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 2: Continued Intermediate Grade Sample Classroom Tasks: English Proficiency Level Beginning Teacher reads aloud a book or story by a particular author (e.g., Steig, Dahl, DiPaola, Blume). Students then listen to the book on tape and respond to questions on comment sheet in writing or pictures. Students read aloud with the tape when possible. Performance indicators: 1, 2, 6, 11 Intermediate Students complete Beginning task. They select a book or story by the same author to read and listen to on tape. Students practice reading the book aloud with fluency and accuracy (in class and at home). Class watches book talk segments from “Reading Rainbow” video. Each student gives a book talk to class, incorporating a short reading of a favorite passage. Performance indicators: 1, 2, 6, 7, 9, 11, 12 Students listen to or read a simple illustrated story with dialogue. Teacher prepares a verbatim script and demonstrates a skit format using stick figure puppets. Students work in small groups and prepare skit, using the script. Skits are presented to class. Performance indicators: 2, 8, 9 Students complete the Beginning task. In small groups, they select a simple, familiar story for a puppet show. Students write a script, make simple puppets and scenery, choose roles, and present show to class. Performance indicators: 2, 8, 9 ESL 2 Interm Teachers and students read aloud a variety of simple poems (e.g., rhyme, haiku, concrete poems). Each student writes an acrostic poem about herself, using the letters of her first name as the beginning letter for each line (e.g., P is for polite, A is for the apples I love to eat, T is for trying my hardest, etc.). Performance indicators: 1, 3, 8, 10 Students read a variety of intermediate-level poems. They choose one of the various forms of poetry (e.g., sonnet, quatrain, ode, limerick) to write a personal poem, and they read their poems to the class. Poems are posted with decorative borders on class bulletin board. Performance indicators: 1, 3, 6, 8, 10 74 Learning Standards for ESL
Advanced Students complete Intermediate task by selecting a book by a particular author and reading it. Teacher presents a number of book reviews of the author’s books. Class analyzes the critical elements of book reviews. Each student, using the writing process, writes a book review of his/her selected book, and includes it as a companion to the book. Performance indicators: 1, 2, 4, 6, 7, 9, 11, 12 English Proficiency Level Transitional Students complete Advanced task. They read biographical material on the author. Class identifies literary elements techniques, and genre(s) employed by the author. Students speculate on connections between the author’s life and subject matter of author’s literary works. Each student writes and sends a letter to the author with questions/reflections on these connections. Performance indicators: 1, 2, 3, 4, 6, 7, 9, 11, 12 Students read a few short plays and watch videos or films of plays (e.g., Fairy Tale Theatre, West Side Story). Class discusses elements of genre and features of performance. Class selects a segment of one play to perform, with simple scenery, props, and costumes. Performance indicators: 1, 3, 4, 8, 9 In small groups, students prepare and perform impromptu skits, combining random characters, settings, and problems provided by teacher. On an audience response sheet, viewers write a brief description of characters, setting, and plot, and they develop these descriptions into a short narrative of the play. Skits and reviews/narratives are put into book form and added to class library. Performance indicators: 1, 3, 4, 8, 9 Students read various forms of poetry. Using Venn diagrams, they analyze the differences between poetry forms and write a cogent description of each form based on their analysis. Then they write a personal poem in two different poetry forms. Poems may be shared orally in a poetry circle and posted in classroom. Performance indicators: 1, 3, 6, 8, 10 Individually, students read 10-15 poems and publish an anthology of their favorites, using a word processing computer program. The collection includes an introduction with personal comments about the selections. Students read a few selections to the class. Anthologies become part of class library. Performance indicators: 1, 3, 6, 7, 8, 10 ESL 2 Interm CLASSROOM TASKS Sample Classroom Tasks 75
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- Page 117 and 118: References bbbbbbbbbbbccc Aardema,
- Page 119 and 120: McClure, A.A. (1990). Sunrises and
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Advanced<br />
Students complete Intermediate task by selecting a book by<br />
a particular author and reading it. Teacher presents a number<br />
of book reviews of the author’s books. Class analyzes<br />
the critical elements of book reviews. Each student, using<br />
the writing process, writes a book review of his/her selected<br />
book, and includes it as a companion to the book.<br />
Performance indicators: 1, 2, 4, 6, 7, 9, 11, 12<br />
English Proficiency Level<br />
Transitional<br />
Students complete Advanced task. They read biographical<br />
material on the author. Class identifies literary elements<br />
techniques, and genre(s) employed by the author. Students<br />
speculate on connections between the author’s life and<br />
subject matter of author’s literary works. Each student<br />
writes and sends a letter to the author with<br />
questions/reflections on these connections.<br />
Performance indicators: 1, 2, 3, 4, 6, 7, 9, 11, 12<br />
Students read a few short plays and watch videos or films<br />
of plays (e.g., Fairy Tale Theatre, West Side Story). Class<br />
discusses elements of genre and features of performance.<br />
Class selects a segment of one play to perform, with simple<br />
scenery, props, and costumes.<br />
Performance indicators: 1, 3, 4, 8, 9<br />
In small groups, students prepare and perform impromptu<br />
skits, combining random characters, settings, and problems<br />
provided by teacher. On an audience response sheet, viewers<br />
write a brief description of characters, setting, and plot,<br />
and they develop these descriptions into a short narrative<br />
of the play. Skits and reviews/narratives are put into book<br />
form and added to class library.<br />
Performance indicators: 1, 3, 4, 8, 9<br />
Students read various forms of poetry. Using Venn diagrams,<br />
they analyze the differences between poetry forms<br />
and write a cogent description of each form based on their<br />
analysis. Then they write a personal poem in two different<br />
poetry forms. Poems may be shared orally in a poetry circle<br />
and posted in classroom.<br />
Performance indicators: 1, 3, 6, 8, 10<br />
Individually, students read 10-15 poems and publish an<br />
anthology of their favorites, using a word processing computer<br />
program. The collection includes an introduction with<br />
personal comments about the selections. Students read a<br />
few selections to the class. Anthologies become part of<br />
class library.<br />
Performance indicators: 1, 3, 6, 7, 8, 10<br />
<strong>ESL</strong><br />
2<br />
Interm<br />
CLASSROOM<br />
TASKS<br />
Sample Classroom Tasks 75
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