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ESL Intermediate Level Reading/Writing Course Description, Booklist , Assessments, Curriculum Guide, and Instructional Plans

ESL Intermediate Level Reading/Writing Course Description, Booklist , Assessments, Curriculum Guide, and Instructional Plans

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Published by PROFESSOR SNYDER
This packet is designed for ESL classroom use. It includes the following:

1. ESL Intermediate Level Course Description and Expectations: Great guide for writing course descriptions that need to be submitted to administration, students and or parents,
2. Extensive ESL Intermediate Level Reading/Writing Booklist: Over 100 of the best intermediate level ESL books are listed, with links to the books,
3. Step By Step ESL Intermediate Level ESL Reading/Writing Curriculum: Great guide for ESL compliance report writing,
4. ESL Intermediate Level Reading Tests: Great quick classroom assessment tools to identify student reading abilities.
5. Spanish Native Language Literacy Assessment for Classroom Usage: This quiz is used to determine Spanish Students native language proficiency, which is an indicator of English rate of learning.
6. Multiple Intermediate Level ESL Lesson Plans: This includes intermediate ESL lesson plans for, ESL 6-12, College ESL, College Reading, ESL Business, Adult Education ESL and Citizenship. These are great lesson plan samples for evaluations/observations,
This packet is designed for ESL classroom use. It includes the following:

1. ESL Intermediate Level Course Description and Expectations: Great guide for writing course descriptions that need to be submitted to administration, students and or parents,
2. Extensive ESL Intermediate Level Reading/Writing Booklist: Over 100 of the best intermediate level ESL books are listed, with links to the books,
3. Step By Step ESL Intermediate Level ESL Reading/Writing Curriculum: Great guide for ESL compliance report writing,
4. ESL Intermediate Level Reading Tests: Great quick classroom assessment tools to identify student reading abilities.
5. Spanish Native Language Literacy Assessment for Classroom Usage: This quiz is used to determine Spanish Students native language proficiency, which is an indicator of English rate of learning.
6. Multiple Intermediate Level ESL Lesson Plans: This includes intermediate ESL lesson plans for, ESL 6-12, College ESL, College Reading, ESL Business, Adult Education ESL and Citizenship. These are great lesson plan samples for evaluations/observations,

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The ESL Intermediate Level Reading/Writing Course Description, Booklist , Assessments, Curriculum Guide, and Instructional Plans

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Dear Educator: Authentic and integrated ESL curriculum provides the basis for innovative instructional planning. To this end, this packet has been designed for classroom teachers working with intermediate level ESL students at the secondary, adult education and college level. This instructional packet is excellent for new ESL teachers because it offers needed material samples for an excellent ESL, reading and writing program. This packet is designed for ESL classroom use. It includes the following: 1. ESL Intermediate Level Course Description and Expectations: Great guide for writing course descriptions that need to be submitted to administration, students and or parents, 2. Extensive ESL Intermediate Level Reading/Writing Booklist: Over 100 of the best intermediate level ESL books are listed, with links to the books, 3. Step By Step ESL Intermediate Level ESL Reading/Writing Curriculum: Great guide for ESL compliance report writing, 4. ESL Intermediate Level Reading Tests: Great quick classroom assessment tools to identify student reading abilities. 5. Spanish Native Language Literacy Assessment for Classroom Usage: This quiz is used to determine Spanish Students native language proficiency, which is an indicator of English rate of learning. 6. Multiple Intermediate Level ESL Lesson Plans: This includes intermediate ESL lesson plans for, ESL 6-12, College ESL, College Reading, ESL Business, Adult Education ESL and Citizenship. These are great lesson plan samples for evaluations/observations, My email is eslexcellence@aol.com. My phone number is 516 642 6007. Please note that a word document of this packet is available to all purchasers. Please feel free to contact me. Thank you. Sincerely, Ms. Snyder, MSED TESOL

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speaking. STUDENTS WILL     Increase vocabulary Raise reading scores Develop writing skills Develop speaking and listening skills ESL 1 First. assessments and homework. Broukal. listening and speaking structures.com ESL Mon 10am-11am or periods 1-2 Tues 10am-11am Fri 10am-12pm REQUIRED TEXTS     Fundamentals of English Grammar with Audio CDs and Answer Key Reader: What a Life!: Stories of Amazing People (Intermediate Level). and vocabulary skills. reading comprehension. Last Teacher@eslexcellence. writing. Judy. Instruction will focus on developing and integrating student reading. Students will be introduced to intermediate level literary.  Developing Tactics for Listening: Student Book with Audio CD  Bilingual Dictionary REQUIRED SUPPLIES     Notebook Textbook Dictionary Writing utensils GRADES & SCORING    1/3 Class work and participation 1/3 Homework and special projects 1/3 Quizzes and tests 2 . practice. grammar. listening. DeFilippo. writing. The assigned text books listed below will be used. Milada Reader: Critical Reading Series: Heroes Novel. Books 3 and4.Intermediate esl Course Description and Expectations SAMPLE COURSE TITLE INSTRUCTOR DEPARTMENT MEETING TIMES COURSE DESCRIPTION Instruction has been designed to provide students with challenging instruction. Nicholosa Mohr  Skill Sharpeners. and Charles Skidmore. Felita.

