Microsoft Word - 2007 Final Reading to ESOL Reverse Crosswalk 02-09-07 _2

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Standard 1:

Conduct ESOL programs within the parameters,

goals, and stipulations of the Florida Consent Decree.

Indicator 1:

Apply the major components of the LULAC. et al. v.

State Board of Education, et al. Consent Decree to specific

situations {75}

Not Identified

-0-

N/A

Standard 2:

Recognize the major differences and similarities

among the different cultural groups in the United States.

Indicator 1:

Identify specific characteristics of U.S. culture. {32}

Indicator 2:

Compare and contrast features of U.S. culture with

features of other cultures. {33}

Not Identified

-0-

N/A

Standard 3:

Identify, expose, and reexamine cultural stereotypes

relating to LEP and non-LEP students.

Indicator 1:

Apply ethnolinguistic and cross-cultural knowledge to

classroom management techniques. {28}

Indicator 2:

Identify teacher behaviors that indicate sensitivity to

cultural and linguistic differences. {29}

Indicator 3:

Identify different sociolinguistic language functions

(e.g., formal, informal, conversational, and slang). {30}

Indicator 4:

Identify culture-specific, nonverbal communications

(e.g., gesture, facial expressions, and eye contact). {31}

Not Identified

-0-

N/A

Standard 4:

Use knowledge of cultural characteristics of Florida’s

LEP population to enhance instruction.

Indicator 1:

Identify teacher behaviors that indicate sensitivity to

cultural and linguistic differences. {29}

Indicator 2:

Adapt items from school curricula to cultural and

linguistic differences. {36}

Indicator 3:

Identify culture-specific features of content curricula.

{39}

Comp 6.

6.10

Comp. 6

6.11

2.5

TEACH 4 (13)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Indicator 4:

Identify cultural biases in commercialized tests. {61}

Indicator 5:

Identify strategies for facilitating articulation with

administrators, content area teachers, parents, and the community.

{73}

Standard 5:

Determine and use appropriate instructional methods

and strategies for individuals and groups, using knowledge of first

and second language acquisition processes.

Indicator 1:

Identify the principles, characteristics, and

terminology of current first and second language acquisition

theories. {13}

Indicator 2:

Compare language acquisition of different age

groups (e.g., elementary, secondary, and adult). {15}

Indicator 3:

Identify principles of contrastive and error analyses.

{17}

Indicator 4:

Apply ESOL strategies to specific learning styles. {19}

Comp. 4

4.2, 4.3, 4.7, 4.9

(Partial Credit)

2.5

TEACH 3 (1)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Standard 6:

Apply current and effective ESOL teaching

methodologies in planning and delivering instruction to LEP

students.

Indicator 1:

Identify major methodologies and current trends in

ESOL teaching. {49}

Indicator 2:

Identify characteristics and applications of ESOL

approaches. {50}

Indicator 3:

Develop applications of Total Physical Response for

beginning stages. {51}

Indicator 4:

Plan a Language Experience Approach lesson

appropriate for LEP students. {52}

Indicator 5:

Identify features of communicative approaches for

teaching ESOL. {53}

Indicator 6:

Recognize features of content -based ESOL

approaches. {54}

Indicator 7:

Identify cognitive approaches to second language

learning. {55}

Indicator 8:

Identify features of content-based ESOL for the

elementary, middle, and high school levels. {56}

Indicator 9:

Identify features of content-area reading for LEP

students. {57}

Indicator 10:

Identify various instructional strategies used in an

ESOL classroom. {58}

Comp 4

4.3

4.4

4.6

Comp 1.

1.A.2

(Partial credit for

PA)

Comp. 6

6.10

1.0

7.0

2.5

1.0

2.5

TEACH 1 (30)

TEACH 3

(9,11,20)

TEACH 4(16)

TEACH 4 (16)

TEACH 1 (3)

TEACH 4 (13)

Standard 7:

Locate and acquire relevant resources in ESOL

methodologies.

