RED 3012

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.

RED3012_3.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2, 2.3, 3.2, 4.1, 4.2
Activity ObjectiveReflect on assigned readings related to topics of reading
Activity DescriptionCandidates will write course reflections or reflective summaries throughout the course on topics of reading, specifically comprehension, fluency, vocabulary, phonics, and phonemic awareness and the specific connections to native speakers, non-natives speakers at all three levels of proficiency, and students with special needs. Reflections should address specific concepts as listed in ˇ°Course Reflections Checklistˇ±, and students document the discussion of each topic throughout the course of the semester.
ESOL-specific Reading(s)Blair, T.R. (2007). Teaching Children to Read in Diverse Communities. St. Paul, Mn: Freeload Press. Also available at www.freeloadpress.com. Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED3012_1.0

ESOL Performance Standard(s) and Indicator(s)2.3, 3.2, 4.1
Activity ObjectiveDevelop a lesson plan related to literacy or nonfiction text
Activity DescriptionCandidates will develop a lesson plan that develops comprehension, critical thinking, vocabulary, decoding (phonemes/morphemes), and fluency within the context of a literary or nonfiction text. Lesson plan should be based on principles of exemplary reading instruction. Identify Sunshine State Standards Benchmarks that are addressed through this lesson. Identify processes involved for this benchmark; i.e. how will you know that the child has accomplished this benchmark? Provide specific outline for your plan. Include objective, materials to support native speakers and those that were specfically selected to help language learners, teaching procedures (including before, during, and after reading behaviors) for beginning, intermediate, and advanced language learners, and evaluation (how you will know that student has accomplished your objective) for native speakers and beginning, intermediate, and advanced ELs. Integration of art, music, and/or movement is encouraged. Finally, write a reflection in which you address how the development of the lesson plan demonstrates your knowledge of the components of reading, the synchronization of those components during reading process, your knowledge of teaching reading, and how lesson plan enhances language and literacy development for native speakers and ELs.
ESOL-specific Reading(s)Blair, T.R. (2007). Teaching Children to Read in Diverse Communities. St. Paul, Mn: Freeload Press. Also available at www.freeloadpress.com. Hadaway, N.L. (2009). A narrow bridge to academic reading. Educational Leadership, 38-41.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES