ESL Learning Standards - Higher Ed - New York State Education ...
ESL Learning Standards - Higher Ed - New York State Education ... ESL Learning Standards - Higher Ed - New York State Education ...
Standard 2: Continued Commencement Sample Classroom Tasks: English Proficiency Level Beginning Students bring in a tape or CD of a popular song they enjoy. Class listens and decides which song is most enjoyable. The teacher obtains the lyrics to this song, reviews the lyrics with students, and helps students to identify the song’s literary elements and techniques, rhyme scheme, and meter. In pairs, students then study their choice of song, writing the lyrics and listing its literary elements. Class compares songs and results of study. Performance indicators: 1, 2, 3, 4, 9 Intermediate With teacher support, students read two lyric poems about love. Using a Venn diagram, the whole class compares and contrasts the two poems in regard to the language and literary elements contained in them. Using some of these features, students write a short love poem about or for someone they know, and include in their writing at least two elements of the poems. Performance indicators: 1, 2, 3, 4, 8, 12 ESL 2 Comm 94 Learning Standards for ESL
Advanced Students select a dramatic poem from a list or group supplied by the teacher, and write a personal response to the poem in their journals. The journals are then shared with a partner who chose to write about the same poem. They discuss the entries, and write a reply to each other’s writing. The journals are then shared with the teacher, who also responds to the journal entries. Performance indicators: 1, 2, 7, 9, 10 English Proficiency Level Transitional Students choose one narrative poem from a group of poems that have been read aloud in class. Working in small groups, the students create a brief dramatic presentation about the poem for the class. Group leads a class discussion on their interpretation of the poem, entertaining questions from peers. Performance indicators: 1, 2, 4, 5, 6, 7, 9, 10, 11 ESL 2 Comm CLASSROOM TASKS Sample Classroom Tasks 95
- Page 51 and 52: Students learning English as a seco
- Page 53 and 54: Advanced Students complete Intermed
- Page 55 and 56: Advanced Using a template in the sh
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- Page 59 and 60: Advanced Students complete Intermed
- Page 61 and 62: Advanced Students read a variety of
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- Page 65 and 66: Advanced Students complete Intermed
- Page 67 and 68: Students learning English as a seco
- Page 69 and 70: Advanced Students bring in an objec
- Page 71 and 72: Students will demonstrate cross-cul
- Page 73 and 74: Advanced Students read/discuss a bo
- Page 75 and 76: Advanced Students complete Intermed
- Page 77 and 78: Students learning English as a seco
- Page 79 and 80: Advanced Students compare and contr
- Page 81 and 82: Students learning English as a seco
- Page 83 and 84: Advanced Students complete Intermed
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- Page 87 and 88: Advanced Teacher shows students fou
- Page 89 and 90: Students learning English as a seco
- Page 91 and 92: Advanced Students complete Intermed
- Page 93 and 94: Students will demonstrate cross-cul
- Page 95 and 96: Advanced Teacher reads aloud an acc
- Page 97 and 98: Students learning English as a seco
- Page 99 and 100: Advanced In pairs, students use Int
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- Page 107 and 108: Advanced Students brainstorm critic
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- Page 111 and 112: Advanced Students complete the Inte
- Page 113 and 114: Students will demonstrate cross-cul
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- Page 117 and 118: References bbbbbbbbbbbccc Aardema,
- Page 119 and 120: McClure, A.A. (1990). Sunrises and
- Page 121 and 122: ccc Response Form ESL Learning Stan
Advanced<br />
Students select a dramatic poem from a list or group supplied<br />
by the teacher, and write a personal response to the<br />
poem in their journals. The journals are then shared with a<br />
partner who chose to write about the same poem. They<br />
discuss the entries, and write a reply to each other’s writing.<br />
The journals are then shared with the teacher, who<br />
also responds to the journal entries.<br />
Performance indicators: 1, 2, 7, 9, 10<br />
English Proficiency Level<br />
Transitional<br />
Students choose one narrative poem from a group of<br />
poems that have been read aloud in class. Working in<br />
small groups, the students create a brief dramatic presentation<br />
about the poem for the class. Group leads a class discussion<br />
on their interpretation of the poem, entertaining<br />
questions from peers.<br />
Performance indicators: 1, 2, 4, 5, 6, 7, 9, 10, 11<br />
<strong>ESL</strong><br />
2<br />
Comm<br />
CLASSROOM<br />
TASKS<br />
Sample Classroom Tasks 95
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