Prospective StudentsCurrent StudentsFaculty & StaffAlumni & FriendsUSF on iTunes U

Search COEDU 
COEDU Home
Administration
Departments
Programs
Centers & Institutes
Office of Research
Community Engagement
Giving to COEDU

Employment

 

ESOL Portfolio Alternate Activities:

  • for English Language Education students
  • for Foreign Language Education students
  • for Special Education students
  • for Early Childhood & Elementary Education students who started before Fall 2002


If you have not met all the Performance Standards, these alternate activities will help you to meet the remaining standards.

These Alternate Activities are to be used only during the student's final two semesters (once all other coursework is complete) as a means to fulfill any unmet ESOL State Performance Standards.



Instructions

  • Choose any Alternate Activity below. (Each activity may be done only once, but you may do as many of the activities as needed to fulfill the required Performance Standards)
  • Complete the activity.
  • Bring the completed activity to one of the ESOL Education Faculty for evaluation and approval. The work you do must be of adequate quality and quantity, fully meeting the ESOL Performance Standards indicated.



1. Observation of Classroom Teacher(s)

Conduct a Case Study of a classroom teacher at your school (during your field experience), observing, recording and evaluating his/her practice in terms of accommodations and means of inclusion for LEP students. The teacher in the study must have an LEP student in the classroom. You will observe how lessons, assessments, language and other forms of communication are (or are not) altered to accommodate the LEP student(s). You will record your observations. You will then evaluate what you observed, commenting on its effectiveness, and suggesting ways of improving the practice of the teacher observed.

Performance Standards Met:

1,4,11,13,14,15,17,18, 24



2. School Personnel Interview
Conduct interviews of a) the school principal; b) the ESOL resource teacher; AND c) the classroom teacher on the school's ESOL policy, resources, attitudes, community liaisons and ties, as well as, the school's ESOL population make-up, ESOL-oriented in service training, and program modifications to accommodate ESOL students, including those with special needs. You are required to submit both your questions, and a matrix summarizing the data you gathered.

Performance Standards Met:

1, 2, 3, 23, 24, 25

3. ESOL Resource Evaluation
Review the ESOL resources at your school (e.g. in the library/media center, in administration, etc.). Discuss what materials are available to teachers AND to LEP students, how accessible they are, how appropriate they are, and whether or not they are used. Organize and report your findings in written form.

Performance Standards Met:

1, 7, 15, 17, 24


Back to Top



4. Assessment Modification
Take an existing test or alternative assessment and adapt it appropriately to the needs of ESOL students in the Pre-Production, Speech Emergence and Intermediate Fluency stages. Show the modifications throughout the assessment in BOLD.

Performance Standards Met:

5, 6, (9), (10), (11), 12, 17, 19, 20, 21, 24 (Parentheses indicate that the meeting of the Performance Standards is contingent upon the content of the assessment).

5. ESOL-Modified Content-Area Unit Plan
Create and implement in your internship an original unit plan with ESOL modifications in BOLD throughout. The areas to be modified are Objectives (if applicable), Materials, Lesson Delivery and Assessment. The lessons in the unit will be modified for ESOL students in the Pre-Production, Early Production, Speech Emergence and Intermediate Fluency stages. Note: This Alternate Activity may be done up to three times, provided that each unit plan you construct focuses on a different content area).

Performance Standards Met:

4, 5, 6, 7, 8, (9), 11, 12, (13), 14, 15, 16, 17, 19, 20, 21, 22, and (24). (Parentheses indicate that the meeting of the Performance Standards is contingent upon the content of the unit plan)



6. Parent/Community Involvement
Design a program that will bring LEP parents and/or their cultural community into the school. Outline how they can be involved in their child's education and how they can contribute to and enhance the overall school environment. Speak to how this involvement can reduce cross-cultural misunderstandings between the teacher, the school, the home and the community.