REQUIREMENTS
    

Be on time Have good attendance Be ready and prepared to learn Do Homework Complete Special Projects

COURSE OUTLINE                       
Introduction to the Course, Vocabulary Assessment Fundamentals of English Grammar: Present time Literary Analysis Reading: What a Life! Leonardo da Vinci Fundamentals of English Grammar: Past Time Literary Analysis Reading: What a Life! Nikola Telsa Fundamentals of English Grammar: Future Time Literary Analysis Reading: What a Life! Nelly Bly Fundamentals of English Grammar: Present Perfect and Past Perfect Literary Analysis Reading: What a Life! Bruce Lee Fundamentals of English Grammar: Nouns and Pronouns Literary Analysis Reading: Heroes, Cesar Chavez Fundamentals of English Grammar: Asking Questions

Literary Analysis Reading: Heroes, Mahatma Gandhi
Fundamentals of English Grammar: Modal Auxiliaries Literary Analysis Reading: Heroes, The Little Rock Nine Fundamentals of English Grammar: Comparisons Literary Analysis Reading: Heroes, Roberto Clemente Fundamentals of English Grammar: The Passive Literary Analysis Reading: Heroes, Hans and Sophie Scholl Fundamentals of English Grammar: Gerunds and Infinitives Literary Analysis Reading: Novel: Felita Fundamentals of English Grammar: Count and Non Count Nouns Literary Analysis Reading: Novel: Felita Enjoy the Course and Remember to Study Hard!!!!

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ESL Booklist Intermediate Level
SECONDARY, COLLEGE, AND ADULT EDUCATION ESL FAVORITES
OVER 100 RECOMMENDED BOOKSAND LINKS!

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1. GRAMMAR FORM AND FUNCTION LEVEL 2 STUDENT BOOK 2. Fundamentals of English Grammar 3. Grammar in Context 2, Fourth Edition (Full Student Book) 4. Achieving on the NYSESLAT: Grades 9-12 (10 pack) (2nd Edition) 5. Achieving on the NYSESLAT Grades 7-12 6. Empire State NYSESLAT K-12 7. A World of Fiction: Twenty Timeless Short Stories (2nd Edition)

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2) 26. Skill Sharpeners. Even More True Stories: An Intermediate Reader. Listen In 1 (with Audio CD) 24. 3) 10. Critical Reading Series: Deceptions 14. Hispanic American Biographies Set 34. Grammar to Go Book 2 19. 16 More Extraordinary African Americans 29. 16 Extraordinary Native Americans. Leaders of the Americas 2 Student Book (Bk. Skill Sharpeners. Developing Tactics for Listening: Student Book with Audio CD 18. Third Edition (Student Book) 25. Critical Reading Series: Phenomena 13. All American Stories. 16 Extraordinary Asian Americans 28. What a Life!: Stories of Amazing People (Intermediate Level) 11. Latino Biographies 33.8. Critical Reading Series: Heroes 12. 16 More Extraordinary Hispanic Americans 27. Book 3 (3rd Edition) (Bk. Book 2 (3rd Edition) (Bk. M. Book B 16. Grammar to Go Book 3 20. Developing Composition Skills: Academic Writing and Grammar 32. Content connection –Great book discontinued 21. I. Second Edition (Student Book with Audio CD) 23. 16 Extraordinary African Americans 30. Pei (Asian-American Biographies) 5 . Grade 6-12 31. Felita. Focus on Grammar 2: An Integrated Skills Approach 22. ESL Vocabulary Games 17. NorthStar High Intermediate Listening and Speaking. 2) 9. Novel by Nicholasa Mohr 15.

Longman Diccionario Ingles Basico. Albert G. and Syria Modern Curriculum 52. History from 1900 49.S. Hispanics in U. Elementary Edition: A Celebration in Blackness 59. Mavragis 45. History 42. Grammar Sense 2 (Workbook) 37. 9) 57. Multicultural Milestone in U. Barbara Coulter 48. S. A Gift of Heritage: African Kings and Queens 58. Project Achievement Reading Levels A to E 56. Craz.S. 1877 to the Present (Volume 2) 50. Lessons from History. Third Edition 60. Multicultural Milestones in U. Vol 2 40. History Through –present 51. The Latino Experience in U. History.: A Text for Developing Readers 6 .S. Egypt. Espanol-Ingles: para estudiantes mexicanos (Basico Dictionary) 44. Hispanics in American History 1865 to Present. Writing the Business Letter 46. Essential Idioms in English: Phrasal Verbs and Collocations 55.S. Edward P. Stories We Brought with Us: Beginning Readings. 4th Edition (paperback with CD-ROM) (4th Edition) 43. Javier Arrives in the U. African Americans in U. Vocabulary Connections: Level C. Barbara Coulter 47.S. Champions of Change: Biographies of famous Hispanic Americans 53. Grammar Sense 2: Student Book with Wizard CD-ROM 36. Vol 1 39. TABE Test of Adult Basic Education : The First Step to Lifelong Success 38. Champions Of Change: Hispanic Americans 41. Blacks in the Federal Government (A Gift of Heritage. Vol. Ingles-Espanol. Look at the U. Our Multicultural Heritage: Lebanon. Book 1: An ESL/Civics Series Based on the Federal Citizenship Texts 54. Longman Dictionary of American English.S. History. Writing: The Report.35. Vocabulary Connections: Level G.

