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 ...
ESL 3 Standard 3: Continued Performance indicators by grade level: Early Childhood (Pre-K – 1) Elementary (2 – 4) 7. Engage in collaborative activities through a variety of student groupings to discuss and share experiences, ideas, information, and opinions. Such groupings include small groups, and interest groups. (L, S, R, W) 7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express opinions and evaluations about a variety of experiences, ideas, and information. Such groupings include small groups, discussion groups, process writing groups, and cooperative learning groups. (L, S, R, W) 8. Apply self-monitoring and self-correcting strategies to adjust language production to effectively express ideas and opinions. Such strategies include asking questions, starting over, rephrasing, and exploring alternative ways of saying things. (L, S, R, W) 8. Apply self-monitoring and self-correcting strategies using established criteria for effective oral and written presentation to adjust presentation and language production to effectively express opinions and evaluations. Such strategies include asking questions, starting over, rephrasing, and exploring alternative ways of saying things. (L, S, R, W) 9. Apply learning strategies to explore a variety of materials. Such strategies include asking questions and using prior knowledge, graphic organizers, context cues, and cognates. (L, S, R, W) 9. Apply learning strategies to examine and interpret a variety of materials. Such strategies include using prior knowledge, graphic organizers, and context cues; planning; note taking; and exploring cognates and root words. (L, S, R, W) Listening (L) Speaking (S) Reading (R) Writing (W) 22 Learning Standards for ESL
Intermediate (5 – 8) Commencement (9 – 12) 7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express, and to interpret opinions and evaluations about a variety of experiences, ideas, and information. Such groupings include small groups, discussion groups, process writing groups, and cooperative learning groups. (L, S, R, W) 8. Apply self-monitoring and self-correcting strategies using established criteria for effective oral and written presentation and standards for a particular genre (e.g., debate, speech, argument) to adjust presentation and language production to effectively express opinions and evaluations. Such strategies include asking questions, starting over, rephrasing, and exploring alternative ways of saying things. (L, S, R, W) 9. Apply learning strategies to examine, interpret, and evaluate a variety of materials. Such strategies include using prior knowledge, graphic organizers, and context cues; planning; note taking; and exploring cognates and root words. (L, S, R, W) 7. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express, and to interpret opinions and evaluations about a variety of experiences, ideas, and information. Such groupings include small groups, discussion groups, process writing groups, and cooperative learning groups. (L, S, R, W) 8. Apply self-monitoring and self-correcting strategies using established criteria for effective oral and written presentation and standards for a particular genre (e.g., debate, speech, argument) to adjust presentation and language production to effectively express opinions and evaluations. Such strategies include asking questions, starting over, rephrasing, and exploring alternative ways of saying things. (L, S, R, W) 9. Apply learning strategies to examine, interpret, analyze, synthesize, and evaluate a variety of materials. Such strategies include using prior knowledge, graphic organizers, and context cues; planning; note taking; and exploring cognates and root words. (L, S, R, W) ESL 3 PERFORMANCE INDICATORS Performance Indicators by Grade Level 23
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Intermediate (5 – 8) Commencement (9 – 12)<br />
7. Engage in collaborative activities through a variety of<br />
groupings to discuss, share, reflect on, develop, and<br />
express, and to interpret opinions and evaluations<br />
about a variety of experiences, ideas, and information.<br />
Such groupings include small groups, discussion<br />
groups, process writing groups, and cooperative learning<br />
groups.<br />
(L, S, R, W)<br />
8. Apply self-monitoring and self-correcting strategies<br />
using established criteria for effective oral and written<br />
presentation and standards for a particular genre (e.g.,<br />
debate, speech, argument) to adjust presentation and<br />
language production to effectively express opinions and<br />
evaluations. Such strategies include asking questions,<br />
starting over, rephrasing, and exploring alternative ways<br />
of saying things.<br />
(L, S, R, W)<br />
9. Apply learning strategies to examine, interpret, and<br />
evaluate a variety of materials.<br />
Such strategies include using prior knowledge, graphic<br />
organizers, and context cues; planning; note taking; and<br />
exploring cognates and root words.<br />
(L, S, R, W)<br />
7. Engage in collaborative activities through a variety of<br />
groupings to discuss, share, reflect on, develop, and<br />
express, and to interpret opinions and evaluations<br />
about a variety of experiences, ideas, and information.<br />
Such groupings include small groups, discussion<br />
groups, process writing groups, and cooperative learning<br />
groups.<br />
(L, S, R, W)<br />
8. Apply self-monitoring and self-correcting strategies<br />
using established criteria for effective oral and written<br />
presentation and standards for a particular genre (e.g.,<br />
debate, speech, argument) to adjust presentation and<br />
language production to effectively express opinions and<br />
evaluations. Such strategies include asking questions,<br />
starting over, rephrasing, and exploring alternative ways<br />
of saying things.<br />
(L, S, R, W)<br />
9. Apply learning strategies to examine, interpret, analyze,<br />
synthesize, and evaluate a variety of materials.<br />
Such strategies include using prior knowledge, graphic<br />
organizers, and context cues; planning; note taking; and<br />
exploring cognates and root words.<br />
(L, S, R, W)<br />
<strong>ESL</strong><br />
3<br />
PERFORMANCE<br />
INDICATORS<br />
Performance Indicators<br />
by Grade Level 23
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