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 1: Students will listen, speak, read, and write in English for information and understanding. Commencement Sample Classroom Tasks: English Proficiency Level Beginning Students complete a simple anticipation guide (following a KWL exercise) about how the school handles an environmental issue such as paper recycling. The teacher, or a guest such as the principal, presents accurate information about the issue orally to students, using pictures and props, and students refer to the anticipation guide to check their answers or answer their questions. Students ask the speaker questions about the issue, and later, through whole class discussion, formulate opinions on whether they believe the school is doing enough to address the issue. Students vote on which opinion was most convincing. Performance indicators: 1, 5, 6 Intermediate Students brainstorm environmental issues relevant to the school context, such as paper recycling, air pollution caused by local traffic, or waste removal, and decide on one to investigate. In pairs, they prepare interview questions regarding the issue for different school personnel, and conduct the interviews, taking notes on the answers. Teacher leads a discussion in which students present their information and identify different points of view on the issue. After the pairs organize the information they collected, the teacher assigns pairs of students a point of view, and stages a debate, following traditional debate rules. After the debate, students vote on which point of view was argued most convincingly. Performance indicators: 1, 3, 4, 5, 6, 7, 8, 9, 12, 13, 14, 15, 16 ESL 1 Comm Students look through magazines for pictures of natural disasters—hurricanes, tornadoes, blizzards, earthquakes—and their consequences (destroyed homes, fallen branches, broken bridges). The class uses the pictures to rank the disasters from bad to worst on the basis of the criteria “disaster I would least like to experience” and they place the pictures in order on a bulletin board. Students label all pictures with words or simple sentences. In small groups, students guess and/or describe the consequences of each disaster, and each group lists these consequences next to the appropriate picture. Performance indicators: 1, 2, 7, 9 Students brainstorm a list of natural disasters. Using teacher-provided resources such as magazine pictures and simple articles, students work in pairs to research the consequences of these disasters. They compare two of their choice, using a Venn diagram. Together, the students decide which disaster they would least like to experience. Pairs report on their preferences to the class, giving reasons for their choice. Class ends by ranking all disasters from bad to worst on the basis of consequences, and creating a bulletin board similar to that described in the Beginning task, with short paragraphs used to describe pictures. Performance indicators: 1, 2, 6, 7, 9, 13 Teacher creates a “scavenger hunt” from one chapter of a textbook students are familiar with, using pictures, captions, and graphs to construct the scavenger hunt. (Use a sheltered or ESL content-based text, if possible.) For example, in a chapter on the Civil War, students are directed to locate a picture of a soldier, name of the president, number of states involved in the war, etc. After the teacher models the activity using a couple of the items, students work in pairs to locate the rest of the items, identifying page numbers. Students discuss strategies they used to find the information. Performance indicators: 1, 2, 3, 15, 16 Teacher creates a scavenger hunt from one or two chapters of a textbook students are familiar with by writing answers to questions based on factual information from the text (e.g., “General Lee”). Students find the information in the text, and write a question that corresponds to the answer (e.g., “ Who was the leader of the Southern army during the Civil War?”). After the teacher models the activity using a couple of items, students work in pairs to locate the rest and write the questions. At the end of the activity, students compare questions and note that some answers correspond to more than one question. They discuss effective strategies for finding the information, and note them in their learning logs. Performance indicators: 1, 2, 3, 5, 15, 16 88 Learning Standards for ESL
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 brainstorm environmental issues relevant to the school context, such as paper recycling, air pollution caused by local traffic, or waste removal, and select one issue to study in depth. In pairs, students research the issue, using library and Internet resources and interviewing key school personnel. They stage a mock “Earth Summit” with pairs of students taking on the roles of different school personnel affected by the issue, and presenting resolutions similar to Model U.N. resolutions to address the issue. At the end of the summit, students vote on the resolutions, and present the winning resolution to the student government or administration in a class letter. Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16 English Proficiency Level Transitional Students complete the Advanced task, but individually take on roles of different school personnel. Each student is responsible for writing one resolution and arguing its merits to the summit. Students individually write letters to the student government or administration. Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 Students select and read a news article about a natural disaster from teacher-provided materials. They create a T-chart listing the elements of the disaster along with its consequences (e.g., hurricane—high winds—roofs blown off buildings). Using the Internet, students research ways of preventing damage and injury from the disaster (e.g., alternative construction techniques). Using a word processor or desktop publisher, they create a brochure for the public, explaining possible consequences of the disaster, and measures people should take to prevent damage or injury. Performance indicators: 1, 2, 3, 7, 9, 10, 11, 12 Students complete the Advanced task through the Internet research activity, but choose an article about a disaster common to their native country. They continue their research by finding out what services FEMA provides in case of each disaster in the U.S. They find out what disaster services the government (or the U.N.) offers, if possible, in their own country, and write a report comparing the two. Students share their reports and discuss differences in government responses to disasters. Performance indicators: 1, 2, 3, 7, 9, 10, 11, 12, 14 ESL 1 Comm Teacher creates a scavenger hunt from two or three sources of information about a topic students are studying, such as the Civil War, in a content area class. Sources of information could include the regular textbook, a web page, excerpts from primary source documents, or reference materials. The teacher provides information for answers in the scavenger hunt, and students develop the questions based on information they find in the texts (see Beginning and Intermediate tasks). Students work in pairs to locate the information and write the corresponding questions. At the end of the activity, students compare questions and note that some answers correspond to more than one question. Students discuss strategies they used to find the information, and record effective strategies in their learning logs. Performance indicators: 1, 2, 3, 5, 13, 15, 16 Students complete the Advanced task, except that they, not the teacher, create scavenger hunts for one another from two or three sources of information. In creating their own scavenger hunts, students should exclude nonessential information. At the end of the activity, students note strategies they used to figure out what information to exclude in developing their hunt, as well as strategies they used to find information. Performance indicators: 1, 2, 3, 5, 13, 15, 16 Continued on next page CLASSROOM TASKS Sample Classroom Tasks 89
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- Page 121 and 122: ccc Response Form ESL Learning Stan
Students learning English as a second language will use English to acquire, interpret, apply, and<br />
transmit information for content area learning and personal use. They will develop and use skills and<br />
strategies appropriate to their level of English proficiency to collect data, facts, and ideas; discover<br />
relationships, concepts, and generalizations; and use knowledge generated from oral, written, and<br />
electronically produced texts.<br />
Performance Indicators: See page 12<br />
Advanced<br />
Students brainstorm environmental issues relevant to the<br />
school context, such as paper recycling, air pollution<br />
caused by local traffic, or waste removal, and select one<br />
issue to study in depth. In pairs, students research the<br />
issue, using library and Internet resources and interviewing<br />
key school personnel. They stage a mock “Earth Summit”<br />
with pairs of students taking on the roles of different<br />
school personnel affected by the issue, and presenting resolutions<br />
similar to Model U.N. resolutions to address the<br />
issue. At the end of the summit, students vote on the resolutions,<br />
and present the winning resolution to the student<br />
government or administration in a class letter.<br />
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13,<br />
14, 15, 16<br />
English Proficiency Level<br />
Transitional<br />
Students complete the Advanced task, but individually take<br />
on roles of different school personnel. Each student is<br />
responsible for writing one resolution and arguing its merits<br />
to the summit. Students individually write letters to the student<br />
government or administration.<br />
Performance indicators: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,<br />
13, 14, 15, 16<br />
Students select and read a news article about a natural disaster<br />
from teacher-provided materials. They create a T-chart<br />
listing the elements of the disaster along with its consequences<br />
(e.g., hurricane—high winds—roofs blown off<br />
buildings). Using the Internet, students research ways of<br />
preventing damage and injury from the disaster (e.g., alternative<br />
construction techniques). Using a word processor or<br />
desktop publisher, they create a brochure for the public,<br />
explaining possible consequences of the disaster, and measures<br />
people should take to prevent damage or injury.<br />
Performance indicators: 1, 2, 3, 7, 9, 10, 11, 12<br />
Students complete the Advanced task through the Internet<br />
research activity, but choose an article about a disaster<br />
common to their native country. They continue their<br />
research by finding out what services FEMA provides in<br />
case of each disaster in the U.S. They find out what disaster<br />
services the government (or the U.N.) offers, if possible,<br />
in their own country, and write a report comparing the<br />
two. Students share their reports and discuss differences in<br />
government responses to disasters.<br />
Performance indicators: 1, 2, 3, 7, 9, 10, 11, 12, 14<br />
<strong>ESL</strong><br />
1<br />
Comm<br />
Teacher creates a scavenger hunt from two or three sources<br />
of information about a topic students are studying, such as<br />
the Civil War, in a content area class. Sources of information<br />
could include the regular textbook, a web page,<br />
excerpts from primary source documents, or reference<br />
materials. The teacher provides information for answers in<br />
the scavenger hunt, and students develop the questions<br />
based on information they find in the texts (see Beginning<br />
and Intermediate tasks). Students work in pairs to locate<br />
the information and write the corresponding questions. At<br />
the end of the activity, students compare questions and<br />
note that some answers correspond to more than one question.<br />
Students discuss strategies they used to find the information,<br />
and record effective strategies in their learning logs.<br />
Performance indicators: 1, 2, 3, 5, 13, 15, 16<br />
Students complete the Advanced task, except that they, not<br />
the teacher, create scavenger hunts for one another from<br />
two or three sources of information. In creating their own<br />
scavenger hunts, students should exclude nonessential<br />
information. At the end of the activity, students note strategies<br />
they used to figure out what information to exclude in<br />
developing their hunt, as well as strategies they used to<br />
find information.<br />
Performance indicators: 1, 2, 3, 5, 13, 15, 16<br />
Continued on next page<br />
CLASSROOM<br />
TASKS<br />
Sample Classroom Tasks 89
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