Elementary Education Program
ESOL Performance Worksheet (EPW)
Student Name:______
Student G.I.D.: ______
The ESOL Performance Worksheet (EPW) cross-references the 12 ESOL Standards infused in course assignments throughout the Elementary Education program curriculum. In order to document all assignments infused with ESOL Standards, organize the TESOL Notebook according to the courses and internships in the program. Place the assignments (pieces of evidence) generated in each ESOL-infused and ESOL stand-alone course and internship in the appropriate notebook section. Instructor feedback must be evident on each piece of evidence. This feedback should be a rubric with score noted.
The number of assignments to be included for each ESOL-infused course is dictated by the number of ESOL-related assignments required by the specific course. To assist you in identifying ESOL-infused assignments and their corresponding standards, refer to your course syllabi or ask your instructor.
Depending on how your instructor designed a particular activity, the same piece of evidence may be used to address more than one standard. In order to further cross-reference the 12 ESOL Standards, write across the top of the assignment the ESOL performance standard(s) being addressed, as specified in the course syllabus. Fill in the appropriate areas below. Record on the EPW next to the standard addressed: the title of the piece of evidence, the prefix and number of the course, and the semester/year during which the piece of evidence was created.
At least two assignments must be included per standard. Remember, the same assignment – if it indeed relates to several different standards – can be used to address more than one ESOL Standard.
Evidence must remain in the appropriate notebook sections until the final notebook review, which is conducted by the SFSC Program Coordinator during Internship II. The EPW is to remain in the front section of the student’s notebook. The security and maintenance of the TESOL Notebook and EPW are the student’s responsibility.
It is recommended that students also place a copy of their ESOL Performance Profile in their TESOL Notebook. The EPW, the TESOL Notebook, and the ESOL Performance Profile together will ultimately represent fulfillment of the 300 hours of ESOL training required by the Consent Decree.
ESOL Performance Worksheet
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.Domain 1: Culture (Cross-Cultural Communications)
Standard 1: Culture as a factor in ELLs’ Learning
Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities /
- Cultural Groups and Educational Attitudes Paper
- Florida Consent Degree
- English Language Interview
- Lesson Plan with ESOL modifications,
- Cultural Immersion Project
- Assessment /Instructional Plan (AIP)1 and 2
- Teacher Interview
- Integrated Art Lesson Plan
- Website Exploration
EDF 4603 (Analysis and Application of Ethical )
EDF 4603(Analysis and Application of Ethical )
TSL 4347 (Methods of teaching ESOL)
TSL 4347(Methods of teaching ESOL)
RED 3519 (Diagnostic and Corrective)
RED 3519(Diagnostic and Corrective)
EDE 4323 (Art , music, Physical Edu)
LAE 3314(Language Art)
Domain 2: Language and Literacy (Applied Linguistics)
Standard 1: Language as a System
Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English. /
- Assignment 12 and 13: Textbook evaluation
- Phrasal Verbs
- ELL Assessment Profile
TSL 4347 (Methods of Teaching/ASS ESOL)
TSL 4347(Methods of Teaching/ASS ESOL)
Domain 2
Standard 2: Language Acquisition and Development
Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. /
- Linguistic Analysis
- Service Learning Journal
- ELL Assessment Profile
EDF 3467(Analysis and Application of Ethical )
TSL 4347(Methods of Teaching/ASS ESOL)
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.
Domain 2: Language and Literacy (Applied Linguistics)
Standard 3: Second Language Literacy Development
Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning. /
- The Florida Consent Decree paper
- ELL Assessment Profile
TSL 4347 (Methods of Teaching/ASS ESOL)
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 1: ESL/ESOL Research and History
Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. /
- Linguistic Analysis
- The Florida Consent Decree paper
- ELL Interview
TSL 3243(Foundation of ESOL)
EDF 4603(Analysis and Application of Ethical )
Domain 3
Standard 2: Standards-Based ESL and Content Instruction
Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. /
- ELL Assessment Profile
- Learning Environment Implementation
RED 4942 Practicum for Ass and Ins Reading)
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 3: Effective Use of Resources and Technologies
Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. /
- ELL Assessment Profile
- Learning Environment Implementation
RED 4942 (Practicum for Ass and Ins Reading)
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.
Domain 4: ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs
Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. /
- Lesson Modifications
- Field Experience Lesson
EDE 4942 (Internship II)
Domain 4
Standard 2: Instructional Resources and Technology
Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. /
- ELL Assessment Profile
- Field Experience Lessons
EDE 4942 (Internship II)
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 1: Assessment Issues for ELLs
Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. /
- Field Experience/Service Learning
- Assessment Profile of ELL
TSL 4347 (Methods of Teaching/ASS ESOL)
Domain 5
Standard 2: Language Proficiency Assessment
Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. /
- Assessment and Instructional Plans
- ELL Assessment Profile
TSL 4347 (Methods of Teaching/ASS ESOL)
12 ESOL Standards / Title of Evidence / Prefix and number of the course in which the piece of evidence was created. / Semester/Year/Rubric Score during which the piece of evidence was created.
Domain 5
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. /
- Assessment and Instructional Plans
- ELL Assessment Profile
TSL 4347 (Methods of Teaching/ASS ESOL)
ESOL Performance Worksheet