performance standards assessment summary english education ... p - exhibits... · philosophy of...

25 EUSOL PERFORMANCE STANDARDS &11 ESOL Competencies (Teacher Certification)

25 PS 11C STANDARD DESCRIPTION OF ASSIGNEMENT ASSESSMENT

1 11 Identify goals, and processes in terms of rights, responsibilities, placement of students, progression through the system of education. Demonstrate knowledge of state and federal cases leading to policies and mandates.

Develop a personal philosophy for working with ELLs, demonstrating a system of belief and professional dispositions through personal goals for ELLs, inclusive classroom arrangement, parameters for parental and community involvement, and ESOL strategies to develop BICS and CALP.

Demonstrate knowledge of the rights of ELLs and their families, responsibilities of the teacher in terms of placement, pupil progression, program design, and school policies regarding ELLs.

Philosophy of Education Paper – You will write a position paper (3-5 pages in length) in which you express your philosophy as a teacher of all students in English language arts courses. Within this formal, thesis and support essay, you will clearly illustrate your

values and beliefs, citing your opinions with theory and research. The final paper will be included in your portfolio.

Students complete Electronic Pre-Service Developmental Portfolios including ESOL Consent Decree issues (Consent Decree CD).Summarize cultural differences, similarities and other experiences through interaction with ELLs during the field experience.

Video review and reflection

Mini-Ethnography

Focus Group Summary

Write a cultural sketch of self and contrast with another culture to depict similarities and differences in communication styles and conveying meaning. Demonstrate how these cultural differences could be used to improve instruction.

Plan and organize instruction for courses in literature, focusing on lectures, whole-class discussions, group work, individual work, technological tools, using ESOL strategies. Respond to literature through reader response, interpretive community, formal analysis, critical synthesis, and instructional strategies/teaching activities.

Self EvaluationChecklist

Lesson Plan Rubric

ESOL PERFORMANCE STANDARDS ‐ ASSESSMENT SUMMARY ‐ ENGLISH EDUCATION / ESOL

Recognize the major difference and similarities between the different cultural groups in the U.S.

2

Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree . Knowledge of federal and state policies and mandates Develop, implement, & evaluate instructional programs in ESOL, based on current trends in research and practice.

Unit Exam and Final Exam.

Grading Rubric

Unit ExamFinal Exam

Grading Rubric

2 Diversity Proficiencies for English 1 of 22



Through the use of novel reflections and class discussions, students will note major differences and similarities between various cultural groups in the United States and how these differences impact instruction, classroom management, planning and professional development. They will include such thought in the development of their lesson plans and activities which must demonstrate their understanding.

Lesson Plan Rubric

Summarize major cultural issues and differences in literature through article critiques (culture capsules and case study) and provide reflections and use in real life settings

Video/article review and reflection

Journal Entry

Article Review Rubric

After discussing the Florida Consent Decree with the class and assisting student in formulating their ESOL paper, students will also discuss their initial views of ELL students with their classes, schools, and communities, as well as categorize the criticism, mistreatment, and ill will directed toward ELL students and the alienation that they and how these emotions impact their learning.

Rubric

Write a reflective, introspective paper in which students “explore” their core beliefs and biases. As well as answer: What makes you a good candidate to teach? Why English? What moves you, what ticks you off and what makes you tick? These questions should serve as springboards to enlightenment. The paper should be at least 3 pages, typed and double spaced. The final paper should be included in your portfolio

Rubric

Electronic portfolio lesson plans, which can include FL-ESOL, diversity and/or human development artifacts and reflection statements.

E-Portfolio Rubric

Summarize cultural differences, similarities and other experiences through interaction with ELLs during the field experience to enhance instruction for the students.

Video review and group reflection/individual reflection

Case study (Culture Capsule) review for group/ individual reflection

Mini-Ethnography

Focus Group/Article Review

Rubric

Students will create lesson and unit plans which include accommodations and modifications for ELLs which demonstrate consideration of their culture.

Lesson Plan Rubric

3 Identify, expose, and reexamine cultural stereotypes relating to LEP Students.

Use knowledge of the cultural characteristics of Florida’s LEP populations to enhance instruction.

4




1. Write an editorial expressing your views on why in United States law a national language was never stipulated. Be sure to take a stand on whether having such a law would be a good idea or not. The editorial could take the form of a letter to the editor. Please take into consideration the Florida Consent Decree and the ESOL Performance Standards when formulating your argument.

