RED 4311

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.

RED4311_3.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2
Activity ObjectiveTo demonstrate an understanding of issues faced by English language learners in the reading classroom and how language affects reading development.
Activity DescriptionCandidates will read and reflect on a peer-reviewed journal article from the field of TESOL related to the major reading components, (phonemic awareness, phonics, vocabulary, comprehension and fluency). Suggested journals include the following: Language Arts, Reading Teacher, TESOL Journal, TESOL Quarterly, Journal of Research in the Teaching of English, and The New Advocate. Other general journals that include some information related to early literacy include Young Children, Childhood Education, and Dimensions.
ESOL-specific Reading(s)Salmon, A.K. (2009). Young English language learners making thinking visible. Colombian Applied Linguistics Journal, 10(1), 126-141. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/101/158 Silverman, R. & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English language learners and non-English language learners in the pre-kindergarten through second grade. Journal of Educational Psychology, 101I(2), 305-314. Retrieved from http://www.uww.edu/conteduc/camps/otherevents/Docs/Papers/Silverman%20and%20Hines%202009.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED4311_2.0

ESOL Performance Standard(s) and Indicator(s)3.2, 4.1
Activity ObjectiveTo plan and teach a guided reading lesson that integrates all language arts skill areas and demonstrates modifications for ELL students.
Activity DescriptionCandidates will coordinate with a teacher to plan and teach an extensive guided reading lesson using the district adopted reading series and the Sunshine State Standards that are a part of the studentsĄ¯ reading goals. If the seminar teacher does not use guided reading lessons, candidates will need to choose another classroom to complete this assignment. The lesson will integrate the language arts skills of reading, writing, speaking, listening and viewing. Modifications and accommodations for ELL students will be clearly included and delineated.
ESOL-specific Reading(s)Salmon, A.K. (2009). Young English language learners making thinking visible. Colombian Applied Linguistics Journal, 10(1), 126-141. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/101/158 Silverman, R. & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English language learners and non-English language learners in the pre-kindergarten through second grade. Journal of Educational Psychology, 101I(2), 305-314. Retrieved from http://www.uww.edu/conteduc/camps/otherevents/Docs/Papers/Silverman%20and%20Hines%202009.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES

RED4311_1.0

ESOL Performance Standard(s) and Indicator(s)5.1, 5.3
Activity ObjectiveTo understand and evaluate reading assessment data from a student and reflect on options for further assessment and accommodations for an LEP student.
Activity DescriptionWorking with the internship supervising teacher, or a reading teacher, candidates will complete the Ekwall/Shankar Reading Inventory with one student. The supervising teacher will assist with selecting the student. Candidates will then analyze the assessment data to determine each childĄ¯s reading levels (independent, instructional, frustration), and evaluate mastery of the reading competencies (phonemic awareness, comprehension, word identification, sight word recognition, and fluency). Candidates will interpret this analysis to determine the studentsĄ¯ reading strengths and identify any reading difficulties. Ultimately candidates will develop a written interpretation of the studentsĄ¯ assessment results that includes the studentĄ¯s reading strengths, needs and an individualized corrective reading program with appropriate levels of intervention and/or acceleration based on his/her strengths and needs. Candidates will address the following questions in their analysis: How would you further assess this student over time to determine if your individualized corrective reading program was helping to increase their knowledge? Candidates must also reflect on how to accommodate assessment for use with an English language learner.
ESOL-specific Reading(s)Salmon, A.K. (2009). Young English language learners making thinking visible. Colombian Applied Linguistics Journal, 10(1), 126-141. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/101/158 Silverman, R. & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English language learners and non-English language learners in the pre-kindergarten through second grade. Journal of Educational Psychology, 101I(2), 305-314. Retrieved from http://www.uww.edu/conteduc/camps/otherevents/Docs/Papers/Silverman%20and%20Hines%202009.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES