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

Advanced
Teacher shows students four or five objects that are important
in her life. Students speculate on the identity and purpose
of each object and its meaning to the teacher. They
write a short story about the teacher, using objects as clues.
Teacher writes and reads his/her own story to class.
Students discuss and reflect on differences between perception
and reality.
Performance indicators: 1, 2, 3, 7, 9
English Proficiency Level
Transitional
Each student secretly puts four or five personal objects in a
bag. Students randomly choose a bag and study the
objects. They predict the owner and the significance of the
objects and write a story about the owner based on the
objects. True identity is revealed only after all have
guessed. Owners comment in writing on validity of stories.
Performance indicators: 1, 2, 3, 7, 9
Students complete Intermediate task. They discuss the pros
and cons of wearing hats in school, using a T-chart to track
the discussion. They invite school administrator(s) to their
class to comment on T-chart and answer questions.
Students write a summary of the administrator’s position
and compare it to their own. As a class, students write a
thank-you letter to administrator, including their personal
position on students’ wearing hats in school.
Performance indicators: 1, 3, 6, 7, 8
Students complete Advanced task through discussion with
school administrator. Using T-chart, they design a schoolwide
survey. They tally the results and graph the findings.
Then they reassess their personal positions and write a
position paper, using the writing process. The class votes
on the two papers that best represent each point of view.
Winning papers are submitted to school newspaper.
Performance indicators: 1, 2, 3, 4, 6, 7
Teacher presents background information on the death
penalty (i.e., timeline, legalization, U.S./international status,
criteria, methods, etc.). Questions and answers follow. In
two groups (pro/con), students outline aspects of issue for
research, and each member researches one aspect of issue.
Teams collaborate to develop position paper, and they present
positions in preparation for referendum. Then they
hold a mock referendum with ballot.
Performance indicators: 1, 2, 3, 4, 6, 7, 8, 9
Teacher presents background information on the death
penalty (i.e., timeline, legalization, U.S./international status,
criteria, methods, etc.). Questions and answers follow. In
two groups (pro/con), students outline aspects of issue for
research, and each member researches one aspect of issue.
Teams collaborate in preparation for a debate. Class agrees
on debate protocol. Debate is staged and videotaped.
Videotape is reviewed and scored.
Performance indicators: 1, 2, 3, 4, 6, 7, 8, 9
ESL
3
Interm
CLASSROOM
TASKS
Sample Classroom Tasks 79