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, 3.2 |
Activity Objective | To identify variations in ELL students and appropriate strategies to accommodate literacy growth, in particular, writing growth |
Activity Description | This activity is a variation of literature study groups, PLS's shared readings or literature circles using the book: Literacy Con Carino. All candidates will read pages 1-23 which gives the context of the class with different EL students. Then, teacher candidates will divide into groups and each group will read one of the following chapters: Larry, Christina, Gilbert, and Florencia. Each of these chapters also exemplifies applications of various contextualized, BICS strategies such as cooking activities with documentation, alphabet books, pen pals, journaling, writing prompts, class books, reports, illustrating idioms as well as reinforces principles such as comprehensible input and accepting approximations. After group members jigsaw, and share their findings/insights, then we will synthesize the educational implications on chart paper. Candidates may take pictures for safekeeping or documentation. |
ESOL-specific Reading(s) | ESOL specific reading: Hayes, C.W., Bahruth, R., & Kessler, C. (1998/2001). Literacy con carino: A story of migrant children's success. Portsmouth, NH: Heinemann. |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | No |
ESOL Endorsement Standards | 2.1, 2.3, 3.3, 4.1, 4.2 |
Activity Objective | Develop a learning center or learning station to share with other teacher candidates. |
Activity Description | Candidates will research and prepare instructionally sound activities that are appropriate for inclusion in their text sets/thematic unit projects, are aligned with CCSS and LAFS, and develop accommodations for English learners at three levels of proficiency for each activity. Candidates will prepare activities, directions, materials, and include context for ESOL accommodations. |
ESOL-specific Reading(s) | + Peregoy, S. F., & Boyle, O. F.(2016) Reading, Writing, and Learning in ESL: A resource book for teaching K-12 English learners (7th ed). New York, NY: Pearson. +Schleppegrell, M.J. & Go, A.L. (2007). Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538. +Carrison, C. & Ernst-Slavit, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2), 93-113. |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | No |
ESOL Endorsement Standards | 1.1, 3.1 |
Activity Objective | To exemplify the understanding of the value of pedagogical strategies that can enhance literacy learning for ELLs by writing a letter home to K-6 parents explaining the benefits of literacy strategies. |
Activity Description | Teacher candidates will write letter home to K-6 parents to provide information about current language arts practices/strategies, including journalling, spelling development, FSA writing sample preparation, writing workshop, literature circles, transformational generative grammar instruction, creating the best writing environment, ESOL concerns, OR guiding principles for the instruction of spelling, grammar, or handwriting. The letter must be positive and friendly, include a rationale for strategies that are shared in the letter with at least one supporting reference, several specific strategies that parents can do at home to help children develop literacy skills, excluding confusing jargon, addressing common concerns, and communicating clearly and error-free. In addition, teacher candidates should consider the following elements in their letter home to parents: How can the letter itself be made more accessible to non-native speaking parents? (Translation, newsletter style, etc.) |
ESOL-specific Reading(s) | + Peregoy, S. F., & Boyle, O. F.(2016) Reading, Writing, and Learning in ESL: A resource book for teaching K-12 English learners (7th ed). New York, NY: Pearson. +Schleppegrell, M.J., & Go, A.L. (2007). Analyzing the writing of English learners: A functional approach. Language Arts, 84(6), 529-538. +Carrison, C., & Ernst-Slavit, G. (2005). From silence to a whisper to active participation: Using literature circles with ELL students. Reading Horizons, 46(2), 93-113. |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | Yes |