Indicator 1:

Demonstrate knowledge of the historical

development of TESOL. {34}

Indicator 2:

Recognize contributions of major leaders in the field

Comp. 2

2.F.3

2.5

TEACH 3 (25)

TEACH 4 (17)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

of ESOL methodology. {44}

Indicator 3:

Recognize major language education professional

organizations. {67}

Indicator 4:

Demonstrate knowledge of major professional

publications related to ESOL. {68}

Standard 8:

Select and develop appropriate ESOL content

according to student levels of proficiency in listening, speaking,

reading, and writing, taking into account: (1) basic interpersonal

communicative skills (BICS), and (2) cognitive academic language

proficiency skills (CALP) as they apply to the ESOL curriculum.

Indicator 1:

Differentiate between language proficiencies relating

to basic interpersonal communicative skills and cognitive academic

language skills. {16}

Indicator 2:

Select appropriate ESOL content according to

students’ levels of proficiency in listening. {24}

Indicator 3:

Select appropriate ESOL content according to

students’ levels of proficiency in speaking. {25}

Indicator 4:

Select appropriate ESOL content according to

students’ levels of proficiency in reading. {26}

Indicator 5:

Select appropriate ESOL content according to

students’ levels of proficiency in writing. {27}

Comp. 1

1.F.1

Comp. 5

5.2, 5.11

Comp. 4

4.9

Comp. 5

5.10

5.13

2.5

2.0

2.5

TEACH 3 (16)

TEACH 4 (19)

TEACH 5 (11)

TEACH 3 (7)

Standard 9:

Develop experiential and interactive literacy activities

for LEP students, using current information on linguistic and

cognitive processes.

Indicator 1:

Match instructional approaches with language

learning theories. {14}

Indicator 2:

Compare language acquisition of different age

groups (e.g., elementary, secondary, and adult). {15}

Comp. 5

5.2

Comp. 6

6.11

2.5

2.0

TEACH 4 (18)

TEACH 1 (28)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Indicator 3:

Differentiate between language proficiencies related

to basic interpersonal communicative skills and cognitive academic

language skills. {16}

Indicator 4:

Select appropriate ESOL content according to

students’ levels of proficiency in reading. {26}

Indicator 5:

Select appropriate ESOL content according to

students’ levels of proficiency in writing. {27}

Indicator 6:

Identify cognitive approaches to second language

learning. {54}

Indicator 7:

Identify features of content-area reading for LEP

students. {57}

Standard 10:

Analyze student language and determine

appropriate instructional strategies, using knowledge of phonology,

morphology, syntax, semantics, and discourse.

Indicator 1:

Categorize basic concepts of phonology (e.g., stress,

intonation, juncture, and pitch) as they apply to language

development. {1}

Indicator 2:

Determine phonemic characteristics (e.g.,

consonants, blends, vowels, and diphthongs) in a given word. {2}

Indicator 3:

Recognize methods of phonemic transcription (e.g.,

International Phonetic Alphabet and Traeger-Smith). {3}

Indicator 4:

Recognize phonographemic differences (e.g.,

homophones and homographs). {4}

Indicator 5:

Identify str

uctural patterns in a given word (e.g.,

root words, affixes, compound words, and syllables). {5}

Indicator 6:

Apply principles of English morphology as they relate

to language acquisition. {6}

Indicator 7:

Compare characteristics of idiomatic expressions,

Comp. 1

1.A.1

1.A.2

1.B.1

1.D.1

1.E.1

1.F.1

1.F.2

Comp. 2

2.A

Comp. 2

2.D

(For all reading

competencies

identified in this

section)

TEACH 1 (2, 3, 4,

9, 16, 17)

TEACH 1 (6)

TEACH 1 (18)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

slang, and Standard American English. {7}

Indicator 8:

Determine principles of morphological interference

between English and other languages. {8}

Indicator 9:

Categorize and analyze the structure of English

sentences. {9}

Indicator 10:

Recognize methods of grammatical analysis (e.g.,

traditional, structural, or contemporary). {10}

Indicator 11:

Determine principles of syntactic interference

between English and other languages. {11}

Indicator 12:

Apply principles of linguistic semantics and

discourse as they relate to second language acquisition.{12}

Standard 11:

Apply essential strategies for developing and

integrating the four language skills of listening comprehension, oral

communication, reading, and writing.

Indicator 1:

Identify essential skills for teaching listening. {20}

Indicator 2:

Identify essential skills for teaching speaking. {21}

Indicator 3:

Identify essential skills for teaching reading. {22}

Indicator 4:

Identify essential skills for teaching writing. {23}

Indicator 5:

Apply multi-sensory ESOL strategies for instructional

purposes.{60}

Comp. 5

5.10

3.5

Teach 3 (14)

Standard 12:

Apply content-based ESOL approaches to

instruction.

Indicator 1:

Identify content -specific vocabulary. {38}

Indicator 2:

Distinguish between ESOL and English language arts

curricula. {40}

Indicator 3:

Recognize the features of content -based ESOL

approaches. {54}

Indicator 4:

Identify features of content-based ESOL for the

Comp. 1

1.F.4

Comp. 5

5.7

2.5

TEACH 3 (17)

TEACH 3 (19)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

elementary, middle, and high school levels. {56}

Indicator 5:

Identify features of content-area reading instruction

for LEP students. {57}

Indicator 6:

Adapt content-area tests to ESOL levels appropriate

to LEP students. {65}

Standard 13:

Evaluate, design, and employ instructional methods

and techniques appropriate to learner’s socialization and

communication needs, based on knowledge of language as a social

phenomenon.

Indicator 1:

Compare language acquisition of different age

groups (e.g., elementary, secondary, and adult). {15}

Indicator 2:

Differentiate between language proficiencies related

to basic interpersonal communicative skills and cognitive academic

language skills. {16}

Indicator 3:

Apply ESOL strategies to specific learning styles. {19}

Indicator 4:

Identify different sociolinguistic language functions

(e.g., formal, informal, conversational, and slang). {30}

Indicator 5:

Identify culture-specific, nonverbal communications

(e.g., gesture, facial expressions, and eye contact). {31}

Indicator 6:

Identify culture-specific features of content curricula.

{39}

Indicator 7:

Apply multi-sensory ESOL strategies for instructional

purposes. {59}

Comp. 4

4.2

4.8

(Partial Credit)

3.0

1.0

TEACH 4 (21)

TEACH 1 (28)

Standard 14:

Plan and evaluate instructional outcomes,

recognizing the effects of race, gender, ethnicity, socioeconomic

status, and religion on the results.

Indicator 1:

Apply ethnolinguistic and cross-cultural knowledge to

classroom management techniques. {28}

Comp. 3

3.1

3.2

2.0

TEACH 5 (28)

TEACH 5 (24)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Indicator 2:

Identify teacher behaviors that indicate sensitivity to

cultural and linguistic differences. {29}

Indicator 3:

Adapt items from school curricula to cultural and

linguistic differences. {36}

Indicator 4:

Identify cultural biases in commercial tests. {60}

Indicator 5:

Design appropriate tests for determining placement

and assessing progress and achievement of LEP students. {64}

3.3

2.0

TEACH 5 (29)

Standard 15:

Evaluate, select, and employ appropriate

instructional materials, media, and technology for ESOL at

elementary, middle, and high school levels.

Indicator 1:

Identify state-adopted ESOL curricular materials.

{41}

Indicator 2:

Demonstrate the ability to evaluate and select

appropriate instructional materials for specific ESOL proficiency

levels. {42}

Indicator 3:

Identify characteristics unique to the evaluation of an

ESOL text. {43}

Indicator 4:

Identify appropriate instructional equipment for ESOL

lessons (e.g., language masters, filmstrips, video cassettes, audio

cassettes, and computers). {45}

Indicator 5:

Identify characteristics to be considered when

selecting printed media for ESOL classes. {46}

Indicator 6:

Identify characteristics to be considered when

selecting computer-assisted instructional materials for ESOL

classes. {48}

Comp. 1

1.E.4

Comp 2.

