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

Advanced
Students read/discuss a book on emotions (as mentioned in
Intermediate task). Students cut out magazine pictures that
show different emotions and hang these pictures around
the room. Each student secretly selects one to describe
and interpret in detail (orally and/or in writing) to the rest
of the class. Other students guess which picture it is, and
discuss whether they agree with the interpretation and
why. Students select one of the emotions depicted in a
picture and, through the writing process, write about an
emotional experience (e.g., feeling sad about leaving their
country). Students share final drafts and compile stories
into a class feelings book.
Performance indicators: 3, 4, 6
English Proficiency Level
Transitional
Students complete Advanced task. Class brainstorms a list
of important events (e.g., wedding, funeral, birth, graduation,
relocation). In pairs, students research (through
Internet, books, and interviews) the ways these events are
commemorated in different (including students’ native) cultures
and in the U.S., paying attention to how grief, happiness,
excitement, etc. are expressed. Share and discuss
findings in class.
Performance indicators: 2, 3, 4, 5, 6
Class brainstorms a few social situations to be enacted
through role-plays (see Intermediate task). After the roleplays,
pairs of students develop and act out a selected situation.
Students present possible alternative language for
scene and explain why they made the language choices
they did (see Intermediate task).
Performance indicators: 1, 4
Teacher shares one of the books listed as part of the
Intermediate task, and small groups of students read additional
books. Groups present books to class. Class creates
and fills out chart (including pertinent information from the
books as well as personal experiences), as in Intermediate
task. Class uses the information in the chart to collaborate
on a simple illustrated “problems/solutions” guide for
newly arrived students.
Performance indicators: 3, 4, 6
Students complete Advanced task, but each pair acts out
appropriate and less appropriate language and ways of
interacting in various situations. Class is asked to select
which is appropriate and why. The role-plays and ensuing
discussions and evaluations are videotaped for future use
with ESL students.
Performance indicators: 1, 4
Students complete Advanced task. Before creating the
guide for newcomers, class brainstorms a list of additional
helpful information about school in America (e.g., useful
phrases, school personnel, calendar, map, daily schedule,
school rules, procedures for cafeteria and library use).
Guides are made available upon registration of new ESL
students and/or at ESL orientation meetings.
Performance indicators: 2, 3, 4, 6
ESL
5
Elem
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CLASSROOM
TASKS
Sample Classroom Tasks 65