ESL Learning Standards - Higher Ed - New York State Education ...

Standard 2:
Students will listen, speak, read, and write in English
for literary response, enjoyment, and expression
Early Childhood Sample Classroom Tasks:
English Proficiency Level
Beginning
Students listen to a fairy tale and identify the characters and
setting in the story. They create a mobile with drawings of
the characters and a drawing of the setting.
Performance indicators: 1, 7, 12
Intermediate
Students complete Beginning task. Students use drawings
and words or phrases to give information and answer questions
about features of the fairy tale genre (e.g., setting,
characters) after listening to two similar fairy tales (e.g.,
Tam’s Slipper and Cinderella). Students compare these two
fairy tales on a Venn diagram as to setting and characters.
Performance indicators: 1, 3, 7, 10, 12
ESL
2
Pre-K
– 1
While reading or listening to the story The Carrot Seed by
Ruth Kraus, the students respond to yes and no questions
orally or through drawings to predict what will happen at
the end of the story.
Performance indicators: 1, 2, 5, 7
After listening to a story such as Three Little Ducks or Have
You Seen My Duckling by Nancy Tufuri, students respond
to the events they have heard in the story verbally and/or
through drawing or actions.
Performance indicators: 2, 5, 7
Students listen to Alexander and the Terrible, Horrible, No
Good, Very Bad Day by Judith Viorst. Teacher pauses periodically
in subsequent readings and asks students if they
have had experiences similar to the one described in the
book. Students respond with thumbs up or thumbs down.
Performance indicators: 1, 2, 7
Students complete Beginning task. Teacher provides each
pair of students with a sketch from The Carrot Seed of one
stage of carrot growth; sketches of all stages of growth are
distributed. One student describes the sketch to his/her
partner, and the other student draws the picture. Teacher
randomly collects students’ drawings and class instructs
teacher how to arrange pictures in sequential order.
Performance indicators: 1, 2, 5, 9
Students complete Beginning task. Students describe verbally
and with actions and/or drawings how their own parents
take care of them at home. Students share information
with class.
Performance indicators: 2, 5, 7, 8
Students complete Beginning task. Each student contributes
an experience to create a class book on “bad days”
by drawing this experience and including a caption.
Students share their work with the class. Class summarizes
their experiences by listing these experiences for the
teacher on one side of a T-chart and comparing them to
Alexander’s on the other side.
Performance indicators: 1, 2, 6, 7, 8, 10
34 Learning Standards for ESL