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Description
Learn how to effectively support English Language Learners (ELLs) in developing both academic content knowledge and English proficiency. Apply evidence-based ESOL practices to plan and deliver instruction that meets the needs of ELLs at varying proficiency levels. Understand how to use multiple forms of assessment data to differentiate instruction, apply appropriate scaffolds, and provide corrective feedback to promote measurable academic growth. This course meets Florida's ESOL requirements for Category 3 (elective) teachers.
Learning Objectives
- Demonstrate strategies that support ELLs' learning of academic content and language for measurable academic progress. (CU.1)
- Provide instruction and experiences that meet individual student needs. (CU.1.1)
- Model appropriate language and behaviors expected in U.S. school settings and workplaces. (CU.1.2)
- Collaborate with families, schools, and larger communities to engage ELLs' families in supporting their children's education and encourage parental rights and involvement. (CU.1.3)
- Incorporate in instruction the roles, rights, and responsibilities of U.S. citizens and ways to support civic engagement. (CU.1.4)
- Demonstrate understanding that language is a system to support ELLs' acquisition of English at varying proficiency levels. (AL.1)
- Demonstrate understanding of the components of the English language: phonology (sounds), morphology (word structure), syntax (sentence structure), semantics (meaning), and pragmatics (contextual use) as an integrative and communicative system. (AL.1.1)
- Apply knowledge of English proficiency levels to support language acquisition across the four language domains (listening, speaking, reading, and writing). (AL.1.2)
- Model proficient oral and written communication skills for ELLs by adjusting language use according to context, audience, and purpose. (AL.1.3)
- Identify similarities and differences between English and other languages to inform instructional approaches. (AL.1.4)
- Apply knowledge of evidence-based practices and requirements in the field of ESOL. (MT.1)
- Demonstrate knowledge of Florida's educational statutes and rules when participating in activities regarding the identification, instruction, and progress of monitoring ELLs. (MT.1.1)
- Apply evidence-based practices to deliver instruction that supports and accelerates English language acquisition. (MT.2)
- Demonstrate the use of evidence-based practices in English language acquisition to plan instruction that meets the needs of ELLs at varying English proficiency levels. (MT.2.1)
- Implement listening, speaking, reading, and writing strategies aligned to evidence-based practices on second language acquisition for ELLs at varying English proficiency levels. (MT.2.2)
- Ensure ELLs have access to benchmarks-aligned academic content to provide language support at varying English proficiency levels. (MT.3)
- Use evidence-based strategies to support language acquisition and academic achievement. (MT.3.1)
- Incorporate strategies for listening and speaking for ELLs at varying English proficiency levels to support learning to read and write in English. (MT. 3.2)
- Deliver reading and writing instruction appropriate for ELLs at varying English proficiency levels. (MT.3.3)
- Use Florida's English Language Development (ELD) Standards to plan lessons that combine academic content with language objectives. (MT.3.4)
- Plan and deliver lessons that include English language acquisition and meet the needs of ELLs at varying English proficiency levels. (CM.1)
- Plan for benchmarks-aligned and linguistically appropriate instruction to create a student-centered learning environment. (CM.1.1)
- Plan learning tasks to meet the needs of ELLs with interrupted or limited education. (CM.1.2)
- Use technological tools and benchmarks-aligned resources to effectively meet the needs of ELLs at varying proficiency levels. (CM.2)
- Use benchmarks-aligned materials and other resources based on ELLs' language proficiency data. (CM.2.1)
- Integrate applicable technological tools into instruction to support ELLs' development of academic language and content knowledge. (M.2.2)
- Assess student understanding in multiple ways (e.g., progress monitoring, formative, and summative). Use assessment data to identify the appropriate instructional approach, select appropriate scaffolds, guide differentiation of instruction, and use corrective feedback. (TE.1)
- Identify appropriate accommodations for assessments and progress monitoring tools to evaluate ELLs. (TE.1.1)
- Use assessment data to distinguish language proficiency from other learning needs. (TE.1.2)
- Use a variety of assessment tools to monitor student progress, achievement, and learning gains. (TE.2)
- Select evidence-based tools and techniques to assess listening, speaking, reading, and writing in the content areas. (TE.2.1)
- Implement linguistic strategies for formative and summative assessments to support ELLs' listening, speaking, reading, and writing in the content areas. (TE.2.2)
Documentation Methods
Participants must document their learning by completing the following summatives.
1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting
the correct answer from the choices provided.
2 Reflections - Learner synthesizes previous knowledge and course content in
order to develop a narrative response.
The summatives must meet 80% of the established criteria.
Course Last Updated: 2025