Performance Standards Met:

2, 3, 4, 14, 18, 22, 23

Back to Top


7. Modification of a School/Home Communication Document
Locate a school document which is/has been used to communicate with a child's home (e.g. consent forms, daily review, etc.), and adapt/modify it in a way to make it more comprehensible to LEP parents/guardians, keeping in mind the possibility that they may also be lacking literacy skills. Note: This Alternate Activity may be done up to two times, provided that the documents you modify are not the same).

Performance Standards Met:

2, 3, 4, 18, 22, 23



8. Class/School Rules/Expectations Modification
Modify, in written form, an explanation of school/classroom rules/expectations so that an LEP student can understand what is expected of him/her. Adapt/modify it in a way to make it more comprehensible to LEP all levels of students, keeping in mind the possibility that they may also be lacking literacy skills.

Performance Standards Met:

2, 3, 4, 14, 18, 23


9. Policy Modification
Determine existing school policy for a non-ESOL-related area (e.g. Special Education), and modify/rewrite it to include provisions for LEP students that may also fall into that category.

Performance Standards Met:

1, 2, 3, 22, 23, 25


Back to Top



10. ESOL-Related Materials/Resources Evaluation (choose A, B and/or C)
A) Locate a book on ESOL, read it, summarize it, and evaluate it on the basis of how you will or will not incorporate what it has to say into your teaching practice.

B) Locate an ESOL-web site, read it, summarize it, and evaluate it on the basis of how you will or will not incorporate it into your teaching practice.

C) Locate ESOL software, use it, summarize it, and evaluate it on the basis of how you will or will not incorporate what it has to say into your teaching practice.

Performance Standards Met:

4, 5, 6, 7, (8), (9), (13), 15, (17), 19, 24 (Parentheses indicate that the meeting of the Performance Standards is contingent upon the content of the material).


11. Culture Guide
Put together a document that explains elements of both surface and deep culture of an LEP student or students at your school. Also be sure to include the culture's views on education and the role of the teacher in society. This document may be done as a booklet/handout, or may be done with presentation software, such as Power Point.

Performance Standards Met:

2, 3, 4, 14, 18, 22, 23



12. ToolBox
Put together a toolbox for use with LEP students that contains items that you can keep at the ready for use in the classroom to enhance your instruction and to augment the LEP students' comprehension of the content material, as well as to develop their language and literacy skills. Items in the toolbox should include an extensive picture file, multi-colored and shaped manipulatives, word and language games that can be played individually or in groups, etc. You may also wish to include picture books, picture dictionaries, software, a list of useful web sites, and so forth.

Performance Standards Met:

2, 3, 4, 5, 6, 7, 8, 12, 13, 14, 15, 17, 18


Back to Top



13. Generic Alternate Activity (choose A and/or B)
A) Infuse ESOL modifications into an existing lesson plan of yours, with modifications in BOLD throughout. The areas to be modified are Objectives (if applicable), Materials, Lesson Delivery and Assessment. The lesson will be modified for ESOL students in the Pre-Production, Early Production, Production, Speech Emergence and Intermediate Fluency stages. Note: This Alternate Activity may be done up to three times, provided that each lesson plan focuses on a different content area ).

B) Infuse ESOL-related content into an existing pedagogically-oriented paper you have written, with ESOL modifications in the introduction, body and conclusion in BOLD. Note: This Alternate Activity may be done up to two times, provided that each paper focuses on a different area of pedagogical interest ).

Performance Standards Met:

4, 5, 6, (8), (9), 10, 12, (13), (14), 15, 16, 17, 19, 20, 21 (Parentheses indicate that the meeting of the Performance Standards is contingent upon the content of the material).


Back to Top


 

Related Links

ESOL Homepage

ESOL Standards
ESOL E-Library
ESOL Faculty

Faculty Development Plan


FLE 4317
FLE 4316

ESOL Binder


ESOL 1

ESOL 2

ESOL 3

ESOL Folder


ESOL 1 - MAT

ESOL 2 - MAT

ESOL 3 - MAT


FLE 4365

FLE 5366


OMSLE
Florida Consent Decree

Sunshine State Standards


Secondary Ed Homepage

Foreign Lang Ed Homepage



  

 

 

 

University of South Florida Text only USF home page Search USF website