Focus on Vocabulary 2: Mastering the Academic Word List (2nd Edition) 85. More True Stories: A High-Beginning Reader (3rd Edition) 79. 2) 68. Third Edition 62. Modern American English Level 2 71. Greater Essays 65. The Reading Teacher's Book Of Lists: Grades K-12. History of Puerto Rico: A Panorama Of Its People 77. & Test Prep 2 (3rd Edition) 66. Grade 6: Accelerating English Language Learning (Sunshine Edition) 76. Fifth Edition 81. Games for Language Learning (Cambridge Handbooks for Language Teachers) 83. Easy & Engaging ESL Activities and Mini-Books for Every Classroom: Terrific Teaching Tips.61. Grammar Step by Step 2 (Student Book) (Bk. Even More True Stories: An Intermediate Reader. Great American Stories 1. Grammar Step by Step: With Pictures 72. Focus on Vocabulary 1: Bridging Vocabulary (2nd Edition) 7 . Writing Academic English (Third Edition) (The Longman Academic Writing Series) 75. Shining Star Level A 3 Book Set: Student Text. Standards. Scott Foresman ESL Student Book. Level 2) (2nd Edition) 69. 2) 70. Third Edition 63. Basic English Grammar. Teacher's Annotated Edition [Longman ESL for English Language Learners] GRADES 6-8 84. Great American Stories 2. Mini-Books & More to Help New Students from Every Nation Build Basic English Vocabulary and Feel Welcome! 82. Student Workbook.Life Skills. Games. 2b) 67. El Bronx Remembered (Novel-Ties) 64. The ESL/ELL Teacher's Book of Lists (J-B Ed: Book of Lists) 80. Side by Side Book 2B (bk. English Grammar: Step by Step 2 73. Grammar Step by Step 2 (Student Book) (Bk. Third Edition (Student Book) 78. Side by Side Plus . Second Edition (Full Student Textbook) 74. First Steps in Academic Writing (The Longman Academic Writing Series.

Workbook (Bk. Scope English Anthology: An old exemplary ESL Literature Based Program 88.Student Book (Bk. Ready to Write 3: From Paragraph to Essay (3rd Edition) 94.MIDDLE SCHOOL 98.S. 96. 3) All-Star . Building Academic Language: Essential Practices for Content Classrooms. Voices of Freedom: English and Civics for U. Standards Assessment Workbook: Test Preparation and Practice Tests (English Language Arts) 99. 4) Classroom Teacher's ESL Survival Kit #2. 101. Rights and Responsibilities: Reading and Communication for Civics SB 95. 110. Citizenship (with Audio CDs) (4th Edition) 90. Focus on Vocabulary: Mastering the Academic Word List (Answer Keys and Tests) 87. 104. 109.Book 3 (Intermediate) . ESL Active Learning Lessons: 15 Complete Content-Based Units to Reinforce Language Skills and Concepts 97. The Grammar Express Basic.Low Advanced) . Standards-Based Instruction and Assessment for English Language Learners 100. Second Edition 93. Multicultural Milestones in United States History: Volume 2. 105.Book 4 (High-Intermediate . with Answer Key Grammar Express Basic Workbook Grammar Essentials (Learning Express: Basic Skills) 102. 107. Project Achievement: An old exemplary reading program 89. Ready to Write More: From Paragraph to Essay. 106. 108. Real Talk 1: Authentic English in Context (Student Book and Classroom Audio CD) 91. 103. Second Edition. Grades 5-12 (Jossey-Bass Teacher) 8 . New York State ELA.86. Handbook for Teaching Bible-Based ESL (ESL Bible Study) Esl Teacher's Book of Instant Word Games : For Grades 7-12 Games for Language Learning (Cambridge Handbooks for Language Teachers) English in Action 2 (Student Book) All-Star . Ready to Read Now: A Skills-Based Reader (Student Book) 92.

The below assessments are for teacher use. They have been created so teachers can have an idea of actual student capabilities and so teachers can identify students that may need separate curriculum.

All intermediate students should be given the below placement assessments starting with the READING LEVEL: 1(0.6) assessment. Students passing such should take the 3 (2.8) assessment. Teachers should use these results to better place students in the class. The placement assessments are short and can yield beneficial instructional planning information. For example, if a student fails all placement assessments, perhaps he/she may need beginning level work and if a student passes everything, perhaps he may need high intermediate ESL work. Students can be placed together based on the results to facilitate homogeneous learning. Spanish speaking students living in the United States for less than one year should take the Spanish placement test. Students scoring high on the Spanish placement assessment, have a higher probability of learning English quicker than students failing their native language test, if they have lived in the U.S. less than a year.

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READING PLACEMENT ASSESSMENT READING LEVEL: 3 (2.8) ARTICLE TITLE: A Law Against Flag-Burning? SUMMARY: Should there be a law to stop people from burning the flag? That is what is being decided now. BODY: WASHINGTON, D.C. (Reuters, July 21, 2004). The flag is a symbol of our country. Some people have burned it to show that they are angry about something. There is no law against burning the flag. Should there be one? Congress is not allowed to make a law against burning the flag. Why not? When people burn the flag, they are giving their opinion on something. The U.S. is a free country. There are no laws stopping people from giving their opinions. Some people say there should be a law against flag burning. They say people who burn the flag are saying that they hate the country. Why? They are burning its symbol. Congress will vote on whether it should be able to make this law. If it votes “yes,” it will ask the states what they think. What if most people think there should be a law? Congress will be able to make one. READING LEVEL 3 (2.8) ARTICLE TITLE: A LAW AGAINST FLAG BURNING 1.     2.     This article is about….. People that burn the flag, A rule against flag burning, How Congress makes rules? Why the flag is a symbol? The article says that Congress will take part in an election and if it votes yes, what will happen? Congress will make a law against opinions, Congress will ask the states what they think, The Senate will change all the rules, Congress will make all people use their brain,

3. The law against burning the flag….     Is a great idea, Is a symbol of our country, Is being decided now, Says the U.S. is a free country,

4. Congress seems to be….  Unable to stop people from giving their opinion,  Sure of what everybody wants,  Unable to make a choice,  Confused about the symbol of our country, The Answers are: 1. 2, 2. 2, 3. 3, 4. 3. 10

