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

Students learning English as a second language will use English for self-expression, artistic creation,
and participation in popular culture. They will develop and use skills and strategies appropriate to
their level of English proficiency to listen to, read, and respond to oral, written, and electronically
produced texts and performances, relate texts and performances to their own lives and other
works, and develop an understanding of the diverse social, historical, and cultural dimensions the
texts and performances represent.
Performance Indicators: See page 16
Advanced
Students complete Intermediate task. Students listen to a
third fairy tale and compare it to the other two on a classdeveloped
semantic feature analysis chart. Class discusses
the similar features they observed within the fairy tale
genre.
Performance indicators: 1, 3, 7, 10, 12
English Proficiency Level
Transitional
Students complete Advanced task. Students create their
own fairy tale puppet and give descriptive information as
to where it lives, its name, and its magical powers.
Students present puppets to the class, describing their qualities
and features.
Performance indicators: 1, 3, 7, 8, 10, 12
Students complete Intermediate task. Class changes one
element of the story (e.g., “What if the boy doesn’t believe
it will grow? What if the mother believes the boy?”).
Students describe possible new story endings, decide on
one, and dictate this ending to teacher.
Performance indicators: 1, 2, 4, 5, 8, 9, 10
Students complete Advanced task. Each pair of students
draws a part of the new story, and copies text from new
ending. Whole class compiles a new storybook.
Performance indicators: 1, 2, 4, 5, 8, 9, 10
Students complete Intermediate task. Class compiles illustrations
of how parents care for them, and creates an accordion
book with written descriptions or captions for each
picture. Class discusses the similarities and differences
between and among student responses.
Performance indicators: 2, 5, 7, 8, 9
Students complete Intermediate task. Each student creates
an illustrated story of what would make their day “terrible,”
following the model of Alexander and the Terrible,
Horrible, No Good, Very Bad Day. Students share these stories
with the class.
Performance indicators: 1, 2, 6, 7, 8, 10, 11
Students complete Advanced task. Students visit school
library or peruse books brought to class by teacher and
search for storybooks featuring baby animals. Referring to
Three Little Ducks or Have You Seen My Duckling, students
identify other ways baby animals are cared for. Teacher
compiles list.
Performance indicators: 2, 5, 7, 8, 9, 10
Students complete Advanced task. In small groups, students
create skit of a terrible day by using content from
their individual stories created in the Advanced task. They
include elements of character, plot, and setting. Skits are
presented to their own class and/or another class.
Performance indicators: 1, 2, 4, 6, 7, 8, 9, 10, 11
ESL
2
Pre-K
– 1
CLASSROOM
TASKS
Sample Classroom Tasks 35