2.F.3

Comp. 4

4.9

(Partial Credit)

5.0

(For all reading

competencies

identified in this

section)

TEACH 4 (24)

TEACH 4 (22)

Standard 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.

Comp. 2

2.F.2

2.5

TEACH 3 (18)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Indicator 1:

Identify various ESOL programmatic models, such as

pull-out and immersion. {35}

Indicator 2:

Adapt items from school curricula to cultural and

linguistic differences. {36}

Indicator 3:

Develop appropriate curricula for ESOL levels. {37}

Standard 17:

Evaluate, adapt, and employ appropriate

instructional materials, media, and technology for ESOL in the

content areas at elementary, middle, and high school levels.

Indicator 1:

Identify content -specific vocabulary. {38}

Indicator 2:

Identify culture-specific features of content curricula.

{39}

Indicator 3:

Distinguish between ESOL and English language arts

curricula. {40}

Indicator 4:

List examples of realia that are designed to teach

LEP students. {47}

Indicator 5:

Determine strategies for content-area teachers to

use with LEP students. {74}

Comp. 3

3.1

5.0

TEACH 3 (23)

Standard 18:

Create a positive classroom environment to

accommodate the various learning styles and cultural backgrounds

of students.

Indicator 1:

Apply ESOL strategies to specific learning styles. {19}

Indicator 2:

Apply ethnolinguistic and cross-cultural knowledge to

classroom management techniques. {28}

Indicator 3:

Identify teacher behaviors that indicate sensitivity to

cultural and linguistic differences. {29}

Indicator 4:

Apply multi-sensory ESOL strategies for instructional

purposes. {59}

Comp. 4

4.3

4.4

4.6

4.7

2.0

7.0

TEACH 1 (30)

TEACH 4 (16)

Standard 19:

Consider current trends and issues related to the

Comp. 3

TEACH 5 (15),

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

testing of linguistic and culturally diverse students when using

testing instruments and techniques.

Indicator 1:

Identify cultural biases in commercial tests. {61}

Indicator 2:

Recognize available ESOL entry/exit tests. {62}

Indicator 3:

Identify suitable assessment instruments that assist

in complying with legal obligations of districts serving LEP students.

{63}

3.11

3.10

4.0 (20)

Standard 20:

Administer tests and interpret test results, applying

basic measurement concepts.

Indicator 1:

Construct ESOL listening, speaking, reading, and

writing test items. {64}

Indicator 2:

Design appropriate tests for determining placement

and assessing progress and achievement of LEP students. {65}

Indicator 3:

Adapt content-area tests to ESOL levels appropriate

to LEP students. {66}

Comp. 3

3.3

3.4

3.5

10.0

(For all reading

competencies

identified in this

section)

TEACH 5

(4), (22), (23),

(24), (25)

Standard 21:

Use formal and alternative methods of

assessment/evaluation of LEP students, including measurement of

language, literacy, and academic content metacognition.

Indicator 1:

Identify levels of English proficiency to place students

appropriately for ESOL instruction. {69}

Indicator 2:

Interpret LEP student assessment data related to

placement, progress, and exiting from programs. {70}

Comp. 3

3.12

4.0

TEACH 5

(3)

(27)

Standard 22:

Develop and implement strategies for using school,

neighborhood, and home resources in the ESOL curriculum.

Indicator 1:

Identify strategies for facilitating articulation with

administrators, content area teachers, parents, and the community.