Why not? When people burn the flag.  Say what they feel. People who do it are saying that they hate the country.6) ARTICLE TITLE: A Law Against Flag-Burning? SUMMARY: Should there be a law to stop people from burning the flag? That is what is being decided now. Answers: 1. They say burning the flag is going too far. What is the story all about? Is the U. a free country?. There is no law to stop this. 1. BODY: WASHINGTON. Some people have burned the flag. they seem to…  Want to show they are mad. Lawmakers will vote. Why? They are angry about something. Stay in School.S. The U. Some people say there should be a law. 2004). 4. 1. D.  Be only joking with the lawmakers. A decision is needed on flag burning.6) ARTICLE TITLE: A LAW AGAINST FLAG BURNING? 1. 4 11 . What if the vote is yes? Then there can be a law. Lawmakers will vote.C. 3. People can say what they think.  Two of the above.S. Angry people burn the flag. Will lawmakers vote? Should there be a law to stop people from burning the flag? What if the vote is yes? The law against flag burning will be decided by…  The Lawmakers.  None of the above.     2. July 21. Who can decide if there can be a law? There will be a vote. What is the author’s message?     4. (Reuters.  The states.READING PLACEMENT ASSESSMENT READING LEVEL: 1(0. is a free country. they are saying what they think. 3. READING LEVEL 1 (0.  Both of the above. When people burn the flag. They want to show their anger. The states will also vote. 3. 2.

) A) How B) What time C) Where D) Why 9) They are looking forward _________ graduation even though they know they will have to work long hours as doctors. A) keeping B) keeped C) kept D) keeps 3) Suzie (eat. A) my. I don't know ____________ one you should buy. hers D) me.Name__________________________ Date ________________ ESL PLACEMENT TEST Choose the correct answer. mine B) his. A) what B) which C) how many D) whose 7) That notebook is __________ notebook. Fill in the blank with the correct letter to the answer. A) is reading. A) to B) with C) in D) of 10) Mike is going to clean his apartment______________. Example:John __ B __ every day. A) doesn’t B) didn’t eat C) isn’t eat D) aren’t 4) Ellen _____ afraid of spiders since one fell from the ceiling into her hair. (Time word) A) tomorrow B) yesterday C) since morning 12 D) in Mexico . that C) ours. not) _______________ any breakfast. That notebook is _________. A) with B) in C) about D) from 6) All four dresses look nice on you. It has only eleven ________. mine 8) _____ _______ does the party start? (At 9:30. A) children B) units C) windows D) doors 2) The past tense of keep is _____________. A) was B) has been C) were not D) will not be 5) The firefighters' dog Sparky died _________ old age. B) reads C) read D) is going to read 1) My apartment building is small.

ESL 2 TEST ANSWERS 1) B 2) C 3) B 4) B 5) D 6) B 7) A 8) B 9) A 10) A 13 .

THIS TEST IS USED TO DETERMINE SPANISH SPEAKING STUDENTS NATIVE LANGUAGE PROFICIENCY NOMBRE ____________ FECHA ___________
ACCENTS SHOULD BE PLACED MANUALLY.

ESCRITURA EXAMEN
LO QUE HAY QUE HACER: DEBAJO DE CADA ORACION O PREGUNTA VERAN UNA LISTA DE POSIBLES RESPUESTAS. ESCOJAN LA RESPUESTA QUE MEJOR COMPLETE LA ORACION 0 QUE MEJOR CONTESTE LA PREGUNTA. ________________________________________________________________________________________ EJEMPLO: JUAN ____B___ EN MI CALLE.

A. casa

B. vive

C. su

D. siempre

________________________________________________________________________________________ 1. JUANITA LES MANDO UNA CARTA A MANUEL Y DAVID AYER. ?QUIEN MANDO LA CARTA? ____________. A. MANUEL B. DAVID C. JUANITA D. AYER

2. _________________ES EL LADRON. A. AQUELLO B. ESE C. ESO D. ESTO

3. _____________ PEINAMOS POR LA MANANA. A. ME B. SE C. NOS D. ELLOS

4. ? ______________ TU QUE ANA SE MUDO? A. SABIAS B. SABE C. SUPO D. SABIA

5. ELENA ESTA GORDA ____________________ COME MUCHO. A. HASTA QUE B. AUNQUE C. PARA QUE D. PORQUE

6. EL ORADOR HABLO ________________ . A. ELOCUENCIA B. ELOCUENTE C. ELOCUENTEMENTE D. LOCUENTE

7. ?CUAL DE LAS EXPRESIONES SIGNIFICA L0 MISMO QUE LAS PALABRAS SUBRAYADAS? TE PROMETO QUE MANANA TE LLAMO A. TE LLAME B. TE LLAMARE C. TE HABRE LLAMADO D. TE HABRIA LLAMADO

8. ?CUAL DE LAS EXPRESIONES SIGNIFICA L0 MISMO QUE LAS PALABRAS SUBRAYADAS? MARIA NUNCA ESCRIBE CARTAS. A. JAMAS ESCRIBE B. NINGUN ESCRIBE C. NADA ESCRIBE D. ESCRIBE NADA

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STUDENTS SCORING SEVEN OR MORE CORRECT SHOULD TAKE THE ESL LEVEL ONE TEST 15 . 4. EN LA CORTE DEL ESTADO. A SUS ESPOSA COMPRO. SINTIENDO TODO LO QUE HABIA HECHO. C B C A D C B A B D STUDENTS FAILING THIS TEST SHOULD BE PLACED IN LITERACY ESL CLASS. 3. ESTEBAN. AL FIN VIENDOLO. B. 5.9. ?CUAL DE LAS ORACIONES TIENE LAS PALABRAS EN MEJOR ORDEN? A. UNA LINDA CASA COLONIAL. C. C. D. UN LINDA CASA COLONIAL. SPANISH PLACEMENT TEST ANSWERS: 1. SEVEN WRONG ANSWERS INDICATE FAILURE. 10. ?CUAL DE LAS SIGUENTES ES UNA ORACION COMPLETA? A. 9. ESTEBAN COMPRO. STUDENTS PASSING THIS TEST SHOULD BE PLACED IN ESL 1. 8. D. A SU ESPOSA. LE COMPRO A SU ESPOSA ESTEBAN UNA LINDA CASA COLONIAL. 6. 7. B. ESTEBAN LE COMPRO UNA LINDA CASA COLONIAL A SU ESPOSA. 10. 2. LAS MUJERES LUCHARON POR GANAR.

