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

Students learning English as a second language will use English to acquire, interpret, apply, and
transmit information for content area learning and personal use. They will develop and use skills and
strategies appropriate to their level of English proficiency to collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from oral, written, and
electronically produced texts.
Performance Indicators: See page 12
Advanced
Students use Intermediate brainstorming, interview process,
and timeline presentations. Classmates take notes on student’s
presentation. Students use notes to write follow-up
questions to the student presenter about particular events.
Student presenters then conduct follow-up family interviews
based on these questions and report findings back to
class.
Performance indicators: 3, 5, 8, 9, 12, 13, 14
English Proficiency Level
Transitional
Students complete Advanced task and write a short autobiography
to be published and displayed in classroom
library. They include a picture of the author and comment
sheets at the back of the book. Books may be shared orally
in an author’s circle.
Performance indicators: 3, 5, 8, 9, 10, 11, 12, 13, 14, 15
Students peruse Zoo Books and choose an animal. They
complete what they know and what they want to know on
a K-W-L chart on their animal. Then they locate at least two
sources in the library or on the Internet, answer at least
three questions from the “Want to Know” list, and write a
brief report.
Performance indicators: 1, 2, 4, 5, 6, 7, 9, 12, 16
Teacher and students discuss concepts of exploration, for
example, with pictures if available. After studying the Age
of Exploration, students assume the role of an important
figure from this age and write a diary entry(s) about an
important life experience (diary entries by Lewis and Clark
serve as examples). Students read their entries to the class,
and the class guesses the character’s identity.
Performance indicators: 1, 2, 3, 5, 7, 9, 15
Students choose an animal, identify their research questions
on any aspect of this animal, and research and write a brief
report. They use the Internet to locate pictures that illuminate
their research. Then they categorize their pictures and
information to make a presentation, using overheads,
slides, or PowerPoint for a kindergarten, first-grade classroom,
or other class.
Performance indicators: 1, 2, 4, 5, 6, 7, 9, 11, 12, 15, 16
Students choose a significant person or event from the Age
of Exploration, generate student-made rubric for evaluating
a research report, research the topic in books or through
the Internet, and write the report to be shared in class.
Students self-assess, citing evidence and justifying rubric
score.
Performance indicators: 1, 2, 3, 7, 8, 9, 11, 15, 16
ESL
1
Interm
Students complete Intermediate task. Before conducting the
interview they expand the interview questionnaire to
include a few other life experiences, and tape record it. In
small groups, students select one taped interview to listen
to and take notes on. Each student focuses on a different
event and writes a summary. All summaries are compiled
into a composite biography. Biographies are shared with
interviewee.
Performance indicators: 2, 3, 4, 5, 7, 10, 11, 12, 15, 16
Students complete Advanced task. They select one aspect
of the biography for further study (e.g., career, education,
local customs, war, tradition). Then they research selected
topic and write a letter back to the interviewee that summarizes
the information from the interview, includes new
information about the researched topic, and asks follow-up
questions if appropriate.
Performance indicators: 2, 3, 4, 5, 7, 10, 11, 12, 15
Continued on next page
CLASSROOM
TASKS
Sample Classroom Tasks 69