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 | 2.1, 2.2, 3.2, 4.1, 4.2, 5.3 |
Activity Objective | Understand the 3 levels of EL proficiency and instruction modification |
Activity Description | Candidates watch videos detailing a beginning, intermediate, and advanced EL at: https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2f6uUmfrL https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2fWTkQHQD https://webmail.ucf.edu/owa/redir.aspx?C=139cb325133c4f659bf1daade9cc829e&URL=http%3a%2f%2fengage.ucf.edu%2fv%2fp%2fWCUP5WC In addition to reviewing the cases, the candidates also review handouts that detail instructional modification for each level of proficiency http://www.education.ucf.edu/stll/docs/EDG6415.pdf Candidates compose a 500 word reflection/summary of how they incorporated this information into their modified lesson plan. Candidates are reminded to incorporate formative assessment of ELs in their reflection and modified lesson plan. |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | No |
ESOL Endorsement Standards | 1.1 |
Activity Objective | Prevent possible cultural miscommunication |
Activity Description | Candidates pick 2 major cultural groups within today¡¯s public schools. Using an Internet search engine (e.g. Dogpile, Google), search for 2 websites which contain information on each of these two cultural groups¡¯ attitudes toward education in general. The websites should be nonprofit, meaning that their URL address end in either EDU, ORG, or GOV. Once you have found appropriate websites and read over all of the material carefully, summarize the groups¡¯ attitudes and highlight the areas that might lead to misinterpretation within schools. Considering this information, name 5 strategies/approaches/techniques/models that schools/teachers can employ to reduce the cross-cultural barriers between each of these 2 groups and the schools. Then, explain what resources are available, or would be needed, to accomplish these objectives. |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | Yes |
ESOL Endorsement Standards | 3.2 |
Activity Objective | Teach the modified lesson plan from assignment 1 in a microteach |
Activity Description | Candidates teach their lesson plans with accommodations for English Language Learners at 3 levels of proficiency, review a recording of their lesson, and complete a professional growth plan that requires them to justify their use of strategy. |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | Yes |
ESOL Endorsement Standards | 4.1, 4.2 |
Activity Objective | Modify a lesson plan for 3 levels of language proficiency |
Activity Description | After reading the cases of Edith (beginning), Edgar (intermediate), and Tasir (advanced), candidates select a lesson plan from an online source and analyze it for contextual support (SLIDE) and language demands (TREAD). They then incorporate non-verbal (SHOW) and verbal (TELL) accommodations to meet the needs of Edith, Edgar, and Tasir. Also, review the following websites learn about graphic organizers. One graphic organizer must be included in the lesson plan, and a copy must be attached to the final lesson plan. http://www.eduplace.com/graphicorganizer/ http://www.edhelper.com/teachers/Sorting_graphic_organizers.htm http://www.teachervision.fen.com/graphic-organizers/printable/6293.html http://www.cod.edu/people/faculty/drafke/Graphic%20organizers.htm#A Hierarchy |
ESOL-specific Reading(s) | Florida Consent Decree (http://www.fldoe.org/aala/cdpage2.asp) ESOL Case Studies http://education.ucf.edu/stll/edg4410New.cfm |
Generic Syllabus URL | N/A |
Detailed Assignment Description URL | N/A |
Electronic Portfolio Assessment | Yes |