ESL INTERMEDIATE LEVEL GOALS AND OBJECTIVES

The below is a curriculum guide. Teachers should pick out relevant goals and objectives and create an ESL curriculum guide detailing what they expect to teach.

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TO: FROM: RE: DATE:

EDUCATE THE ADMINISTRATOR _________________, ESL SPECIALIST 20__ __ ESL INTERMEDIATE LEVEL GOALS AND OBJECTIVES ______________________________________________

ESL INTERMEDIATE LEVEL GOALS AND OBJECTIVES
ENHANCE THE READING AND WRITING DEVELOPMENT PROCESS OF LIMITED ENGLISH SPEAKERS DEVELOP WHOLE LANGUAGE LEVEL APPROPRIATE READING LESSONS FEATURING MULTICULTURAL TOPICS OF CONTEMPORARY IMPORTANCE REFINE AND REINFORCE READING AND WRITING SKILLS ACQUIRED AT EARLER STAGES FACILITATE THE TRANSITION FROM LEARNING -TO-READ TO READING TO LEARN DEVELOP CRITICAL READING SKILLS TO THE DEVELOPMENT OF REASONING AND STUDY SKILLS PRO VIDE EFFEC TI VE INSTRUC TION ONAREAS OF WEAKNESS IDENTIFIED BY STANDARDIZED READING AND ENGLISH TESTS DEVELOP EFFECT/VE TEST TAKING SKILLS INTEGRATE THE TEA CHING OF LANGUAGE SKILLS WITH SUBJECT MATTER CONTENT DEVELOP CONTENT BASED ESL READING AND WRITING LESSONS DEVELOP VOCABULARY SKILLS NECESSARY TO EFFECTIVELY FUNCTION IN CONTENT AREA CLASSES EXPAND RANGE OF VOCABULARY THROUGH ROOT AND AFFIX ANALYSIS OF WORDS, CONTEXT AND USE OF THE DICTIONARY INTRODUCE LITERARY SELECTIONS OF INCREASED DIFFICULTY

READING OBJECTIVES
READ, WRITE, LISTEN, AND SPEAK FOR INFORMATION AND UNDERSTANDING READ, WRITE, LISTEN, AND SPEAK FOR LITERARY RESPONSE AND EXPRESSION READ, WRITE, LISTEN, AND SPEAK FOR CRITICAL ANALYSIS AND EVALUATION READ, WRITE, LISTEN, AND SPEAK FOR SOCIAL INTERACTION

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READING SKILLS AT THE PARAGRAPH/EXTENDED DISCOURSE LEVEL IDENTIFY CAUSE AND EFFECT RELATIONSHIPS COMPREHEND NEW VOCABULARY AND CONCEPTS IN CONTEXT COMPREHEND THE MAIN IDEA. READING SKILLS AT THE SENTENCE LEVEL RECOGNIZE AND UNDERSTAND THE IMPORTANCE OF POSITION OF WORDS IN DETERMINING THE EXACT MEANING OF A SENTENCE IDENTIFY WORDS ACCORDING TO CATEGORIES IN SENTENCES COMPREHEND COMMON IDIOMATIC EXPRESSIONS IDENTIFY SYNONYMS AND ANTON YMS ASSOCIATE WORDS BY REASONING 3.1. PROBLEM OR ISSUE POSED IN A PASSAGE MAKE ANALOGIES IN REASONING FROM SUPPORTING EVIDENCE READ SELECTIONS OF INCREASED DIFFICULTY FOR RECREATIONAL AND STUDY PURPOSES DRAW CONCLUSIONS FROM FACTS AND SUPPORTING EVIDENCE UNDERTAKE CONTROLLED READING SELECTIONS INDEPENDENTLY RECOGNIZE AND UNDERSTAND THE SEQUENCE OF IDEAS READ SELECTIONS THAT ARE RELEVANT TO AND REPRESENTATIVE OF STUDENT CONTENT AREA CLASSES WRITING GOALS STUDENTS WILL BE ABLE TO WRITE SENTENCES DEMONSTRATING GRAMMATICAL APPROPRIATENESS STUDENTS WILL BE ABLE TO WRITE COHERENT PARAGRAPHS AND COMPOSITIONS 18 . READING SKILLS AT THE WORD LEVEL IDENTIFY COMMON AND IRREGULAR PREFIXES AND SUFFIXES IDENTIFY HOMONYMS AND HOMOPHONES BY CONTEXT RECOGNIZE AND UNDERSTAND COMPLEX CONTENT AREA WORDS 2.

MECHANICS USE COMMON PUNCTUATION MARKS: COMMA. PAST PARTICIPLE FORM C. EXCLAMATION POINT.STUDENTS WILL WRITE LETTERS. UNDERSTAND SUBJECT AND VERB AGREEMENT D. MATHEMATICS. UNDERSTAND SENTENCES CHOICE AND USE OF WORDS USE VOCABULARY APPROPRIATE TO THE PURPOSE AND AUDIENCE WRITE SENTENCES EMPLOYING DESCRIPTIVE TERMS USE VARIED VOCABULARY TO AVOID WORD REPETITION IN SENTENCES 19 . QUOTATION MARKS AND APOSTROPHE REVIEW PUNCTUATING SALUTATION AND COMPLIMENTARY CLOSING OF A LETTER (PERSONAL AND BUSINESS) 3. MECHANICS AND LANGUAGE USAGE STUDENTS WILL WRITE ABOUT IDEAS DRAWN FROM HISTORY. PAST VS. LANGUAGE SKILLS GRAMMAR AND USAGE USE VERBS CORRECTLY AND RECOGNIZE TENSE A. IRREGULAR FORMS B. OR ANY EDUCATIONAL FIELD OBJECTIVES 1. SCIENCE. SPELLING SPELL IRREGULAR NOUNS AND VERBS USE CONTEXT TO SPELL HOMOPHONES UNDERSTAND RULES FOR USING IE AND EI RECOGNIZE WORDS OFTEN CONFUSED 2. REGULAR VS. REPORTS AND OTHER SHORT COMPOSITIONS WITH SPECIFIC PURPOSES STUDENTS WILL DEVELOP OVERALL LANGUAGE SKILLS AND WILL BE INTRODUCED TO INCREASINGLY ADVANCED SKILLS IN THE AREAS OF SPELLING.

MUSIC. MAGAZINES AND JOURNALS UNDERSTAND QUANTITATIVE RELATIONSHIPS ON GRAPHS. ARE SOMEWHAT ENGLISH FLUENT AND HAVE A RELATIVELY LOW STANDARDIZED ENGLISH OR READING TEST SCORE. DANCE D. 20 . GRAMMATICAL AND PUNCTUATION ERRORS REMOVE UNRELATED SENTENCES REWORD SENTENCES TO AVOID REPETITION CULTURAL GOALS DEVELOP NEW PERSPECTIVES ABOUT AMERICA’S CULTURAL DIVERSITY AND BUILD THE SELF ESTEEM OF STUDENTS INCREASE KNOWLEDGE AND UNDERSTANDING OF THE CULTURE OF THE PEOPLE OF THE UNITED STATES THROUGH EXPOSURE TO ITS CUSTOMS. LITERATURE. AND VALUES COMPARE AND CONTRAST THE NATIVE CULTURE WITH THAT OF EXPRESSIONS OF CULTURES THROUGH: A. INSTITUTIONS. TRADITIONS. HOLIDAYS B. CHARTS AND TABLES EVALUATE AND REPHRASE INFORMATION FOUND IN REFERENCE MATERIA LS THE UNITED STATES SUMMARY: THE ESL INTERMEDIATE CLASS IS DESIGNED FOR ESL STUDENTS LIVING IN THE UNITED STATES FOR MORE THAN ONE YEAR. HISTORY (EVENTS. BIOGRAPHIES) C. SONGS.COMPOSITION SKILLS WRITE A TOPIC OUTLINE AND DEVELOP IT INTO A COMPOSITION AND/OR ESSAY WITH AN INTRODUCTION. AND ART FORMS STUDY SKILLS GOALS READ AND FOLLOW DIRECTIONS LOCATE SPECIFIC INFORMATION IN NEWSPAPERS. BODY AND CONCLUSION REFINE THE FOLLOWING SKILLS TAUGHT AT EARLIER LEVELS CONS TRUCT1NG INTRODUCTORY SENTENCES WRITING A TITLE TO A PASSAGE ADDING DETAILS TO A PARAGRAPH PROOFREADING UPGRADE PROOFREADING AND EDITING SKILLS CORRECT SPELLING.

