25 PS 11C Conduct ESOL programs within the. 2 Recognize the major difference and similarities

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1 ESOL PERFORMANCE S SUMMARY ESOL Survey of Strategies (All Secondary Ed. Majors) 1 11 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. Test Test Test DESCRIPTION OF Identify goals and processes in terms of rights and responsibilities, placement of students, and progression through the system of education. Demonstrate knowledge of state and federal cases leading to policies and mandates. Demonstrate knowledge of the rights of ELLs and their families, responsibilities of the teacher in terms of appropriate strategies and placement. Placement Unit Quiz Final Exam Philosophy Develop a personal philosophy for working with ELLs demonstrating a belief and professional disposition through goals for ELLs, inclusive classroom arrangement, parameters for parental and community involvement, and ESOL strategies to develop BICS and CALP. 2 Recognize the major difference and similarities between the different cultural groups in the U.S. Case Study Case Study Read the case study assigned and make a culture analysis using the assigned format. Focus on the fact that cultural practices are not usually taught, but society often expects everyone to know and abide by them. Often ELLs do not know do not know the meaning behind the cultural norms of the school leading to inappropriate sequences. Include the following in the analysis: Self Analysis by writing statements about your own cultural upbringing in contrast with the issues of the case. Description of ways in which you as a classroom teacher can be more inclusive and sensitive, given the situation of the case. (Cases: "Why do the bring apples?" and But I Wasn t Told... ) Case Study Journal

2 3 Identify, expose, and reexamine cultural stereotypes relating to LEP Students. 4 Use knowledge of the cultural characteristics of Florida s LEP populations to enhance instruction. Video Review Article Review DESCRIPTION OF Discuss, in small groups, major elements of the cross cultural video assigned/viewed in class and provide a personal reflective summary of implications of cultural stereotypes and avoidable cross cultural misunderstanding among and between groups of people. Include ways to improve communication with ELLs and their families. Read the article "Cultural Considerations for Immigrant Parents" and make a list of avoidable miscommunications between the teacher, parents and students and provide a descriptive summary of prioritized interventions needed to resolve the critical issues in the article. Provide culturally sensitive solutions to each situation. Video Grading Journal Summary Research the ELL demographics in Florida and make comparative statements regarding growth in the ELL population, counties and their levels of concentration, mobility rate in select areas and rationale for movement. Include other changes observed. Summary 5 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 Hands on Activity Develop a well planned hands on activity with movable parts (interactive and multi modality) for the ESOL student based on your specific subject area. The activities must include specific ESOL strategies (such as Concept Webs/ Mapping, Venn Diagrams, cloze procedures, etc.) appropriate for the grade group and language level. Utilizing principles of language acquisition and learning, make the appropriate accommodations for the ELLs to learn the content.

3 6 Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. DESCRIPTION OF Language Develop a lesson plan emphasizing language strategies to assist Development ELLs to minimize language burden presented in the content area Lesson Plan a you teach. Include specific Sunshine State Standards for the lesson Plan content area for your major with specific content objectives aligned with the chosen benchmark; provide a specific language objective for the language level of the ELLs in the class. Include ESOL related strategies (such as, but not limited to KWL charts, semantic maps, graphic organizers, word splash, etc.) and explain how you would measure the level of attainment of the objectives in accordance to the stages of language development of the ELLs. Grading 7 4 Locate and acquire relevant resources in ESOL Methodologies Knowledge of curriculum, curriculum materials and resources Select & develop appropriate ESOL content according to student levels of proficiency & listening, speaking, reading, & writing, taking into account: (1) basic interpersonal communication skills Using Technology Use WebQuest to identify specific resources for use with ELLs. Identify activities that are appropriate for various language levels and learning styles. Classify the resources based on their appropriateness and use for your content area. Resource 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. Lesson Plan Develop a lesson plan emphasizing cooperative groups for the development of BICS and CALP. Include how Comprehensible input will be provided and how the Affective Filter will be lowered in order to increase language acquisition. Use specific ESOL strategies (by name) to develop language (BICS and CALP) and list the interaction between the teacher and the ELLs (include questions that are appropriate for the language level of the student) as the strategies are used in the procedure. Include specific Sunshine State Standards for the content area with specific objectives aligned to the benchmark(s). Lesson

4 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 application Knowledge 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 Learning 8: Knowledge of the Subject Matter Reading Endorsement Competencies: Specific Indicator A: Phonemic Awareness: Specific indicator B: Phonics; Specific Indicator C: Fluency; Specific Indicator D: Vocabulary; 10 1 Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse. Knowledge of Language Principles Hands on activity Language Development Lesson Plan Technology Use DESCRIPTION OF Develop a well designed "hands on" integrated activity for vocabulary development that includes phonemic awareness and comprehension of a lesson in your content area. Identify specific content vocabulary in the text for your subject matter and plan an activity that would support contextual understanding of the vocabulary. Make accommodations for various language levels and content area utilizing principles of language acquisition and learning for the grade group. Include specific Sunshine State Standards for the content area with specific content objectives aligned with the chosen benchmark. Provide a specific language objective for the language level of the ELLs in the class. Include language related strategies to teach the activity and explain how you would measure the level of attainment of the objectives in accordance to the stages of language development of the ELLs. Use the following technology to identify and develop activities appropriate for the language levels of the ELLs as assigned. Identify the purpose of the activity, the characteristics to be considered for using the strategy, equipment to be used, and how the activity would be evaluated in connection with the benchmark and behavioral objectives to ensure learning. Chose several teaching activities to develop the project: Activity 1: Using e mail Creating a (specific subject) dictionary to learn expected terms Activity 2: WebQuest to explore and expand specific subject topics Activity 3: Using Discussion Board My Story (develop and share an autobiography including cultural experiences and other life stories) Activity 4: Using the Internet/Streaming Audio/Instant Messenger to practice listening and speaking

