Solid ESOL Lessons: From Theory to Practice. Karie Mize, Ed.D. ( email@example.com ) Carmen Cáceda, Ph.D. ( firstname.lastname@example.org ) Maria Dantas-Whitney, Ph.D. ( email@example.com ) ESOL/Bilingual Education Program, Western Oregon University. Oregon Association of Teacher Educators
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Karie Mize, Ed.D. (firstname.lastname@example.org)
Carmen Cáceda, Ph.D. (email@example.com)
Maria Dantas-Whitney, Ph.D. (firstname.lastname@example.org)
ESOL/Bilingual Education Program, Western Oregon University
Oregon Association of Teacher Educators
Salem, Oregon -- January 27, 2012
Critical consumers who can comply and innovate
Insightfulness about the PURPOSE(S) of each lesson
I would have gone to the .”
Begin with a sentence the FEP/native English speaker might
say in the lesson:
Break this sentence down into the ELP levels:
Language Arts Goal (if applicable)
Content (Students/I will be able to . . .)
ESOL Forms (list levels of ELLs in the class or choose 2 if hypothetical)
Western Oregon University
Summative Assessment of Candidate
Seeking English for Speakers of Other Languages (ESOL) Endorsement
(To be completed by the candidate, the mentor and the university supervisor)
Name of Candidate ____________________________________________________________________
PracticumSupervisor________________________________ Date of completion __________________
School at which practicum was completed __________________________________________________
Work sample title _______________________________ Requirements: Met ____ Not met ____
Endorsement sought: ESOL ___ Bilingual/ESOL ____ Level: Undergraduate ____ Graduate ____
Passing scores on required ESOL test(s): ______ Total Score ______ Subtest 1 ______ Subtest 2 ______
The candidate has demonstrated the ability to plan for instructionof ELLs
__ a. Determining the educational and language acquisition level of students.
__ b. Writing clearly defined content and language objectives that are consistent with school,
district, state and/or TESOL standards.
__c. Integrating language, content, and skills that English language learners need to succeed in
__d. Scaffolding and pacing the lesson so that appropriately sequenced tasks reinforce and build on each other.
__e. Designing group activities and guided practice that lead to mastery via a variety of purposeful
__f. Providing student-centered activities with sufficient opportunities for development of 4
language skills/modalities (listening, speaking, reading, writing).
__g. Gauging and differentiating language demands so that critical thinking and problem solving
are used by all students, regardless of second language acquisition levels.
__h. Selecting and organizing supplemental material to assist in making lessons clear and authentic.
__i. Incorporating technologies to benefit ELLs, when applicable.
__j. Planning meaningful lessons, infusing concepts of multicultural and social justice when possible.
The candidate has demonstrated the ability to shelter and implement instructionfor ELLs.
___a. Using adjusted “teacher talk,” or appropriate speech for students’ academic and
developmental proficiency level.
___b. Meeting the needs of various learning styles.
___c. Building background to link new concepts.
___d. Introducing and emphasizing necessary vocabulary and academic English.
___e. Using a variety of question types.
___f. Employing a variety of instructional and organizational strategies.
___g. Concluding the lesson with a comprehensive review.
Echevarria, J., Vogt, M., & Short, D. (2010). Making content comprehensible for elementary English learners: The SIOP Model. Boston, MA: Allyn & Bacon.
Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. ohanti, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan(former Orient Longman.
Lantolf, J. (1994). Sociocultural theory and second language learning. The Modern Language Journal, 44, 418-420.
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Publishing.