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

Standard 5: Continued
Elementary Grade Sample Classroom Tasks:
English Proficiency Level
Beginning
Teacher gradually introduces a variety of American games
(e.g., Simon Says, I Spy, Bingo) and/or board games (e.g.,
Chutes and Ladders, Candy Land, Dominoes). If possible,
students are paired with native English speakers while
learning to play the games. Teacher conducts a survey of
favorites and helps students make bar graphs. Students
take turns bringing in/demonstrating games played in their
native cultures, for all to share. Resources may include
parents, Internet, or books such as Multicultural Game
Book by Louise Orlando.
Performance indicators: 1, 2, 4
Intermediate
With teacher’s help, class brainstorms list of American
games, both simple ones (see Beginning task) and more
complex ones (e.g., Scrabble Junior, Hangman, Pictionary
Junior). Teacher provides a variety of these games and students
take turns explaining/demonstrating games not
known to others. After playing the games, students take
turns bringing in/demonstrating games played in their
native cultures (see Beginning task). Class discusses how
these games are similar to/different from the American
games. Students fill out surveys of favorite, least favorite,
hardest, easiest, etc. games. They share results in class.
Performance indicators: 1, 2, 4, 6
ESL
5
Elem
Students listen to several simple folktales (e.g., Goldilocks
and Little Red Riding Hood). Students do choral readings
or simple role-playing of key parts, noting repetitive patterns
and using different characters’ voices and intonation.
Teacher helps students identify beginning, middle, and end
of the stories. Students work in groups to draw and label
pictures of these story parts.
Performance indicators: 1, 4
Students listen to several simple folktales (e.g., Goldilocks
and Little Red Riding Hood). Students retell and/or roleplay
both stories, using different voices and intonation.
Teacher and students make a chart comparing beginning
and ending sentences, repetitive patterns, and lessons
taught or implied. Students draw and write about the
lessons from the stories in their learning journals.
Performance indicators: 1, 4, 5
66 Learning Standards for ESL