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 may use the
Internet to learn more about author and books. As a culminating
activity, teacher reads a final selection, stopping
after the problem is established. Students write and illustrate
an original ending, sharing and discussing with class.
Class discusses how each ending compares to author’s
style. Teacher reads original text. Students write final
reflections in response journal.
Performance indicators: 1, 2, 4, 5, 7, 8, 9, 10, 12
English Proficiency Level
Transitional
Students complete Intermediate task. Students may use the
Internet to learn more about author and books. With guidance,
students discuss author’s style (e.g., humor, predictability,
common issues/themes), and add stylistic elements
to class chart. Using response journals and class
chart, the class develops a checklist of common elements in
this author’s books. Students write and illustrate original
stories in the style of the author. They evaluate the stories,
using the checklist, and collect them to make a class book.
Performance indicators: 1, 2, 4, 5, 7, 8, 9, 10, 11, 12
Students complete Beginning task. Class develops T-chart
of things friends do and don’t do. Teacher provides additional
friendship stories in different genres (e.g., poetry,
biography). Class discusses genres as they are introduced.
Students add to the T-chart as they discover new traits.
Students reflect on the T-chart and write a description of an
ideal friend and an ideal day with that friend. They share
this writing with class.
Performance indicators: 1, 2, 3, 4, 5, 7, 8, 9
Students complete Advanced task. Students select a genre
and use the writing process to create an original friendship
story. Students may use illustrative software (e.g., My Own
Stories CD-ROM) to complete final drafts. Stories are
shared with the class. Class discusses elements of genre
and friendship traits expressed in each story.
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
ESL
2
Elem
Students complete Intermediate task. Students establish
reading buddies (e.g., on the basis of friendly letters).
Reading buddies choose a book to read together. During
and/or after the reading, students maintain correspondence
(e.g., dialogue journal, double-entry journal, or letters).
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 9, 10
Students complete Advanced task. Class brainstorms list of
ways to present books (e.g., posters, book talks, selective
readings, character enactment). Students take turns preparing
and making class presentations.
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 9, 10, 12
Continued on next page
CLASSROOM
TASKS
Sample Classroom Tasks 49