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

Advanced
Students complete Intermediate task. When students are
familiar with the genre, pairs of students read additional
fables/legends, and present summaries to the class. The
class guesses the lessons/morals taught. In culminating
activity, class creates a fable or legend, round-robin style.
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9
English Proficiency Level
Transitional
Students complete Advanced task. Class brainstorms elements
of the genre and creates a checklist. Teacher selects
one or two lessons/morals, and each student writes an
original fable or legend in keeping with the genre. Students
use the checklist to evaluate the writing. Students may use
illustrative computer software (e.g., Storybook Weaver CD-
ROM) to create their final draft. They share with class.
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Students complete Intermediate task. In small groups, students
select a story they know and convert it to a puppet
show, adding original text if desired. Students make simple
puppets and scenery, rehearse, and present the show. They
evaluate the performances, using the checklist.
Performance indicators: 1, 2, 5, 6, 9, 10, 11
Students complete Intermediate task. Students brainstorm
possible scenarios for original puppet shows. In small
groups, students write an original script, make puppets and
scenery, rehearse, and present the show. Students may
videotape the performances and evaluate them, using the
checklist.
Performance indicators: 1, 2, 4, 5, 6, 8, 9, 10, 11, 12
Students take a pretest/survey on their understanding of
poetry devices and form (e.g., matching the terms haiku,
cinquain, couplet, rhyme, rhythm, meter, alliteration, onomatopoeia,
personification, metaphor, simile with examples
of those forms). Teacher and students read aloud poems
such as “Keep a Poem in Your Pocket” by Beatrice Schenk
de Regniers and books like Many Luscious Lollipops by
Ruth Heller. Students write poetry and make a book of
poetry definitions, using their own work. Students share
one of their definitions with the class. Students take a
posttest/survey on poetry terms.
Performance indicators: 1, 2, 3, 5, 6, 8, 10
Students complete Advanced task. Students learn and practice
additional ideas for poetry writing (e.g., ideas related to
names or the senses; themes such as “Things I’ve never
seen or done,” “I used to be … but now I am …,” and
“What’s in a…”). Class work is published and read aloud
in class. Students select a poem to recite in front of their
peers, who score their performance with a rubric that
addresses poise, pacing, expression, volume, pronunciation,
and any other category agreed upon by teacher and performers.
Performance indicators: 1, 2, 3, 5, 6, 8, 10, 11
ESL
2
Elem
CLASSROOM
TASKS
Sample Classroom Tasks 51