Reflective essay – Write a reflective essay regarding each of the goals presented throughout the course. Each essay should refer to the Sunshine State Standards, National Standards, ESOL performance standards (including the Florida Consent Decree), Florida Teacher Competencies, and Florida Educator Accomplished Practices as necessary. How does each of the above affect: planning, assessment, professional development and classroom management? What are some differences that emerged during the classroom observation, interview/case study and field experience from what teachers are doing in the English class versus what theory dictates? Provide any other relevant feedback. Remember that it is important for you to demonstrate and apply what you’ve learned during th

Critical Anal Rubric


E- portfolio Rubric

In cooperative groups of four, plan an activity utilizing an assigned instructional strategy during the class period. Provide specific entry in terms of lowering the Affective Filter and providing comprehensible input to develop language acquisition. In the procedure, provide specific steps you would utilize to teach the activity according to the language level of the ELLs. Be specific to types of questions, prompts and graphic organizers to be utilized. Present your plan to the class.

Planning Rubric

Students will create alternative assignments for ELLs to accompany their Unit plan that demonstrate their knowledge of the different stages of language acquisition. Students will also use their reflections regarding the course YAN to discuss sociolinguistic, cultural, ethnic, and sociopolitical issues.

Rubric

6 Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.Knowledge of instructional methods and strategies Knowledge of Sociolinguistic, Cultural, Ethnic, & Sociopolitical Issues

5




Philosophy of Education Paper – You will write a position paper (3-5 pages in length) in which you express your philosophy as a teacher of all students in English language arts courses. Within this formal, thesis and support essay, you will clearly illustrate your values and beliefs, citing your opinions with theory and research. This includes your beliefs about your ability to teach ELLs and those from varying sociolinguistic, cultural, ethnic and sociopolitical backgrounds. The final paper will be included in your portfolio.

Philosophy Rubric


E- Portfolio Rubric

Describe your personal philosophy for working with ELLs, specific strategies for teaching and delivering instruction.

Develop a lesson plan/folder activity utilizing Language Arts Through ESOL including specific language objectives for ELLs, demonstrating accommodation through the Affective Filter and Comprehensible Input, include SPECIFIC STEPS in the application of the assigned ESOL strategy (Include questions asked at the developmental level of the ELLs and specific ESOL appropriate actions and strategies for students to learn the English language). Include specific activity for assessing the learning outcomes of the ELLs as a result of teaching the lesson.

Grading Rubric.

Lesson Plan Rubric.

Select and apply at least three ESOL- specific strategies in a literature lesson. Indicate specific accommodations for ELLs as identified in the assigned article on ESOL strategies.

Lesson Plan Rubric

Students will locate multiple resources related to ELLs and post to the class blog. Students will also broach this subject during class discussions after reading assigned online articles and chapters from textbook.

Lesson Plan Rubric

Read and discuss tenets of content reading instruction for LEP students using assigned article.

Reflective summary

RubricElectronic portfolio lesson plans, which can include FL-ESOL, diversity and/or human development artifacts and reflection statements.

E-Portfolio Rubric

6 Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students.




Develop a learning center to be used with the LEP child. Build the learning center around the principles of Multiple Intelligences to accommodate the various needs and styles of diverse learners. The learning center must be original, attractive and creative with a minimum use of commercial materials or worksheets. It should accommodate several levels of language acquisition and modalities for learning. All materials needed for the various levels of activities must be included in the display. Specific ESOL strategies must be named (focusing on the what) and demonstrated with a clear expression of the pedagogical principles and benefits focusing on the why and how). An audiotape must be provided with specific directions and content using clear, audible, and appropriate speech for the language level of the ELL.

Rubric for Learning Centers

Identify and review instructional materials utilized in the field experience classroom to determine the appropriateness and modifications needed to improve learning outcomes for the ELLs.

Grading Rubric

T h lDevelop a resource bank of instructional aids (video, film, books, journals,) highlighting those that are ESOL related.Conduct a web quest search for ESOL related materials and resources.

Annotated List of Resource

Article Analyses - Submit 5 short (1.5 -3 page) analyses of recent (within the last 4 years)articles from professional journals on the teaching of English as it pertains to LEP and theinfusion of ESOL standards into the English class. Your papers will be evaluated on thebasis of how well they first clearly and briefly summarize the articles and then carefullyanalyze the techniques and arguments presented and include information on how you willuse such findings in your classroom. Use either MLA or APA citation.

Rubric

Students discuss and must present as a predetermined group, one of the four domains(Classroom Management, School Safety, Ethics or a major Legal situation dealing withteachers/students rights. In each presentation a lesson plan is due on the date ofpresentation outlining the purpose, input, modeling, checking for understanding andadaptations. You must also insure all learning styles, varying exceptionalities, andspeakers of languages other than English are addressed in the presentation taking intoaccount issue of Lau v. Nichols, Florida Consent Decree. and No Child Left Behind.

Rubric

7 4 Locate and acquire relevant resources in ESOL Methodologies Knowledge of curriculum, curriculum materials and resourcesSelect & develop appropriate ESOL content according to student levels of proficiency & listening, speaking, reading, & writing, taking into account: (1) basic interpersonal communication skills




• Utilizing Language Arts Through ESOL develop a lesson plan with a corresponding file folder activity to support language development of a small group of ELLs at the language level designated in class. Include strand, standard, benchmark, grade group, and designated language level (Include the written statement and alpha numeric values). Write two (2) objectives (one for content & one for language), Include Behavior, Condition and Minimum Proficiency. Your objective must reflect Specific Expectations for Language Learning and Development and a connection with the chosen benchmark. Include specific accommodations for the ELLs such as lowering the Affective Filter and providing Comprehensible input. Include the steps you would take in preparing for the learning experience (gathering materials, organizing the environment, etc). Include SPECIFIC STEPS in the application of the assigned ESOL strategy ( Include questions asked at the developmental level of the ELLs and specific ESOL appropriate actions and strategies for students to learn the English language). Include specific activity for assessing the learning ou

Rubric

Strand C: Listening, Viewing, and Speaking· Activity/Lesson #1: Fluency developmentDevelop an activity/mini lesson (nonworksheet with moving parts) providing a short story that is developmentally appropriate for the level of language of the ELL, as assigned. Show the procedure you would use for the ELLs to tell and retell the story.· Activity/Lesson #2: Vocabulary DevelopmentProvide sentence strips (separating the words) with meaningful context. Explain how you would model correct sentence structure, emphasizing word meaning using context clues while allowing cooperative learning among small groups of ELLs and non ELLs.• Activity/Lesson #3: Listening ComprehensionProvide a tape recorded short story appropriate for the language development stage assigned. Develop a non worksheet activity/mini lesson for students to retell what they herd on the tape. Develop a series of ten questions for the assigned language development level of the ELLs in a progression leading to higher order critical thinking skills to recapture what was heard on the tape.Strand D: Language

Rubric

8 2 Select and develop appropriate ESOL content according to student levels of proficiency and listening, speaking, reading and writing, taking into account (1) basic interpersonal communication skills (BICS), and (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum. Knowledge of first and second language acquisition theories and classroom applications. Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse.




• Activity /Lesson #4: Phonic AwarenessDevelop an activity/mini lesson (non worksheet with moving parts) in which the ELLs will provide missing sounds (orally and by matching) of words to complete statements in real life context.• Activity/Lesson #5: PhonicsProvide flash cards with groups of words that suggest similar sound patterns, but have different meaning. Use a cloze procedure appropriate for the language level assigned providing contextual clues leading to the identification of correct meanings. List the steps in the procedure you would utilize to teach the activity.

• Activity/Lesson #6: Patterns and Rules of LanguageProvide a short literary text from a newspaper article, paragraph from a story, or a short story. Demonstrate the procedures you would use for the ELLs to identify and classify the sentences according to patterns, rules of syntactic structure, symbols, etc. for the selected language development level assigned.

• Activity/Lesson #7: Language Transfer (avoiding overgeneralization of rules)Develop an activity/mini lesson where the use of specific rules does not apply (for example: pluralizing words incorrectly such as feet rather than “feets”). Creatively design the activity and provide specific procedures for working with ELLs to make the language transfer and minimize interference with the native language. The activity should assist the LEP student to make positive transfers. Identify the specific interference and apply the grammatical or phonological rule to address the interference through the activity. You may focus on recurring patterns, contextual guessing, etc.• Activity/Lesson #8: Phonological AwarenessDevelop an activity/mini lesson with an emphasis on differentiating sounds the ELLs hear rather than focusing on the rules of language, aimed at developing the ability to distinguish language units of speech (words and syllabus) or rhymes and alterations in nursery rhymes and poetry.




Your work sample should include the following: Individual Lesson Plans or a unit plan – both should center on one of the two young adult books we will read together as a class and cover either 6-weeks or 9-weeks), site description including student profiles, grammar rationale, goals and objectives, pre & post assessment (rubrics) , activities (pre-reading activity, reading activity, writing activity, vocabulary building activity), class assignments (research assignment, technology assignment, etc.), software evaluation, textbook evaluation and reflective essay. Please remember to adhere to the FEAP, ESOL Performance Standards and Sunshine State Standards when preparing the work sample to address the needs of English language learners. Remember that all lessons, assessments, activities, objectives and goals must address and meet the needs of LEP or ESL students Also, it is important that you identify the learning needs of every student, plan and make individual accommodations, teach using strategies designed to engage every student, gather data, analyze and interpret learning gains, and then write a reflective essay.

Rubric

You will videotape a classroom interaction of yourself as you teach a lesson or work with a group of students within your pre-internship setting, and you will analyze the motivation/discipline strategies you employ. This self-analysis, to be included in your portfolio, enables you to identify and critique your management skills.

Rubric

Using Language arts Through ESOL identify standards and benchmarks and make a connection with culturally appropriate content material for ESOL/LEP students.

Lesson Plan Rubric

Identify activities from a menu of multiple intelligences that are appropriate for the various levels of the LEP child’s development. Explain why they are appropriate.

Checklist/Summary

Discuss and reflect on journal article and reading focusing on strategies related to cognitive language development

Article critique Rubric


Portfolio




Utilizing Language Arts Through ESOL develop, select and develop a lesson plan specifically for reading. Your objective must reflect specific expectations for language learning and development and a connection with the chosen benchmark. Include teacher preparation for the lesson (reflect gathering and making materials as well as organizing the environment for teaching and learning). preparation for the ELL (Provide specific strategy to connect prior knowledge of the ELLs), use prereading, during reading and post-reading strategies as assigned for specific language levels (use technology to show graphic representations of strategies and model how strategy will be used by providing specific questions and interaction prompts for the ELLs as you guide the learner through the strategy). Provide a self assessment by indicating your plans to extend the activity based on the perceived needs of the students and present demonstrate your reflections on areas of the plan on which you could improve.

Using Language Arts Through ESOL (Strand C: Listening, Viewing, and Speaking) develop the following

Lesson Plan Grading Rubric


• Activity/Lesson #1: Fluency developmentDevelop an activity/mini lesson (non worksheet with moving parts) providing a short story that is developmentally appropriate for the level of language of the ELL, as assigned. Show the procedure you would use for the ELLs to tell and retell the story.

• Activity/Lesson #2: Vocabulary DevelopmentProvide sentence strips (separating the words) with meaningful context. Explain how you would model correct sentence structure, emphasizing word meaning using context clues while allowing cooperative learning among small groups of ELLs and non ELLs.• Activity/Lesson #3: Listening ComprehensionProvide a tape recorded short story appropriate for the language development stage assigned. Develop a nonworksheet activity/mini lesson for students to retell what they herd on the tape. Develop a series of ten questions for the assigned language development level of the ELLs in a progression leading to higher order critical thinking skills to recapture what was heard on the tape.

Strand D: Language

9 8 Develop experimental and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes.Knowledge of literacy development and classroom applicationKnowledge of Curriculum, Curriculum Materials, and Resources. Indicator 8: Identify appropriate methods of instructing ELLs in the areas of phonemic awareness, phonics, fluency, vocabulary and reading. FEAP:2 Communication 5 Diversity 7: Human Development and Learning8: Knowledge of the Subject MatterReading Endorsement Competencies: Specific Indicator A: Phonemic Awareness: Specific indicator B: Phonics; Specific Indicator C: Fluency; Specific Indicator D: Vocabulary; Specific Indicator E: Comprehension




• Activity /Lesson #4: Phonic AwarenessDevelop an activity/mini lesson (non worksheet with moving parts) in which the ELLs will provide missing sounds (orally and by matching) of words to complete statements in real life context.

• Activity/Lesson #5: PhonicsProvide flash cards with groups of words that suggest similar sound patterns, but have different meaning. Use a cloze procedure appropriate for the language level assigned providing contextual clues leading to the identification of correct meanings. List the steps in the procedure you would utilize to teach the activity.

• Activity/Lesson #6: Patterns and Rules of LanguageProvide a short literary text from a newspaper article, paragraph from a story, or a short story. Demonstrate the procedures you would use for the ELLs to identify and classify the sentences according to patterns, rules of syntactic structure, symbols, etc. for the selected language development level assigned.

• Activity/Lesson #7: Language Transfer (avoiding overgeneralization of rules)Develop an activity/mini lesson where the use of specific rules does not apply (for example: pluralizing words incorrectly such as feet rather than “feets”). Creatively design the activity and provide specific procedures for working with ELLs to make the language transfer and minimize interference with the native language. The activity should assist the LEP student to make positive transfers. Identify the specific interference and apply the grammatical or phonological rule to address the interference through the activity. You may focus on recurring patterns, contextual guessing, etc.

• Activity/Lesson #8: Phonological AwarenessDevelop an activity/mini lesson with an emphasis on differentiating sounds the ELLs hear rather than focusing on the rules of language, aimed at developing the ability to distinguish language units of speech (words and syllabus) or rhymes and alterations in nursery rhymes and poetry.

