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

Students learning English as a second language will use English for self-expression, artistic creation,
and participation in popular culture. They will develop and use skills and strategies appropriate to
their level of English proficiency to listen to, read, and respond to oral, written, and electronically
produced texts and performances, relate texts and performances to their own lives and other
works, and develop an understanding of the diverse social, historical, and cultural dimensions the
texts and performances represent.
Performance Indicators: See page 16
Advanced
Students complete Intermediate task. Teacher divides the
class according to point of view. Each group discusses
arguments for its point of view. Students hold a class
debate, and teacher videotapes the debate. Class critiques
the debate. Class may also develop rubric for evaluating
debate techniques.
Performance indicators: 1, 2, 3, 4, 5, 7, 9, 10, 11
English Proficiency Level
Transitional
Students read The Three Little Pigs, The True Story of the
Three Little Pigs, and Little Red Riding Hood. Pairs of students
take turns role-playing a conversation in a diner
between the wolves from the two stories. Teacher provides
dialogue starters (e.g., “You won’t believe what happened
to me...” “I am so frustrated because…”) and guidelines
(e.g., express feelings, provide details of story, ask followup
questions). After role-plays, students write dialogue
between the three little pigs and Little Red Riding Hood for
performance in another class.
Performance indicators: 1, 2, 4, 5, 7, 9, 10, 11
Students complete Intermediate task. They form two
groups based on genre preference. Groups make list of
characteristics of their genre. Groups present an argument
for their preference, using the characteristics of the genre
as support. Lists of genre characteristics are posted on bulletin
board for future reference.
Performance indicators: 1, 2, 3, 4, 7, 10, 12
As a whole class, students maintain a chart of examples of
various literary elements from texts along with titles that
they read or hear throughout the year.
Performance indicators: 1, 3, 4, 12
Students complete Advanced task. With a partner, students
write a persuasive letter to the school librarian or editor of
the school paper. They might argue for a stronger emphasis
on one of the two genres represented in school literary
publications or in the school library.
Performance indicators: 1, 2, 3, 4, 7, 10, 12
Students individually choose a reading of fiction and identify
examples of literary elements on an individual chart or
in their reading logs. They compare the use of these elements
in their individual reading to the use of the elements
in the text read by the whole class during class discussions
or in reading circles.
Performance indicators: 1, 3, 4, 11, 12
ESL
2
Interm
Students complete Intermediate task. They select a fable
from their culture to present to the class, and illustrate four
critical scenes from the fable for presentation. They practice
presentation with ESL classmates and when ready, formally
present the fable to other small groups (e.g., younger students,
invited guests).
Performance indicators: 1, 3, 5, 6, 7
Students complete Intermediate task. They critically analyze
the elements of the genre (moral, animal messenger). They
each write an original fable, selecting an animal and a
problem, and they publish a class anthology of fables.
Performance indicators: 1, 3, 5, 7, 8, 10, 11, 12
Continued on next page
CLASSROOM
TASKS
Sample Classroom Tasks 73