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

Standard 2: Continued
Elementary Grade Sample Classroom Tasks:
English Proficiency Level
Beginning
Teacher reads a simple fable or legend (e.g., Aesop,
Leonni, Steig, Noble). Teacher develops a story map and
identifies the problem and the solution. Class discusses
what lesson/moral is taught. Process is repeated with additional
fables/legends. When students are familiar with the
genre, teacher may stop during a reading and ask students
to predict a solution. Students draw pictures of a fable or
legend they think teaches an important lesson, and write
brief captions.
Performance indicators: 1, 2, 3, 5
Intermediate
Students complete Beginning task. When students are
familiar with the genre, pairs of students guess the lesson/moral
taught by the fable or legend and share their
opinions with the class. In their reading logs, students create
a chart to list and describe genres read. Students write
a paragraph explaining the genre and reflecting on the
value of fables and legends.
Performance indicators: 1, 2, 3, 4, 5, 7, 9
Class reads or listens to a few stories with dialogue (e.g.,
Frog and Toad, Three Billy Goats Gruff). Teacher converts
stories to simple scripts. Students work in small groups to
learn parts and present the skits. Teacher provides a simple
checklist to guide and evaluate the skits.
Performance indicators: 1, 6, 9, 11
Class reads a few stories with dialogue (e.g., Frog and
Toad, Three Billy Goats Gruff). Students work in small
groups to convert stories to scripts. Class develops a simple
checklist to guide and evaluate the performances. Students
memorize parts, and they rehearse and present skits, using
simple props.
Performance indicators: 1, 6, 9, 11
ESL
2
Elem
Students are introduced to poetry elements through nursery
rhymes with visuals (e.g., using Steck Vaughn’s Magnetic
Way). After listening to the rhymes and manipulating the
visuals, students begin saying the rhymes aloud chorally,
first in unison, then by alternating lines (alternate between
girls and boys or between any other two groups in the
class). Students watch teacher write out the poem and listen
for the rhyming words. Students circle, highlight, or
underline the rhyming words on their own copy of the
piece. Students take turns reciting the poem aloud and acting
it out.
Performance indicators: 1, 2, 3, 6
Teacher and students read and reread aloud various poems
together. Students look for poetry and bring it to class to
share. Teacher explains poetic devices and form (see
Advanced task) as they arise in works shared. Each student
keeps a poetry journal to write in daily (new poem, revision,
or brainstormed list of ideas). Teacher can provide
poetry starter ideas (see Transitional task). Poems are
works in progress; teacher provides general feedback to
guide students in editing. Poetry party is planned to provide
a forum for making poems “public.” (See Sunrises
and Songs: Reading and Writing Poetry in an Elementary
Classroom by Amy A. McClure.)
Performance indicators: 1, 2, 3, 5, 6, 8
50 Learning Standards for ESL