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

Standard 3: Continued
Intermediate Grade Sample Classroom Tasks:
English Proficiency Level
Beginning
Teacher shows object (e.g., small sculpture, textile, tool,
etc.) to students. Students describe object and speculate on
its use, meaning, production, etc. They generate vocabulary
associated with the object. In small groups or pairs, students
make up a story about the object and tell it to the
class. Class discusses which of the stories is the most plausible
and why.
Performance indicators: 1, 2, 4, 6, 7
Intermediate
Students complete Beginning task. Teacher presents three
possible identities for object. Students choose and defend
the most plausible. Teacher reveals true identity (e.g., old
tool, rain gauge, mold, potsherd, etc.). Students begin a
KWL chart on object, read information on object, and complete
the KWL chart.
Performance indicators: 1, 2, 4, 6, 7
Teacher presents a variety of hats (e.g., baseball cap, rain
hat, wool cap, trendy hat, etc.). Students discuss why people
wear each kind of hat. They draw pictures of hats worn
in their cultures and show them to the class and tell why
they are worn. Looking at the array of hats and pictures,
students consider which would be appropriate for school
and why.
Performance indicators: 1, 3
Students complete Beginning task. They complete a brief
teacher-made questionnaire about their use of hats (e.g.,
type, frequency, locations, etc.). The last question is “Do
you want to wear a hat in school? Why?” Students tally
responses and graph results. Rephrasing question, teacher
asks, “Should students be allowed to wear hats in school?
Why?” Students tally responses. In small groups, students
compare graphs and discuss possible reasons for the disparity
in results.
Performance indicators: 1, 3, 7
ESL
3
Interm
Teacher presents background information on the death
penalty (i.e., timeline, legalization, U.S./international status,
criteria, methods, etc.). Questions and answers follow.
Teacher simplifies pros and cons. In a mock referendum,
students take a side for or against legalization of the death
penalty.
Performance indicators: 3, 7, 9
Teacher presents background information on the death
penalty (i.e., timeline, legalization, U.S./international status,
criteria, methods, etc.). Questions and answers follow.
Teacher guides students through adapted resource materials.
In small groups, students simplify one side of the argument,
and produce a pamphlet in preparation for referendum.
Then they hold a mock referendum with ballot.
Performance indicators: 1, 2, 3, 4, 6, 7, 8, 9
78 Learning Standards for ESL