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 4: Continued Commencement Sample Classroom Tasks: English Proficiency Level Beginning The teacher creates a generic opinion phrase such as “What a great idea.” Teacher models various ways of adding meaning to the phrase with facial expressions and gestures (enthusiastic, doubtful, sarcastic, jealous, encouraging, etc.). Teacher secretly assigns each student a different emotion or intention, and has students use facial expressions and gestures to illustrate the emotion or intention when saying the phrase. Other students try to guess the emotion. Performance indicators: 1, 9 Intermediate Teacher goes over a list of emoticons (emotional icons) and acronyms commonly used in e-mail messages (e.g., :-) [funny], lol [laughing out loud], btw [by the way]), writing in capital letters, etc.). In pairs, students write e-mail messages to each other, using various emoticons and acronyms from the list. Recipients read messages to the class, substituting appropriate gestures, expressions, and voice inflections for emoticons and acronyms. The class guesses which emoticons were used. Performance indicators: 1, 9 Students choose a safety procedure from one of their content area classes (science, technology, PE, etc.). With teacher support, they create a flowchart poster describing the procedure, and use the poster as they demonstrate the safety procedure for the class. Performance indicators: 10, 11 Students choose a safety procedure from one of their content area classes (science, technology, PE, etc.). In small groups, they prepare a handout describing the procedure, using step-by-step directions. They refer to the handout while demonstrating the procedure to the class. Performance indicators: 3, 5, 10, 11 ESL 4 Comm 102 Learning Standards for ESL
Advanced Students complete the Intermediate task. They act out a typical school situation (e.g., not having change for a vending machine), using expressions, gestures, and voice inflections implied by certain emoticons on the list. Partners try to guess which emoticon is being implied, and write an e- mail message to their partner, “translating” their actions into words and emoticons. Performance indicators: 1, 4, 9 English Proficiency Level Transitional After going over a list of emoticons and acronyms commonly used in e-mail messages, students write several e- mail messages on the same topic to various recipients (a friend, their mother, the teacher, etc.), using emoticons and wording appropriate to the audience. In groups, students analyze the messages and reflect on how the audience affects the writer’s choices. Performance indicators: 1, 4, 9 Students choose a safety procedure from one of their content area classes (science, technology, PE, etc.). In pairs, they prepare a cause-and-effect chart describing the procedure step-by-step along with possible consequences of not following the proper procedure at each step. They teach the procedure to the class, referring to the chart to emphasize the importance of following the correct procedure. Performance indicators: 3, 4, 5, 10, 11 Students complete the Advanced task, taking notes on other students’ presentations. Students work with others who chose a task from the same content area class to create a written procedure handbook for that class with clear step-by-step directions and descriptions of possible consequences of not following the proper procedure. Performance indicators: 3, 4, 5, 10 ESL 4 Comm CLASSROOM TASKS Sample Classroom Tasks 103
- Page 59 and 60: Advanced Students complete Intermed
- Page 61 and 62: Advanced Students read a variety of
- Page 63 and 64: Students learning English as a seco
- 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
- Page 85 and 86: Students learning English as a seco
- 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
- Page 101 and 102: Students learning English as a seco
- Page 103 and 104: Advanced Students select a dramatic
- Page 105 and 106: Students learning English as a seco
- Page 107 and 108: Advanced Students brainstorm critic
- Page 109: Students learning English as a seco
- Page 113 and 114: Students will demonstrate cross-cul
- Page 115 and 116: Advanced Students complete the Inte
- 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 complete the Intermediate task. They act out a<br />
typical school situation (e.g., not having change for a vending<br />
machine), using expressions, gestures, and voice inflections<br />
implied by certain emoticons on the list. Partners try<br />
to guess which emoticon is being implied, and write an e-<br />
mail message to their partner, “translating” their actions into<br />
words and emoticons.<br />
Performance indicators: 1, 4, 9<br />
English Proficiency Level<br />
Transitional<br />
After going over a list of emoticons and acronyms commonly<br />
used in e-mail messages, students write several e-<br />
mail messages on the same topic to various recipients (a<br />
friend, their mother, the teacher, etc.), using emoticons and<br />
wording appropriate to the audience. In groups, students<br />
analyze the messages and reflect on how the audience<br />
affects the writer’s choices.<br />
Performance indicators: 1, 4, 9<br />
Students choose a safety procedure from one of their content<br />
area classes (science, technology, PE, etc.). In pairs,<br />
they prepare a cause-and-effect chart describing the procedure<br />
step-by-step along with possible consequences of not<br />
following the proper procedure at each step. They teach<br />
the procedure to the class, referring to the chart to emphasize<br />
the importance of following the correct procedure.<br />
Performance indicators: 3, 4, 5, 10, 11<br />
Students complete the Advanced task, taking notes on<br />
other students’ presentations. Students work with others<br />
who chose a task from the same content area class to create<br />
a written procedure handbook for that class with clear<br />
step-by-step directions and descriptions of possible consequences<br />
of not following the proper procedure.<br />
Performance indicators: 3, 4, 5, 10<br />
<strong>ESL</strong><br />
4<br />
Comm<br />
CLASSROOM<br />
TASKS<br />
Sample Classroom Tasks 103
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