The activity descriptions provided in this summary of ESOL infused activities or assignments are intended to provide you with information about how you meet the requirements to earn the ESOL endorsement as part of your initial certification degree. 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 the associated course's syllabus to ensure that you fulfill all assignment requirements. If the Electronic Portfolio Assessment row indicates Yes, this means that you will upload this graded assignment to your online assessment account in LiveText/Via/Watermark/Student Learning and Licensure, etc.
| ESOL Endorsement Standards | 2.3, 4.1 |
| Activity Objective | Develop storytelling skills |
| Activity Description | Using a visual aid that is appropriate for the book you have selected and supports ELs comprehension of the text, tell your story to your classmates. The story needs to be told, not read. Examples of visuals might include puppets, a feltboard, slides, transparencies, black light demonstrations, charts, costumes, etc. Be creative! Or¡ You may write and illustrate a children¡¯s book. It must be submitted in final form and will be read to the class during the storytelling presentations. |
| ESOL-specific Reading(s) | Gillanders, C. & Castro, D.C. (2011, January). Storybook reading for young dual language learners. Young Children, 91-95. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | No |
| ESOL Endorsement Standards | 2.3 |
| Activity Objective | Develop teacher¡¯s read aloud skills |
| Activity Description | Candidates choose a book that they think is of excellent quality and appropriate for reading aloud in a public school. They read it to their peers in the class. They self evaluate their reading and allow the audience to give feedback. Include a reflection on how they tried to engage English learners in their reading and ensure comprehension of the content. |
| ESOL-specific Reading(s) | Gillanders, C. & Castro, D.C. (2011, January). Storybook reading for young dual language learners. Young Children, 91-95. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | No |
| ESOL Endorsement Standards | 3.2, 4.1 |
| Activity Objective | Develop an understanding of a variety of texts and genres for classroom use |
| Activity Description | Candidates will prepare a reading response project that includes Newbery and Caldecott award winners from each of the literary genres. They must include one ESOL accommodation for beginning, intermediate, and advanced ELs that directly relates to each book in their reading response group. The goal of the ESOL strategies must be to develop language skills and help students access the content of these award winning texts. |
| ESOL-specific Reading(s) | Gillanders, C. & Castro, D.C. (2011, January). Storybook reading for young dual language learners. Young Children, 91-95. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | No |
| ESOL Endorsement Standards | 1.1, 2.3 |
| Activity Objective | In depth knowledge about an author or illustrator of student's choice |
| Activity Description | Candidates research a multicultural author/illustrator that would promote diversity in their classroom. Candidates present the information to peers in a format that would encourage elementary students to learn more about this person and explore their books. The presentation must include suggested ESOL strategies for beginning, intermediate, and advanced language learners to help access the content of the presentation on the author/illustrator. |
| ESOL-specific Reading(s) | Gillanders, C. & Castro, D.C. (2011, January). Storybook reading for young dual language learners. Young Children, 91-95. |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | No |
| ESOL Endorsement Standards | 3.3 |
| Activity Objective | Website Explorations Glog (25 points) (FEAP A1F, A2D, A2E, A2H, A2I, A3A, A3B, A3E, A3G; ESOL 2.3) |
| Activity Description | Each student will make a multimedia presentation to share information about a children's book author or illustrator. To begin, register for a free account at: edu.glogster.com/signup You can select from the authors listed below, or choose one your own. The multimedia presentation will be shared with your group in a 5 minute presentation. A reflection MUST be attached to rubric. Write a paragraph explaining what you learned from doing this project. Write another paragraph explaining how you plan to use what you've learned in your classroom. The web exploration project includes margin notes for the websites as well as reflective analysis that discusses how preservice teachers understand theories of second language reading and writing development for elementary ELLs, and how this information can be incorporated into the classroom to choose books that support ELLs¡¯ L2 literacy development in English. Please make sure your multimedia presentation meets the requirements that are specified on the Web Explorations Rubric,that is part of this packet. On the day of your presentation, (1) complete the top portion of the rubric, (2) attach the reflection, (3) print a copy of the Glog page (right click with the mouse and then press "print"), and submit all of these items to the instructor. |
| ESOL-specific Reading(s) | |
| Generic Syllabus URL | N/A |
| Detailed Assignment Description URL | N/A |
| Electronic Portfolio Assessment | Yes |