REWRITE THE ABOVE CURRICULUM TO MEET THE NEEDS OF THE STUDENTS AND IMPLEMENT AN EXEMPLARY ESL PROGRAM. MATURITY. AND PROFICIENCY IN THE FIRST LANGUAGE.ed. MOST IMPORTANTLY. GO TO THE BELOW LINK.pdf OR http://excelteachertraining. EDUCATE THE ADMINISTRATORS AND OTHER INSTRUCTORS. THIS TYPE OF STUDENT LACKS LINGUISTIC COMPETENCE IN ENGLISH. THE MISTAKES MADE ARE USUALLY NOT THOSE OF NATIVE SPEAKERS OF ENGLISH. THESE GOALS AND OBJECTIVES CAN APPROPRIATELY BE USED TO ASSIST STUDENTS TO ACHIEVE COMMUNICATIVE AND LINGUISTIC COMPETENCE IN ENGLISH. READ. STUDENT PROGRESS WILL BE ASSESSED ON AN ONGOING BASIS. SENSITIVITY TO THE KNOWLEDGE OF THE PRIMARY CULTURE OF STUDENTS WILL BE DEMONSTRATED BY WAY OF DEVELOPING INSTRUCTIONAL PLANS WITH A MULTICULTURAL FOCUS. READING WRITING SKILLS AND HAS A LIMITED VOCABULARY AND GRASP OF CULTURAL CONCEPTS. THE BASIS. http://eric.THESE GOALS AND OBJECTIVES HAVE BEEN WRITTEN FOR THE ENGLISH FLUENT SPEAKING STUDENT. THIS IS THE CORE. THE NEWER GUIDES SPECIALIZE IN AMBIGUITY. TITLES CHANGE.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2d/f3/14. HAS MINIMIZED DISCREPANCIES AND ADVANCED ESL UNDERSTANDING. IT IS CLEAR. BUT OF SOMEONE EXPERIENCING A GREAT DEAL OF INTERFERENCE FROM ANOTHER LANGUAGE SYSTEM. BUT I AM NOT. INSTRUCTIONAL PLANS WILL BE STRUCTURED IN WAYS WHICH BEST TAKE INTO ACCOUNT THE STUDENTS: AGE. HAVING AND USING THIS GUIDE. CONCISE. THESE GOALS AND OBJECTIVES WILL BE EXANDED AND ADJUSTED ACCORDING T0 THE ABILITIES AND INTERESTS OF THE STUDENTS. GENERAL APTITUDE. THESE GOAL S AND OBJECTIVES HAVE BEEN DEVELOPED TO MEET THE NEEDS OF STUDENTS AT THE INTERMEDIATE LEVEL OF LANGUAGE PROFICIENCY. OF ESL INSTRUCTION. STUDENTS WILL BE TESTED WEEKLY SO PROGRESS CAN BE ASSESSED AND INSTRUCTION MODIFIED AS NEEDED. AND TO THE POINT. RATE OF PROGRESS AND CULTURAL BACKGROUND. BECAUSE OF AN INABILITY TO SPEAK. STUDY THIS ESL CURRICULUM GUIDE.pdf I COULD LIST ONE THOUSAND ESL REFERENCE LINKS. BUT THE ENGLISH LANGAUAGE DOES NOT. THIS IS AN OLD ESL CURRICULUM GUIDE BUT IT IS ONE OF THE BEST GUIDES I HAVE FOUND.googlepages. BE CREATIVE. STUDY THIS GUIDE. OR WRITE IN ENGLISH WITHOUT NUMEROUS ERRORS IN GRAMMAR AND ENGLISH USAGE. IN ADDITTION. THIS IS THE ENGLISH LANGUAGE LEARNER WHO CAN COMMUNICATE IN FLUENTLY IN ENGLISH BUT DEMONSTRATES POOR GRAMMAR. FYI THIS GUIDE HAS BEEN ADAPTED FROM THE BELOW.com/ESLNYSMULTILEVELCURRICULUMGUIDE. IMPLEMENT IT AND EDUCATE ADMINISTRATORS AND OTHERS ON WHAT ESL CURRICULUM IS. IF YOU ARE ADMINISTERING AN ESL PROGRAM OR TEACHING ESL. 21 .

USE MORE THAN ONE REFERENCE. Albany. 23(2). http://eric.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2d/f3/14. Age and rate of acquisition of second language for academic purposes. K.ed. EMAIL ME AT ESLEXCELLENCE@AOL. (1989). How long? A synthesis of research on academic achievement in a second language. INCLUDE REFERENCES YOU HAVE USED. Mirror of language: The debate on bilingualism. C. Hoffman. 21(3). V. http://eric. SAMPLE REFERENCES: The New York State Core Curriculum for English as a Second Language in the Secondary Schools. TESOL Quarterly. TESOL Quarterly. Oxford: Pergamon. (1994).com/ESLNYSMULTILEVELCURRICULUMGUIDE. WHEN SUBMITTING THE ESL GOALS AND OBJECTIVES TO AUTHORITES. FOCUS ON AND IMPLEMENT THE READING STRATEGIES TO SEE IMMEDIATE STUDENT ACHIEVEMENT ADVANCEMENT. Principles of first and second language acquisition. MODIFY AND ADAPT ACCORDINGLY. SEE THE EXAMPLE BELOW. 617-641.pdf OR GO HERE: http://excelteachertraining. New York: Longman. New York: Basic Books. V. 509-532. IF YOU NEED A MICROSOFT WORD COPY OF THIS..THIS GUIDE IS GOOD FOR ALL ESL EDUCATORS WORKING WITH OLDER STUDENTS INCLUDING COLLEGE LEVEL ESL.ed. S. ABOVE ALL. 22 . (1986). (1991). Collier. In other words: The science and psychology of second-language acquisition.pdf FINALLY. Bureau of Bilingual Education.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2d/f3/14. Introduction to bilingualism. STUDY PAGES 48 AND ABOVE FOR INTERMEDIATE AND ADVANCED LEVELS. Hakuta. E. (1982). K. New York: Basic Books. Collier. (1987). New York State Education Department.pdf Bystok.COM .googlepages. Krashen. & Hakuta.

Multiple Intermediate Level ESL Lesson Plans:
This includes intermediate ESL lesson plans for, ESL 6-12, College ESL, College Reading, ESL Business, Adult Education ESL and Citizenship. These are great lesson plan samples for evaluations/observations.

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WRITING. SPEAKING. LISTENING AND USING MODALS EFECTIVELY 24 .COURSE: OBSERVATION DATE: COLLEGE ESL 6 EDUCATION INSTITUTION: TOPIC: THE INTEGRATION OF READING.

