ࡱ> NPM bjbj Fxxb)vv4hv,.."PPP?AAAAAA$ eeDPP4zDDDdPP?D?DD yeD.+0,P!.P! D  eeDP!v* :   ESOL Late Field Experience Blueprint for ELEMENTARY EDUCATION Please Note: Interns must satisfactorily complete a minimum of multiple weeks planning, implementing, and evaluating instruction for one or more ELL pupils, supervised by a cooperating teacher who has obtained the ESOL endorsement(certification is not a substitute for this). Ask your Cooperating teacher to initial the ESOL Performance Standards that were met. Scan the document and upload to Chalk and Wire and submit to your ŷƬ Internship Supervisor to authenticate. TASK REQUIREMENTS MET ESOL Teacher Evaluation: E=Excellent; S=Satisfactory; U=Unsatisfactory; N/O= Not Observed  PSEvaluation  Teacher initials The intern has taught in a classroom where there is at least one ESOL student for a minimum of 2 weeks, 10 days, or 60 hours., and has met each of the 25 ESOL Performance Standards AT LEAST once.     The intern has demonstrated knowledge of various ESOL instructional support services and resources as well as social services for ELL students and their families.  1, 7, & 25   The intern has demonstrated effective strategies for ELL parent communication, including modifying communications sent to the home.  23   The intern has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. 15, 16, 17, 18, 20, 22   The intern has demonstrated effective strategies for teaching one or more ELL pupils in a mainstreamed instructional setting.  13, 18   The intern has demonstrated appropriate modifications of communication for one or more ELL pupils, in whole class, small group, and one-on-one interchanges, through simplifying language, repetition/paraphrasing, connecting form and meaning, asking questions at students level of proficiency, and rephrasing and expanding the ELL pupils linguistic output.  5, 6, 8, 11, 13, 21   The intern has demonstrated effective use of ESOL teaching methods such as TPR, the Natural Approach, etc.  5, 6, 11, 12, 17, 18, 24   The intern has demonstrated appropriate modifications of instructional input for one or more ELL pupils, including providing pictures, props, gestures, a high degree of context, and other extralinguistic cues.  6, 17, 18   The intern has structured appropriate modifications of student-to-student interaction for one or more ELL pupils, including assigning the ELL pupils tasks and roles that are appropriate for their level of proficiency, and creating an environment in which they can negotiate meaning.  5, 13, 16, 24   The intern has applied knowledge of language structure and the second language acquisition process in planning, implementing, and evaluating Language Arts and Literacy instruction for ELL pupils.  10, 20   The intern has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements.  15, 16, 17, 18, 20, 22   The intern has demonstrated effective lesson planning for ELL pupils, including modifications appropriate to multiple levels of ELL students (if present) evaluated by the instructor of ESOL III as well as the cooperating teacher, and, where necessary, an ESOL resource teacher and/or university supervisor.  6, 8, 16, 24   The intern has demonstrated appropriate modifications of curriculum for one or more ELL students, including simplifying texts, providing support materials (e.g., bilingual and picture dictionaries), analyzing a task for the degree of contextual support and cognitive complexity and making necessary adjustments accordingly.  5, 8, 9, 11, 12, 15   The intern has demonstrated appropriate modification of assessment for one or more ELL students, including developing alternative assessments that assess content rather than linguistic knowledge and has used ELL pupils results on standardized English proficiency tests to make instructional decisions.  12, 19, 20, 21   The intern has demonstrated culturally sensitive classroom management strategies as well as cross-cultural competence in interactions with ELL pupils and their families.  2, 3, 4, 14, 22, 23   The intern has demonstrated reflection on her/his effectiveness teaching ELL pupils and has adjusted lesson plans and instruction accordingly.  14       PAGE  PAGE 1 4/05 $*@A  U W ! 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