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
Elementary Grade Sample Classroom Tasks:
English Proficiency Level
Beginning
Teacher/students select a favorite author for an author
study (e.g., Marc Brown, Arnold Lobel, William Steig).
Teacher reads first story to class. On a simple teachermade
chart (e.g., Somebody… Wanted… But… So then…),
students identify characters, setting, problem, solution.
Students respond to book (e.g., illustrate their favorite part
and write a caption, or act out scene). They repeat process
with additional books from selection. In conclusion, students
choose favorite book and explain why.
Performance indicators: 1, 2, 4, 7, 10
Intermediate
Teacher/students select a favorite author for an author
study (e.g., Marc Brown, Arnold Lobel, William Steig).
Teacher reads first story to class. Using a think-pair-share
strategy, students make an oral response to a partner each
time the teacher stops reading. Students begin open-ended
response journals. Teacher provides list of options (e.g.,
favorite part, favorite character, one thing I hate, suggestions
for change). On a teacher-made chart, class identifies
characters, setting, problem, solution, lesson taught or
implied. Students repeat process, using additional books,
reading in pairs, etc. In culminating activity, students use
journals and details from chart to write about their favorite
book, explaining why they chose it. They share and discuss
with class.
Performance indicators: 1, 2, 4, 5, 7, 9, 10, 12
ESL
2
Elem
Teacher reads a story about friendship (e.g., Frog and Toad
by Arnold Lobel, Fox and His Friends by Edward Marshall,
Friends by Helme Heine, My First American Friend by
Sarunna Jin). Class discusses story. In groups of three,
students illustrate the beginning, middle, and end of the
story and use pictures to retell story. Students draw and
write about their own friends.
Performance indicators: 1, 2, 4, 8, 9
Students complete Beginning task. Students find and orally
“lift a line” of text that shows what friends do or don’t do.
Class develops T-chart of things friends do and don’t do.
Students listen to or read additional stories about friendship,
adding to the T-chart as they discover new traits.
Students write about an experience with a friend that
includes a trait from the T-chart, and they share this experience
in class.
Performance indicators: 1, 2, 4, 7, 8, 9
Teacher reads one fiction and one nonfiction book on a
topic (e.g., Clifford/dogs, The Little Engine/trains) and discusses
differences in genres. Students brainstorm topics
they want to read about in preparation for a trip to the
school library. Teacher and students visit the library and
locate fiction and nonfiction books by topics. Students
record titles, authors, and genres in reading logs. With
teacher assistance, students read books and respond in
their logs in words or pictures. Teacher provides ongoing
opportunities for students to visit the library.
Performance indicators: 1, 2, 3, 7
Students complete Beginning task. Teacher holds brief discussion
of new genres as students bring new books to
class. Students maintain reading logs with genres noted.
Periodically students read through logs and select one book
to recommend to a friend. Class discusses how to talk
about books (e.g., on the basis of plot, characters, ideas).
Students write a friendly letter in which they talk about the
book.
Performance indicators: 1, 2, 3, 4, 6, 7, 10
48 Learning Standards for ESL