Documente Academic
Documente Profesional
Documente Cultură
TESOL Standard
Standard 1.a. Language as a System. Candidates
demonstrate understanding of language as a system,
including phonology, morphology, syntax, semantics,
pragmatics, discourse varieties, aspects of social and
academic language, rhetorical registers, and writing
conventions. Teachers use their knowledge of these interrelated aspects of language to help ELLs acquire English
language and literacy to achieve in content areas. They
understand the influence of the L1 on second language acquisition,
the role of errors and targeted corrective feedback on the L2
acquisition process, the diversity of registers that students employ
and encounter, and use all of these to shape instruction. They
serve as good language models for their students.
INTASC Principle
LUTE
T1K2
T3K3
T1K3
T1K4
T1K5
T2K2
T1K1-4
T1S2
T3K2-4
T3S1
T3D3
T1S6
T2K1-2
T2S2
T2D2
T3K1
T3S2, 5
T4K1-4
T4S1-5
T4D1-4
A minimum of 2 required
artifacts, one of which must be
your philosophy of teaching
diverse students from ESC 769
TESOL Standard
Standard 3.a. Planning for Standards-Based ESL and
Content Instruction. Candidates know, understand, and
apply concepts, research, and best practices to plan classroom
instruction in a supportive learning environment for ESOL
students. Candidates plan for multi-level classrooms with
learners from diverse backgrounds using standards-based ESL
and content curriculum. They use multiple modes of assessment
and address their students diverse backgrounds, developmental
needs, and English proficiency as they plan their instruction. They
plan toward specific standards-based ESL and content objectives, but
include multiple ways of presenting material. They collaborate with
general education and content-area teachers to ensure that ELLs
access the whole curriculum while learning English. Candidates
design their classrooms as supportive, positive learning climates.
They recognize the array of needs of SIFE students acclimating to the
school environment and plan instruction accordingly.
Standard 3.b. Implementing and Managing StandardsBased ESL and Content Instruction. Candidates know,
manage, and implement a variety of standards-based teaching
strategies and techniques for developing and integrating English
listening, speaking, reading and writing for a variety of social and
academic purposes. Candidates support ESOL students in
accessing the core curriculum by teaching language through
academic content and view language and content as joint means to
achieve ELLs academic and language development goals. They
understand that language is developed most effectively in meaningful
contexts, and they manage and implement learning around both
subject matter and language learning objectives. They use
meaningful instruction to build relevant academic vocabulary.
TESOL Standard
Standard 3.c. Using Resources Effectively in ESL and
Content Instruction. Candidates are familiar with a wide
range of standards-based materials, resources, and
technologies, and choose, adapt, and use them in effective ESL
and content teaching. Materials selected are challenging, culturally
appropriate, interesting, motivating, linguistically accessible and ageappropriate, and supportive of student learning. Candidates find,
create, adapt and use a wide range of print and nonprint resources,
including ESL curricula, trade books, AV materials, webquests,
podcasts, and other forms of multimedia. They are able to select and
use computer software, internet resources, and other technological
tools to enhance language and content instruction.
INTASC Principle
Principle #4: The teacher
understands and uses a variety
of instructional strategies to
encourage students'
development of critical thinking,
problem solving, and
performance skills.
LUTE
T1K2
T1S4-5
T1D3,11
T2K1-2
T4K1,3
T4D1
T1K1
T1K4-5
T2K2,3,
5
T3K1-4
T4K1-3
T1S1,4
T2S1,3
T3S1-2
A minimum of 2 required
artifacts, one of which must
relate to the teaching of
academic vocabulary in one of
the content areas
LUTE
T1S6
T2S4
T3K2
T3K4
T3S6
T4K1
T4S5
T4D2
INTASC Principle
Principle #6: The teacher uses
knowledge of effective verbal,
nonverbal, and media
communication techniques to
foster active inquiry,
collaboration, and supportive
interaction in the classroom.
TESOL Standard
Standard 4.a. Issues of Assessment for ELLs.
Candidates demonstrate understanding of assessment issues as
they affect ELLs, such as accountability, bias, special education
testing, language proficiency, and accommodations in formal
testing situations. Candidates understand the different purposes of
assessment and that assessment must be fair, valid, reliable, and
easy to administer. They should understand how and why to
implement authentic or performance-based assessment and the
difference between formative and summative assessment. They
understand the particular issues and biases regarding ELLs that stem
from high-stakes testing. Candidates work with other school
professionals who assess ELLs in English and their native language
to distinguish among normal language development, language
differences, and learning problems, using multiple sources of
information to make adjustments before concluding that the problem
resides within the learner and making a special education referral.
Standard 4.b. Language Proficiency Assessment.
Candidates know and use a variety of standards-based language
proficiency instruments to show language growth and to inform
their instruction. They demonstrate understanding of their uses
for identification, placement, and reclassification of ELLs.
Candidates are familiar with national and state requirements,
procedures, and instruments for ELL identification, reclassification,
and exit from language support programs. They use criterion- and
norm-referenced language proficiency instruments effectively and
appropriately. They design assessments that measure students
discrete and integrated language skills and their ability to use social
and academic language in a range of contexts. They use formal and
informal test results to inform their instruction. They teach effective
test-taking strategies.
INTASC Principle
LUTE
T2K1-4
T2S2
T2S3
T3K1, 2,
4
T3S1-4
T4K1
T4K3
T4S1
T4S3
T1K2, 5
T1S1,3
T3K1
T3K4
T4K1,3
T1K2
T1D6
TESOL Standard
Standard 5.a. ESL Research and History. Candidates
INTASC Principle
LUTE
Annotated artifact list
T1K3,5
A minimum of 1 required artifact
T2K2-3
T3K2,4
T4K1,3,4
T4S3
T3S1
T2S1
T1S1
T1D8
T1D10
T1D11
T2D1-3
T3K1
T3D15,8
T4K2-3
T4D1-4
T4S1-4