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

Students learning English as a second language will use English to interact with others in social and
classroom situations. They will develop and use skills and strategies appropriate to their level of
English proficiency to communicate effectively with regard to audience, purpose, and setting.
Performance Indicators: See page 24
Advanced
Each pair of students chooses a different school activity
(e.g., going to the lunchroom or library, taking a test) and
writes out the procedures to accomplish this activity. Pairs
share their writings with other pairs to clarify and refine the
procedures. Class compiles the procedures into a booklet
to present to newly arrived English language learners.
Performance indicators: 3, 4, 6
English Proficiency Level
Transitional
Students brainstorm school services that they would like to
see established (e.g., new computer lab, art center, band
room). In small groups, students write the procedures for
using such a service. Students present the procedures to
the class and discuss alternatives and recommendations for
improvements. Written recommendations and procedures
for the most popular services may be sent to principal.
Performance indicators: 2, 3, 4, 5, 6
Students work in pairs. One partner describes a simple
picture or illustration not visible to the other. Partner tries
to draw the picture. Through a paired writing assignment,
partners reflect on each other’s ability to describe and follow
directions (e.g., telling what was included and missed
in drawing).
Performance indicators: 1, 3, 4, 6, 7, 8
Students complete Intermediate task. Students identify similarities
and differences in style between a thank-you note
and a pen pal letter. From teacher-made list with samples,
small groups of students choose a third type of letter (e.g.,
letter to a relative in the student’s native country or to a
favorite author) and extend the comparison, using a graphic
organizer. Students make posters comparing the three
for classroom display.
Performance indicators: 1, 2, 3, 4, 8, 9
Students select magazine or newspaper pictures depicting
current events, and separate the picture from its caption.
Each student paraphrases in writing the caption for his/her
picture. Pictures and paraphrases are displayed separately.
Class tries to match pictures and paraphrases. Class discusses
and evaluates quality of paraphrased caption including
comparison with the original caption.
Performance indicators: 3, 4, 6, 7, 8, 11
Students complete the Advanced task. Referring to list of
letter types, students each write a third type of letter, and
discuss the differences among the three. Letters are mailed
to recipients.
Performance indicators: 1, 2, 3, 4, 8, 9
ESL
4
Elem
Pairs of students create written role-plays showing appropriate
and inappropriate class behavior and some follow-up
discussion questions. Pairs exchange and act out scenarios,
using the questions to guide whole class discussion.
Performance indicators: 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Students complete Advanced task. In addition, class brainstorms
ideas for a class poster aimed at helping beginners
or new arrivals with classroom interactions and appropriate
language (poster might include a picture of a student using
the pencil sharpener, along with the caption “May I sharpen...?”).
Performance indicators: 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Continued on next page
CLASSROOM
TASKS
Sample Classroom Tasks 59