EEX 3450

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.

EEX3450_6.0

ESOL Performance Standard(s) and Indicator(s)1.1, 4.1
Activity ObjectiveTo understand the target child's strengths and plan engaging and appropriate activities for this child.
Activity DescriptionSummarize the child's unique strengths, learning challenges, personal interests, needs, support personnel and create two future activities to enhance the child's development.
ESOL-specific Reading(s)Brown, C.L. (2004). Reducing the Over-Referral of Culturally and Linguistically Diverse Students (CLD) for Language Disabilities. NABE Journal of Research and Practice, 2 (1), 225-243. Retrieved from http://njrp.tamu.edu/2004/PDFs/Brown.pdf Burnette, J. (2000). Assessment of culturally and linguistically diverse students for special education eligibility. ERIC EC Digest #604 . Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved from http://www.ericdigests.org/2001-4/assessment.html Cummins, J. (1991). Empowering culturally and linguistically diverse students with learning problems. ERIC EC Digest. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved from http://www.ericdigests.org/pre-9220/problems.htm Echevarria, J. & Hasbrouck (2009). Response to Intervention and English Learners. Center for Research on the Educational Achievement and Teaching of English Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/responsetointerv.html
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3450_5.0

ESOL Performance Standard(s) and Indicator(s)4.2
Activity ObjectiveSelect and make low and high technological accommodations for children.
Activity DescriptionTechnology in the classroom can serve the needs of all students. Technology is divided into two categories: Low Tech and High Tech. In about 6 sentences, you need to tell what accommodations you would make when given a scenario of a child. You will have two scenarios to respond to and you must state at least one Low Tech and one High Tech accommodations for each child in the two scenarios. One child must be an English Language Learner.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3450_4.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveResearch and investigate an exceptionality.
Activity DescriptionYou will select 1 exceptionality to investigate using the Internet. Internet websites are listed in Appendix C of The exceptional child: Inclusion in early childhood education textbook pp. 539-540. Then, you will do in depth research about the exceptionality using the Internet including information for identifying and meeting the needs of ELLs with this exceptionality.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3450_3.0

ESOL Performance Standard(s) and Indicator(s)3.3
Activity ObjectiveTo describe educational items/toys to be used to meet the specific needs of diverse learners, including ELLs and special needs students.
Activity DescriptionGiven a website with ideas for toy adaptations, you will respond to a scenario. Using the website http://letsplay.buffalo.edu/ you will list/describe 2 items/toys that you will use with each of the four children in the scenario; each item/toy should be specifically chosen to meet each child's needs. Include adaptations appropriate for English language learners. You do not need to make the items/toys.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3450_2.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1
Activity ObjectiveCreate an Individualized Educational Plan (IEP) for a student with a disability.
Activity DescriptionUsing the Target Child from your classroom observations, students will develop an Individualized Educational Plan (IEP) for a student with a disability. Include plan details for an ELL. You will not really implement this IEP; this assignment is to show you the IEP process.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX3450_1.0

ESOL Performance Standard(s) and Indicator(s)1.1
Activity ObjectiveObserve a child with special needs.
Activity DescriptionYou will locate a pre-school or kindergarten through grade 3, public or private school/facility that has an inclusive classroom (includes children with and without disabilities). You will choose a child with a disability to observe in the classroom. You are required to observe your Target Child (TC) several times. You must speak with the teacher/administrator to obtain permission to observe your TC. After your initial visit, write a 1-2 paragraph observation on the visit as well as complete the weekly requirements of the TC assignment included in the assignment section.
ESOL-specific Reading(s)N/A
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO