pre-K classroom.
Activity DescriptionSelect ONE child from that SAME PreK - classroom as you conducted the CLASS tool to complete a variety of observation tools, including - Naturalistic Assessment, Focused Assessment, Performance Assessment, Dynamic Assessment, Curriculum-Based Language Assessment, culminating into an organized Portfolio Assessment. Include assessment information that pertains to ELLs. (Same child 2-3 observations.)
ESOL-specific Reading(s)Espinosa, L.M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42(8), 837-853. doi: 10.1002/pits.20115. Retrieved from http://www.ed.utah.edu/users/daniel.olympia/Prelim%20Readings/Articles/Diversity/Espinosa%20(2005).pdf Lenski, S., Ehlers-Zavala, F., & Daniel, M. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. doi: 10.1598/RT.60.1.3
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

EEC4207_1.0

ESOL Performance Standard(s) and Indicator(s)5.1, 5.2, 5.3
Activity ObjectiveTo analyze and explore an assessment tool used in early childhood programs and how it can be modified for ELLs and learners with disabilities.
Activity DescriptionFor this module, you will explore different assessments that are used in early childhood settings. You will share your understanding of ONE of these assessment tools, frequently used in ECE settings. Information should include specific information about the test: publisher, age range, cost, specific purpose, if criterion reference or norm referenced additional information important for you to know. You will create a one-page hand-out on the assessment that also details accommodations for ELLs and learners with disabilities to share with the class. You will also review 4 additional assessments for early childhood programs and share what you learned about them.
ESOL-specific Reading(s)Espinosa, L.M. (2005). Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Psychology in the Schools, 42(8), 837-853. doi: 10.1002/pits.20115. Retrieved from http://www.ed.utah.edu/users/daniel.olympia/Prelim%20Readings/Articles/Diversity/Espinosa%20(2005).pdf Lenski, S., Ehlers-Zavala, F., & Daniel, M. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. doi: 10.1598/RT.60.1.3
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES