ESL Learning Standards - Higher Ed - New York State Education ...
ESL Learning Standards - Higher Ed - New York State Education ... 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
Advanced Students complete Intermediate task. Class collaborates on the creation of an illustrated book of American games, for use with Beginning-level students. Performance indicators: 1, 2, 4, 6 English Proficiency Level Transitional Students complete Intermediate task. Class collaborates on the creation of an illustrated book of international games. Teacher helps the class organize an international game day (school wide, or in selected classrooms). Stations are set up to demonstrate games from various regions of the world. ESL students demonstrate games and help visiting classes play the games. Surveys are conducted (see Intermediate task). A copy of the book is presented to each visiting class. Performance indicators: 1, 2, 4, 6 Students listen to and read independently a variety of multicultural folktales. In small groups students retell and/or role-play their favorite story, using different voices and intonation, and they make a chart as in Intermediate task. Students write in their learning journals about lessons taught and how they still apply. Performance indicators: 1, 4, 5 Students complete Advanced task. After careful analysis of the commonalities and differences of these stories, small groups collaborate to create their own story with similar features/lessons, to be acted out in class. Teacher and students generate a rubric to evaluate the presentation. Performance indicators: 1, 4, 5 ESL 5 Elem CLASSROOM TASKS Sample Classroom Tasks 67
- Page 23 and 24: Intermediate (5 - 8) Commencement (
- Page 25 and 26: Students learning English as a seco
- Page 27 and 28: Intermediate (5 - 8) Commencement (
- Page 29 and 30: Students learning English as a seco
- Page 31 and 32: Intermediate (5 - 8) Commencement (
- Page 33 and 34: Students learning English as a seco
- Page 35 and 36: Intermediate (5 - 8) Commencement (
- Page 37 and 38: Students will demonstrate cross-cul
- Page 39 and 40: ccc New York State ESL Learning Sta
- Page 41 and 42: Students learning English as a seco
- Page 43 and 44: Students learning English as a seco
- Page 45 and 46: Students learning English as a seco
- Page 47 and 48: Students learning English as a seco
- Page 49 and 50: Students will demonstrate cross-cul
- Page 51 and 52: Students learning English as a seco
- Page 53 and 54: Advanced Students complete Intermed
- Page 55 and 56: Advanced Using a template in the sh
- Page 57 and 58: Students learning English as a seco
- Page 59 and 60: Advanced Students complete Intermed
- Page 61 and 62: Advanced Students read a variety of
- Page 63 and 64: Students learning English as a seco
- Page 65 and 66: Advanced Students complete Intermed
- Page 67 and 68: Students learning English as a seco
- Page 69 and 70: Advanced Students bring in an objec
- Page 71 and 72: Students will demonstrate cross-cul
- Page 73: Advanced Students read/discuss a bo
- Page 77 and 78: Students learning English as a seco
- Page 79 and 80: Advanced Students compare and contr
- Page 81 and 82: Students learning English as a seco
- Page 83 and 84: Advanced Students complete Intermed
- Page 85 and 86: Students learning English as a seco
- Page 87 and 88: Advanced Teacher shows students fou
- Page 89 and 90: Students learning English as a seco
- Page 91 and 92: Advanced Students complete Intermed
- Page 93 and 94: Students will demonstrate cross-cul
- Page 95 and 96: Advanced Teacher reads aloud an acc
- Page 97 and 98: Students learning English as a seco
- Page 99 and 100: Advanced In pairs, students use Int
- Page 101 and 102: Students learning English as a seco
- Page 103 and 104: Advanced Students select a dramatic
- Page 105 and 106: Students learning English as a seco
- Page 107 and 108: Advanced Students brainstorm critic
- Page 109 and 110: Students learning English as a seco
- Page 111 and 112: Advanced Students complete the Inte
- Page 113 and 114: Students will demonstrate cross-cul
- Page 115 and 116: Advanced Students complete the Inte
- Page 117 and 118: References bbbbbbbbbbbccc Aardema,
- Page 119 and 120: McClure, A.A. (1990). Sunrises and
- Page 121 and 122: ccc Response Form ESL Learning Stan
Advanced<br />
Students complete Intermediate task. Class collaborates on<br />
the creation of an illustrated book of American games, for<br />
use with Beginning-level students.<br />
Performance indicators: 1, 2, 4, 6<br />
English Proficiency Level<br />
Transitional<br />
Students complete Intermediate task. Class collaborates on<br />
the creation of an illustrated book of international games.<br />
Teacher helps the class organize an international game day<br />
(school wide, or in selected classrooms). Stations are set<br />
up to demonstrate games from various regions of the<br />
world. <strong>ESL</strong> students demonstrate games and help visiting<br />
classes play the games. Surveys are conducted (see<br />
Intermediate task). A copy of the book is presented to<br />
each visiting class.<br />
Performance indicators: 1, 2, 4, 6<br />
Students listen to and read independently a variety of multicultural<br />
folktales. In small groups students retell and/or<br />
role-play their favorite story, using different voices and<br />
intonation, and they make a chart as in Intermediate task.<br />
Students write in their learning journals about lessons<br />
taught and how they still apply.<br />
Performance indicators: 1, 4, 5<br />
Students complete Advanced task. After careful analysis of<br />
the commonalities and differences of these stories, small<br />
groups collaborate to create their own story with similar<br />
features/lessons, to be acted out in class. Teacher and students<br />
generate a rubric to evaluate the presentation.<br />
Performance indicators: 1, 4, 5<br />
<strong>ESL</strong><br />
5<br />
Elem<br />
CLASSROOM<br />
TASKS<br />
Sample Classroom Tasks 67
Change language