{73}

Comp. 4

4.3

2.5

TEACH 3 (5)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGAUGE

(ESOL) PERFORMANCE STANDARDS, SKILLS AND

COMPETENCIES

(Listed ino rdersby s tandard; number inbr ackets {} refersto t he ESOL competencyand

skill)

ESOL Performance Standardsand Co mpetenciesand Si llsmay be fo und atthe f ollowing

website: http://www.firn.edu/doe/aala/omsinst.htm

Corresponding

Reading

Competency

Total Number

of Inservice

Points or

Hours

Awarded

Corresponding

TEACH Specific

Objectives

(Where points/hours

were awarded)

Standard 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.

Indicator 1:

Identify specific characteristics of U.S. culture. {32}

Indicator 2:

Compare and contrast features of U.S. culture with

features of other cultures. {33}

Indicator 3:

Identify strategies for facilitating articulation with

administrators, content area teachers, parents, and the community.

{73}

Comp. 1

1.F.1

1.F.2

2.0

TEACH 2 (10)

Standard 24:

Develop, implement, and evaluate instructional

programs in ESOL, based on current trends in research and

practice.

Indicator 1:

Demonstrate effective lesson planning by providing

multi-level ESOL activities for individual, small group, and whole

group instruction (e.g., utilizing peer tutors and volunteers or

aides, flexible scheduling, appropriate room arrangement, and

assessing external resources). {71}

Indicator 2:

Identify ESOL-specific classroom management

techniques for a multi-level class. {72}

Comp. 3.

3.2

2.0

TEACH 5 (31)

Standard 25:

Recognize indicators of learning disabilities,

especially hearing and language impairment, and Limited English

Proficiency.

Indicator 1:

Identify language acquisition characteristics of

Limited English Proficient (LEP) students such as gifted, SLD, EMH,

and hearing impaired. {18}

Comp. 4

4.7

2.5

Teach 4 (13)

Florida Department of Education

February 2007

READING TO ENGLISH FOR SPEAKERS OF OTHER LANGAUGES (ESOL) - REVERSE CROSSWALK

TEACH: Teaching Excellence and Cultural Harmony; 240 hour component of the 300 FDOE Model ESOL Add-on Endorsement Plan:

TEACH Session 1: Language Learning, Part I

TEACH Session 3: Language Learning, Part II

TEACH Broadcast Video I and Study Guide: Language Learning in the Interactive Classroom

TEACH Session 2: Cross-Cultural Communications and Understanding, Part I

TEACH Session 4: Cross-Cultural Communications and Understanding, Part II

TEACH Content Video 1: Cross-Cultural Communications and Understanding

TEACH Broadcast Video II and Study Guide: Curriculum and Materials Development

TEACH Broadcast Video III and Study Guide: Assessment Issues and Strategies

TEACH Content Video 2: Integrating Methods of ESOL Instruction

TEACH Laser Videodisc, Study Guide and Resource Kit

Chart Legend:

Teach 1: Applied Linguistics and Broadcast Video I; Teach 2: Cross-cultural Communications & Understanding, and Content Video 1; Teach

3: Curriculum and Materials Development in ESOL and Broadcast Video II; Teach 4: Methods of Teaching ESOL and Content Video II; Teach

5: Testing and Evaluation in ESOL and Broadcast Video III.

Reverse Crosswalk Methodology:

The reverse crosswalk was developed by a team of experts from schools, districts, the Florida Literacy and Reading Excellence (FLaRE)

Project, the Just Read, Florida! Office and the Office of Academic Achievement through Language Acquisition in the Florida Department of

Education (FDOE). Team members were selected based on their expertise in reading and second language acquisition. The points/hours

awarded for the specific indicators for each of the reading competencies was based on not only on the content similarity with ESOL

indicators (competencies/skills), but also the degree (depth and breadth) to which similar content would be covered in the Reading

Endorsement professional development. Some reading indicators received partial credit, while others full credit. The amount of

points/hours per indicator was based on the total number of ESOL performance standards, competencies and skills and specific indicators

for each of the five ESOL courses or the FDOE Model ESOL Add-on Endorsement Plan.

Florida Department of Education

February 2007