5 11 Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12 Apply content-based approaches to ESOL instruction 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 Language Development Lesson Plan Strategies List DESCRIPTION OF In small groups, discuss your collection of ESOL strategies. Share innovative ways in which the strategies might be used in a various areas of your content areas. Compile a list of unduplicated uses for each strategies Select specific ESOL appropriate strategies for secondary instruction and make alignment with areas of the subject matter and difficult concepts to be taught. Lesson Plan Developed and use a lesson plan/activity to use during the field experience with ELLs. Write a reflective summary of the outcomes and provide a self evaluation of your skills in teaching the activities. Journal 14 Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. Textbook Modification/ Adjustment Make modification for teaching a lesson from a grade level textbook by identifying areas of difficulties and making appropriate modifications before using the text. Identify areas of potential culture conflict, linguistic interference, vocabulary difficulties, complex sentences, etc. and determine appropriate modifications to maximize learning for the ELLs.

6 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. 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. Literacy Survey Use of Technology Unit Web Lesson Plan DESCRIPTION OF Conduct a literacy survey of the classroom during the field experience to identify ESOL related instructional materials used in the school/classroom. Choose from a variety of technology (WebQuest, e mail, Discussion Board, Streaming Audio, Instant Messenger, etc.) to identify and develop activities appropriate for the language levels of the ELLs as assigned. Identify the purpose of the activity, the characteristics to be considered for using the strategy, equipment to be used, and how the activity would be evaluated in connection with the benchmark and behavioral objectives to ensure learning occurred. Develop a unit web organization structure of important topics and activities for all students in your class. Indicate ESOL strategies for the strand you plan to teach given your area of specialization. Include appropriate language strategies you would use given the language acquisition level of the ELLs. Link the web to a specific lesson plan for a class period. Include specific language behavioral objectives must be written, teaching procedures identified with specific ESOL strategies by name, and an evaluative reflective summary of the teaching result must be included. Literacy Planning Web Textbook Obtain a copy of a lesson or a chapter from a textbook and review Modification its content for potential linguistic difficulties ELLs might encounter at various language developmental levels. Examine the text for difficulties in vocabulary, complexity of sentence structures, inferential and cultural meanings expressed by the author that may not be easily understood by the ELL, and other linguistic issues as discussed in class. In each instance identify the difficulties and provide specific ESOL strategies you would use for success in learning the material.

7 18 Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19 Consider current trends and issues related to the testing of linguistically and culturally diverse students when using testing instruments and techniques. Classroom Schematics Philosophic view for working with ELLs Mini Ethnography Teacher made Test DESCRIPTION OF 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. During the field experience develop a mini ethnography of a select ELL or groups of ELLs. Reflect on personal attributes and social adjustments in the classroom, adjustment to school and community life, home challenges with issues of cultural adjustments, and other sociocultural elements uncovered during the visit. Develop a teacher made test for a specific chapter or unit you would teach to students in a class in your area of specialty. Indicate the accommodations and changes you would make for the ELLs in the same class. Include considerations such as: level of language, specific instruction and use of language to alleviate linguistic burden, organization and clustering of test items, use of personal dictionaries, time extension, etc. Teacher Made Test Use various instruments to assess to assess language progression of the ELLs, including L2 acquisition matrix, student Oral Language Observation Matrix SOLOM and other instruments as assigned) Assessment Instruments 20 Administer tests and interpret test results, applying basic measurement concepts. Teacher made Test Using a teacher made test, provide an analysis including criteria to measure language and literacy content. provide specific strategies for accommodation during testing for the ELLs. Include specific instruction and use of language to alleviate linguistic burden, organization and clustering of test items, use of personal dictionaries, time extension, seating arrangements, and other conditions for testing.

8 21 9 Use formal and alternative methods of assessment/ evaluation of LEP student, including measurement of language, literacy, and academic content metacognition. KNOWLEDGE OF Locate & acquire relevant resources in ESOL methodologies. Alternative Assessment DESCRIPTION OF Develop an alternative assessment for a specific test you would administer to the students in the regular class you teach in your discipline. Using the concept of alternative assessment for ELLs, develop an activity to assess students who speak a language other than English, to obtain a similar measure of student learning. Provide the instrument you developed with an explanation regarding benefits and a rational for the instrument, benefits to the ELLs, and the process that will be used to arrive at a specific value judgment of progress. Assessment Instrument 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. 22 Develop and implement major attitudes of local target groups toward school, teachers, discipline, and education in general that may lend to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents and the school setting. 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. Summary Discuss, in small groups, major elements of the cross cultural video assigned/viewed in class and provide a personal reflective summary of implications of cultural stereotypes and avoidable cross cultural misunderstanding among and between groups of people. Include ways to improve communication with ELLs and their families. Journal

9 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 Develop, implement, and evaluate instructional programs in ESOL, based on 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. Philosophy for Working with ELLs DESCRIPTION OF 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. 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. 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. Reporting Summary 10 Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficient. Knowledge of ELL exceptionality issues Knowledge of Instructional Delivery Methods Philosophy for Working with ELLs 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. SOLOM. 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. L2 Assessment