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

Standard 4:
Students will listen, speak, read, and write in English for
classroom and social interaction.
Early Childhood Sample Classroom Tasks:
English Proficiency Level
Beginning
Students respond to directions with teacher or student
assistance to straighten up a classroom area, as part of the
classroom routine, after completing work in a center.
Performance indicators: 7
Intermediate
Students respond to directions and help other students to
straighten up a classroom area, as part of the classroom
routine, after completing work in a center, through demonstrating
and paraphrasing the teacher’s directions.
Performance indicators: 6, 7, 8
ESL
4
Pre-K
– 1
Following an oral reading of a story or play, students
engage in an art lesson in which they create costumes (e.g.,
crown, shield, etc.) for a class play, following teacher’s oral
instructions and demonstration. After the students present
their work to the class, teacher reviews some questions or
phrases that students might use to ask for assistance (e.g.,
Can you help me? Can you repeat that? How do I…?).
Questions are compiled into a list and posted.
Performance indicators: 1, 3, 6, 7, 9, 10, 11
In pairs or small groups, students act out scenarios related
to getting food from the cafeteria. Teacher supplies vocabulary
and language as needed.
Performance indicators: 1, 4, 8, 9, 11, 12
Students choose a greeting or saying from a teacher-made
list to create an illustrated card and envelope with a computer
program (e.g., “Amazing Writing Machine”) to send to
classmates via classroom mailboxes for Valentine’s Day or
other occasions.
Performance indicators: 1, 9
Students complete Beginning task. Teacher elicits from students
additional words, phrases, and questions that students
might use to ask for assistance or clarification.
Students refer to this list as they engage in subsequent art
lesson.
Performance indicators: 1, 3, 6, 7, 9, 10, 11
Students watch classmates role-play getting food from the
cafeteria and describe actions of peers to other students.
Performance indicators: 1, 4, 6, 8, 9, 11, 12
Teacher presents an array of computer-generated greeting
cards. Students categorize the cards according to holiday
or event. Students choose one as a model and write their
own for an upcoming occasion.
Performance indicators: 1, 9, 11
Students contribute ideas orally to a class thank-you letter
after a field trip or to guest speaker, and write the letter as
a whole class.
Performance indicators: 1, 4, 7, 9
Students contribute ideas orally to a class thank-you letter
after a field trip or to a guest speaker, and add words or
phrases to personalize the letter by indicating favorite parts
of the event.
Performance indicators: 1, 2, 4, 7, 9, 11
Students send an e-mail message to establish an e-pal (electronic
pen pal) relationship with a student in another country
by filling in blanks in a preestablished form for items
such as name, age, hair color, favorite food, etc.
Performance indicators: 1, 2, 3, 9
Students send an e-mail message to establish an e-pal relationship
with a student in another country by filling in
blanks in a preestablished form for items such as name,
age, hair color, favorite food, etc. Following a model or
pattern, they add other personal information.
Performance indicators: 1, 2, 3, 9
38 Learning Standards for ESL