Participate in small group development of cognitive activities for LEP students by developing two activities games or other artifacts, to use with ELLs.

Article summary

Critique Rubric




Reflective essay – Each student, in addition to the reflective journal, should submit areflective essay regarding each of the goals presented throughout the course. Each essayshould refer to the Sunshine State Standards, National Standards, ESOL performancestandards (including the Florida Consent Decree), Florida Teacher Competencies, andFlorida Educator Accomplished Practices as necessary. How does each of the aboveaffect: planning, assessment, professional development and classroom management?What are some differences that emerged during the classroom observation, interview/casestudy and field experience from what teachers are doing in the English class versus whattheory dictates? Provide any other relevant feedback. Remember that it is important foryou to demonstrate and apply what you’ve learned during the course of the semester. Itshould be clear from your essay that you not only read the assigned readings, but that youwere able to synthesize the information to establish your own personal philosophy,practices and beliefs.

Rubric


E-Portfolio Rubric

Using the lesson plans/ activities already developed for phonology, vocabulary development, and discourse with a student in the field experience, provide an analysis of the linguistic needs and modification of the activity for the particular student.

lesson plan/ assessment

rubric

Using Book Talk, indicate steps in improving comprehensible input for both LEP and non-LEP students. Focusing on a variety of oral functions in the classroom, demonstrate how you would improve the understanding of the English language through basic history, linguistic and grammar during the teaching of the lesson.

Rubric

Students will work one on one with an ELL student during their 10 hour field clinical requirement for the course and note students' language skills while they read aloud, among other observations and reflections of the experience.

Report Rubric


E-Portfolio Rubric

10 1 Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse.Knowledge of Language Principles




Describe general cooperative strategies designed to develop the four language skills through a concept web while developing a philosophy for working with ELLs.

Develop an integrated lesson utilizing the four language modalities utilizing Language Arts Through ESOL. The plan must be inclusive of listening, speaking, reading, and writing. It must include all elements of a lesson plan including benchmarks, behavioral objectives preparation for the teacher, presentation of the lesson utilizing specific ESOL strategies, modeling of the lesson taking into account the various levels of language of the ELLs, checking for understanding, and assessing learner outcomes. Specific "hands-on" activities to be used with the ELLs must also be presented.

Concept Web

Lesson Plan Rubric

Develop a lesson plan using one of the YAN and specify literature strategies for developing and integrating the four language skills of listening, speaking, reading, and writing.

Micro teaching Rubric

Developing course syllabus/work plan and lesson plans including those infused with technology and demonstrations.

Rubric


E-Portfolio Rubric

Participate in group development process and microteaching using specific reading strategies

Micro Teaching Rubric

Artifact Rubric

Develop a parallel lesson plan to make accommodations for lessons t aught in the regular classroom where ELLs and non ELLs are taught. The lesson plan (left side) may originate from a previous method course, but it must be substantive in content including the appropriate Sunshine State Standard for the grade level and subject area. The ESOL aspect of the lesson (right side) must reflect the appropriate elements of Language Arts Through ESOL, including strand, standard, and benchmarks. Specific ESOL modification must be develop taking into account the level of language and literacy development of the ELLs. Using the parallel column format, indicate the corresponding ESOL appropriate strategies for the students by using specific menu items form the CALLA chart and other strategies presented and discussed in class.


Group developmental process and microteaching using reading jargon in speaking, writing vocabulary using specific ESOL strategies.

Reading LogMicro Teaching

Rubric

12 Apply content-based approaches to ESOL instruction.

11 Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing.




Group chapter presentations - students must include how the content presented applies to ELLs and what changes are necessary for related instruction to be effective.

Rubric

Textbook evaluation – Each student must evaluate a grammar text and a literature anthology being used in Leon or Gadsden County, as well as a grammar text and a literature anthology to use in your future English class. The books may be used in either middle or high school. You should submit a total of 4 evaluations. Use form on Blackboard.

Rubric


E-Portfolio Rubric

Develop an integrated lesson utilizing the four language modalities utilizing Language Arts Through ESOL. The plan must be inclusive of listening, speaking, reading and writing. It must include all elements of a lesson plan including benchmarks, behavioral objectives preparation for the teacher, presentation of the lesson utilizing specific ESOL strategies, modeling of the lesson taking into account the various levels of language of the ELLs. The lesson must provide opportunities for collaboration among students, including specific grouping of students to provide opportunities for socialization to promote language acquisition and development. Specific "hands-on" activities to be used with the ELLs must also be presented.

Utilize Multiple Intelligence Inventory to evaluate learning preferences and needs of students to design instruction and utilize appropriate strategies for learning.

Lesson Plan Rubric

MI inventory

Software evaluation – Each student must evaluate software designed specifically to assist instruction within the middle and/or high school English class. A separate handout, with further instructions and examples is available on Blackboard. The evaluation should not exceed 2 pages.

Rubric


E-Portfolio Rubric

Plan a differentiated activity and indicate specific accommodation to be made based on gender, ethnicity, language, and academic development in an integrated group situation.

Lesson Plan Rubric


E-Portfolio Rubric

13 3 Evaluate, design, and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon.Knowledge of sociolinguistics, cultural, ethnic and sociopolitical issues Knowledge of 1st and 2nd Language Acquisition Theories and Classroom Application

14 Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.




Using a previously developed lesson plan analyze the content and examines approaches to include and examine issues of gender, ethnicity and other relevant elements.

Checklist

Create a test for ELLs including performance based itemsRead and critique an assigned journal article related to the assessment process for ELLs

Grading RubricRubric

Identify the availability of language and literacy resources in the classroom of the field experience.

Use Web Quest to explore the use of technology to acquire and use resources for teaching and learning

Literacy Checklist/

Survey Instrument

Technology use checklist


Use Web Quest to explore the use of technology to acquire and use resources for the development of Basic Interpersonal Communication Skills for the various levels of language development.


Discuss the assigned literature in chat room discussion with other preprofessionals. Include in your discussion specific and most effective ESOL strategies and materials to address the comprehension of specific literary, cultural and language issues for the ELLs in the field experience.

Journal Entry

Article Review Rubric

Students will create and demonstrate technology lesson plans which must address Sunshine State Standards that will enhance students communicational skills

Rubric


E-Portfolio Rubric

Search and review ESOL materials for reading content identifying important elements for teaching.

RubricAnnotated

Bibliography

15 7 Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at the elementary level. Knowledge of instructional technology Select and develop appropriate ESOL content according to student levels of proficiency and listening, speaking, reading an writing, taking into account (1) basic Interpersonal communication skills.




Develop a unit planning web indicating ESOL strategies to be used across subjects/curriculum strands. The web should reflect the appropriate Sunshine State Standards for each subject area/strands, including standards and benchmarks. The unit web must also reflect substantive ESOL strategies that will be used to support learning for the ELLs. All strategies must be substantive. Use the web as the main organizer for topics and activities to support teaching over a period of 4 to 6 weeks. It also provides the basis for developing daily lessons as is the case of the a parallel lesson plan you will develop as part of this assignment.

Rubric for Unit Plan

Develop a Unit with specific ESOL strategies for use in a plan. Write specific behavioral objectives for the language level of the studentsUse the assigned checklist with criteria to select and adapt the instructional materials to meet the for the level of the students.

Lesson Plan Rubric

Checklist

Develop a unit from which a lesson plan will derive to teach specific content such as grammar using a select literary text from the list assigned as deem appropriate for the language and grade group of the ELLS students assigned to you during the field experience.

Lesson Demo

Students will present two in class teaching demonstrations: one for grammar and one for literature. Students will be assigned roles.

Rubric


E-Portfolio Rubric

Identify and review instructional materials utilized in the field experience classroom to deter+D13mine the appropriateness and modifications needed to improve learning outcomes for the ELLs.

Develop and activity using Discussion Board or e-mail as a form of use of technology to expand oral and written communication

Grading Rubric


16 Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom.

17 Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels.




Develop an activity using Discussion Board or e-mail as a form of technology use to expand and asses oral and written communication.

Applying language acquisition theory, in small groups of 3, critique and make modification of textbook materials distributed in class. Identify specific areas of linguistic concerns based on the level of language development of the ELL and indicate the modifications to be made, explain why the modification is necessary and show what modification is deemed best for utilizing the textbook material.


Grading Rubric

Develop a resource bank of instructional aids (video, film, books, journals), highlighting those that are ESOL related.

Conduct a web quest search for ESPL related materials and resources. Provide a critique of the ESOL-related resources.

Annotated List of Resource

Select a section of a short story to be used with ELLs and assess potential difficulties. Make accommodations based on anticipated linguistic difficulties. Include various resources such as technology, dictionaries, and other media that could be used as resources to improve teaching and learning.

Lesson Plan Rubric

Using the material collected and the annotated bibliography assignment, identify specific ESOL strategies to work with vocabulary and other difficult content.

Develop a lesson plan in which adaptations to instructional materials and technology are made to meet instructional needs of LEP students.

Grading Rubric

Lesson Plan Rubric


E-Portfolio Rubric

Develop a classroom schematic that is inclusive of elements and arrangements to accommodate the varied needs of ELLs in the classroom. Explain all important elements of the classroom and their connection to teaching and learning for the ELLs

Schematic and Philosophy

Rubric

Develop a classroom management plan including modifications for ESOL students. Write a letter to the parents explaining the different actions that are culturally sensitive.

Classroom Management

PlanCreate a debate forum to arouse cross-cultural awareness and understanding among the cultures in the classroom utilizing prompts, visual clues, and other strategies to accommodate various styles of learning.

Checklist

18 Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.




2. Write a letter responding to an angry parent's claim that you are overly tolerant ofstudents who speak Spanish to one another during group work and who use Spanish todevelop their essay ideas. The parent claims that English is the language of this countryand that only English belongs in our schools. Try to synthesize related information on LEPstudents and cultural differences, etc. taken from the Florida Educators AccomplishedPractices and ESOL Performance Standards.

Choose one of the following topics. You may use class readings/viewings to bolster yourarguments, but remember your audience. Make citations appropriate and understandable.Treat this as a midterm--You must not only convince parents or readers, but also show mein the argument that you have assimilated much of the course content thus far.

Checklist

Assess ELLs oral skills to plan tailored/ differentiated instruction using the SOLOM.

Assess ELLs Language Acquisition using the Observational Matrix & Indicators of language Level for the ELL

Modify instruction based on Error Analysis of a student work. Identify and analyze frequent errors in select work of ELLs to develop specific strategies to support corrective instruction an assistance

SOLOM Rubric

L2 Assessment Rubric

.. Assessment

Rubric

Rubric

Use the assigned checklist to evaluate the content of teacher-made tests obtained during the field experience.

Teacher made-Test Rubric

In small groups read and discuss elements of the assessment of ELLs presented in Administrative Rules.(6A-1.09432).Review select test items and provide a critique related to cultural bias and content bias for ELLs.

testing Action Plan

rubric

Using the checklist for teacher made-tests, develop an alternative assessment for one of the lesson/activities previously developed to assess the extent to which the learning objectives are attained. Focus on both Basic Interpersonal communication skills an cognitive development given the content area. Develop a scoring rubric to grade the ELL.

Authentic assessment

Rubric

Using a teacher made test, provide an analysis including criteria to measure language, literacy and academic content

Authentic Assessment

Rubric

19 Consider current trends and issues related to the testing of linguistically and culturally diverse students when using testing instruments and techniques.

20 Administer tests and interpret test results, applying basic measurement concepts.




Electronic portfolio lesson plans, which can include FL-ESOL, diversity and/or human development artifacts and reflection statements.Create an appropriate test for ELLs including a performance based items. In small groups, provide critique of test questions.

Evaluate a reading test designed for ELLs

Rubric

Rubric

Assess ELLs oral skills to plan for instruction using the SOLOM. Assess ELLs Language Acquisition using the Observational Matrix & Indicators of language Level for the ELL.

Utilize Multiple Intelligence Inventory to evaluate learning preferences and needs of students to design instruction and utilize appropriate strategies for learning.

SOLOM Rubric

L2 Assessment

Rubric

Conduct a classroom testing inventory during the field experience to observe and collect types of assessment instruments and alternative assessment used by the classroom teacher to measure language and literacy development and content learning.

Field Experience Reflective Summary

Develop the procedural steps for using alternative assessment for literacy with LEP students focusing on selected alternative assessments from a menu.

Alternative Assessment

Rubric

21 9 Use formal and alternative methods of assessment/ evaluation of LEP student, including measurement of language, literacy, and academic content metacognition.KNOWLEDGE OF ASSESSMENTLocate & acquire relevant resources in ESOL methodologies.




Observe a classroom (middle or high) in which a discussion is planned. Focus your observations on the following: 1. Who is doing most of the talking? 2. How much "wait time" does the teacher allow for answers to questions? 3. Does the teacher evaluate each student response, or are students encouraged to elaborate upon their responses and the responses of other students? 4. Are students allowed to practice the "etiquette of reach" that builds bridges in conversation and allows natural discussion? If so, how is that practice encouraged? Do hidden agendas appear to regulate the class discussion? Other observations? 5. How are LEP students (you will have to ask the teacher to ID them before or after the class) addressed and/or treated during discussion? Do they participate? Other observations? You may want to chart or diagram the discussion for yourself. Give me a written summary of your observations and analysis at that time. Your work sample should include the following: Individual Lesson Plans or a unit plan – both should center on one of the two young adult books we will read together as a class and cover either 6-weeks or 9-wee

textbook evaluation and reflective essay. Please remember to adhere to the FEAP, ESOL Performance Standards and Sunshine State Standards when preparing the work sample to address the needs of English language learners. Remember that all lessons, assessments, activities, objectives and goals must address and meet the needs of LEP or ESL students Also, it is important that you identify the learning needs of every student, plan and make individual accommodations, teach using strategies designed to engage every student, gather data, analyze and interpret learning gains, and then write a reflective essay.


E-Portfolio Rubric

Review issues of formal and informal assessment, identify samples and provide a critical analysis.

Checklist

Review and critique the Video Review Alternative Assessment for ELLs. Utilize the information to create al alternative assessment for ELLs in a content area of choice. Utilize the specific material use for instruction and develop a "non paper" and pencil assessment to assess learning.

Video Critique Rubric

Alternative Assessment

Rubric

Checklist




Collect various communication instruments (written and on line, including newsletters, notices, announcements of activities, opportunities for cross-community involvement, etc.) used by the local school where the field experience took place. Provide an analysis of the level of cultural sensitivity, communication style used to reduce barriers with ELLs and their parents.

Video review and group reflection/individual reflection

Case study (Culture Capsule) review for group/ individual reflection


Focus Group Reflection

Case Study/Article

Critique Rubric

Role-play – Parent/teacher conference highlighting elements of cross-cultural communication.

Grading Rubric

Group presentations with pre-service lesson plans including ESOL strategies for working with parents, extended family, and collaborating with other school personnel.

Rubric


E-Portfolio Rubric

Research (through the school of the field experience, articles and videos reviewed in class) and provide a descriptive summary of inclusive resources and activities to connect school and neighborhoods to minimize cross-cultural conflicts including linguistic barriers, discipline problems.

Reflective Summary

Utilize Madeline Hunter lesson format to develop a lesson plan to ensure that multicultural/ ESOL components (strategies) are included. Tie-in-prior knowledge, classroom arrangement to facilitate the development of the ELLs through use of specific strategies.

Lesson Plan Rubric

In groups of 3 or four students discuss and present one of the four domains (Classroom Management, School Safety, Ethics or a major Legal situation dealing with teachers/students rights. Include issues of learning styles, varying exceptionalities, and speakers of languages other than English are addressed in the presentation, including issues of Lau v. Nichols, Florida Consent Decree and NCLB.

Rubric


E-Portfolio Rubric

Describe in the philosophy for working with ELLs, the type of instructional program best suited for your philosophy including benefits based on trends in research and practice.

Grading Rubric

23 Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting.

24 5 Develop, implement, and evaluate instructional programs in ESOL, based on

22 Develop and implement major attitudes of local target groups toward school, teachers, discipline, and education in general that mailing to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents and the school setting.




Describe the program used by the school/classroom of the field experience and provide reflective statements related to implementation of the program and observable outcomes.

Reflective Summary

Role-play – Parent/teacher conference highlighting elements of cross-cultural understanding during a presentation to discuss important elements for the parent/teacher conference and select strategies to work with the parents of ELLs.

Grading Rubric

Read and participate in classroom activities as research and literature is studied to improve the quality of instruction delivered to LEP students.



Lesson Plan Rubric

Describe in the Philosophy of working with ELLs, a classroom process for addressing the identification of ELLs with special needs and steps/procedures for the prereferral process.

Inquire into the process used by the school where the field experience is conducted, regarding the identification and placement of ELLs in ESOL program and special education. Specifically, Identify the process of prereferral used for ELLs.

Assess ELLs oral skills to plan for instruction using the SOLOM.

Assess ELLs language acquisition using the Language Observational Matrix & Indicators of language Level for the ELL

Grading Rubric

SOLOM Rubric.

L2 Assessment

Rubric

Using the checklist of indicators of possible learning disabilities, identify specific difficulties observed on a select ELL, provide strategies used to assist in learning the activity and state observed outcomes.

Rubric


E-Portfolio Rubric

Using select reading related to distinguishing language differences and language disorders in ELLs, develop a list of challenges in distinguishing both and considerations for testing.

Exam ItemGrading Rubric

ESOL COURSES

TSL 3080: Intro to ESOL Theory and PracticesTSL 4345: Methods for Teaching ESOLESE 3341 Theory and Practice for Teaching Secondary SchoolRED 3333 Reading in the Content AreaEDF4330 Measurement and Evaluation

Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficient.Knowledge of ELL exceptionality issuesKnowledge of Instructional Delivery Methods

25 10

current trends in research and practice.Knowledge of instructional delivery models.communication skills (BICS), & (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum.




LIT 3333 Multicultural Literature foe AdolescentsESE4930 Instructional Seminar in Secondary SchoolLAE 4360 Teaching English in Middle and High SchoolESE 4943 Student Teaching


performance standards assessment summary english education ... p - exhibits... · philosophy of...

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