BACKGROUND THE ESL STUDENTS IN THIS CLASS CAN COMMUNICATE SOMEWHAT FLUENTLY IN ENGLISH, BUT DEMONSTRATE WEAK, GRAMMAR, READING, PRONUNCIATION AND WRITING SKILLS. THEY HAVE A LIMITED VOCABULARY AND GRASP OF ENGLISH CONCEPTS. THEY LACK LINGUISTIC COMPETENCE IN ENGLISH BECAUSE OF AN INABILITY TO SPEAK, READ, OR WRITE WITHOUT NUMEROUS ERRORS IN ENGLISH GRAMMAR AND USAGE. THE MISTAKES MADE ARE USUALLY NOT THOSE OF A NATIVE SPEAKER OF ENGLISH, BUT OF SOMEONE EXPERIENCING A GREAT DEAL OF INTERFERENCE FROM ANOTHER LANGUAGE SYSTEM. CONSEQUENTLY, THE LESSONS ARE MODIFIED TO MEET THE NEEDS OF ESL STUDENTS AT VARYING HIGH INTERMEDIATE/ADVANCED LEVELS. THE INSTRUCTIONAL STRATEGIES ARE FOCUSED ON DEALING WITH ANOTHER LANGUAGE INTERFERENCE AS OPPOSED TO NATIVE REMEDIATION. INSTRUCTIONAL GOALS  LEARNERS WILL DEVELOP STRATEGIES FOR IMPROVED READING, WRITING, PRONOUNCIATION, LISTENING, SPEAKING, GRAMMAR AND VOCABULARY COMPREHENSION,  LEARNERS WILL REFINE ACADEMIC SKILLS ACQUIRED AT EARLIER LEVELS,  LEARNERS WILL READ AND WRITE WITH A FOCUS ON COMPREHENSION, REPITITION, AND CRITICAL THINKING,  LEARNERS WILL USE READING, WRITING, LISTENING AND THINKING SKILLS FOR CRITICAL ANALYSIS AND EVALUATION,  LEARNERS WILL IMPROVE ACADEMIC SKILLS NECESSARY TO FUNCTION IN AN ENGLISH SETTING,  LEARNERS WILL DEMONSTRATE UNDERSTANDING OF NEW VOCABULARY, READING COMPREHENSION VIA THE ATTACHED MAHATMA GHANDI STORY AND DEVELOP A CLEAR UNDERSTANDING OF KEY GRAMMATICAL STRUCTURES ASSOCIATED WITH MODALS,  LEARNERS WILL USE THE INSTRUCTIONAL PROCESS TO DEVELOP CROSS CULTURAL AWARENESS IN DEVELOPING THEIR UNDERSTANDING OF THE MEANING OF ELECTION DAY,

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BEFORE ANSWERING. QUESTIONS WILL BE PHRASED WITH WORDS LIKE:     CONSIDER. INSTRUCTIONAL CONSIDERATIONS: THIS IS A THREE HOUR CLASS AND AT THE REQUEST OF THE STUDENTS HALF OF THE TIME IS SPENT ON READING ON TUESDAYS THE FIRST DAY OF THE WEEK.  UNDERSTAND AND USE MODALS TO FACILITATE WRITING SKILLS.  DEMONSTRATE SKILL IN INTERPRETIVE AND CRITICAL READING. AND THE EXPECTATION MODAL. AS WELL AS USE REASONING SKILLS TO DECIDE WHAT PEOPLE SHOULD DO AND SHOULD HAVE DONE IN DIFFERENT SITUATIONS. COVERT INVOLVEMENT WILL BE ENCOURAGED BY ASKING QUESTIONS THAT REQUIRE STUDENTS TO USE THINK TIME. GRAMMAR. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS: STUDENTS WILL DEMONSTRATE ACTIVE PARTICIPATION BY TEACHER ELICITED COVERT AND OVERT INVOLVEMENT. QUIZZES AND TESTS. AND ANSWERING READING COMPREHENSION AND VOCABULARY DEVELOPMENT EXERCISES.  DEMONSTRATE MASTERY OF THE SKILLS AND COMPETENCIES BY UTILIZING CRITICAL THINKING AND INFERENTIAL SKILLS IN ANSWERING READING. WRITING.  EXPAND KNOWLEDGE OF GRAMMATICAL CONCEPTS AS IT RELATES TO USING MODALS TO EXPRESS SPEAKERS’ ATITUDES. WRITING.  APPLY READING. SUMMARIZING. 26 . THE OTHER HALF OF THE PERIOD IS SPENT ON GRAMMAR ON TUESDAYS. SPEAKING AND LISTENING SKILLS FOR CRITICAL ANALYSIS AND EVALUATION. IMAGINE.  DISTINGUISH BETWEEN TOO NARROW AND TOO BROAD MAIN IDEAS. TAKE A FEW MOMENTS AND CONSIDER. THE PAST FORM OF SHOULD. PARAPHRASING.  DEMONSTRATE UNDERSTANDING OF MINOR AND MAJOR DETAILS. THE FIRST HALF OR THE FIRST HOUR OF THE LESSON IS FOCUSED ON READING.  UNDERSTAND AND USE ADVISABILITY MODALS. BE SUPPOSED TO. AS WELL AS ANALYTICAL PROFICIENCY. THINK ABOUT. INFERENCES. READ AND WRITE ABOUT MAHATMA GHANDI .INSTRUCTIONAL OBJECTIVES STUDENTS WILL:  LEARN. GRAMMAR AND VOCABULARY EXERCISES. AND DERIVE INFORMATION FROM THE READING TO UNDERSTAND AND UTILIZE VOCABULARY EFFECTIVELY.

PHRASING QUESTIONS LIKE THIS WILL INVITE STUDENTS TO PARTICIPATE COVERTLY. 27 . STUDENTS WILL READ FOR INFORMATION. WE WILL REVIEW USE AND APPLICATION OF MODALS IN THE STORY AS THIS IS THE GRAMMATICAL CONCEPT BEING STUDIED AT THIS TIME. THE HOMEWORK WAS TO READ THE MAHATMA GHANDI STORY AND TO COMPLETE PAGES 160 TO 167 IN THE BELOW MENTIONED GRAMMAR BOOK. UNDERSTAND THE AUTHOR’S PURPOSE AND EMPLOY CRITICAL THINKING SKILLS. GRAMMAR: THE SECOND HALF OF THE LESSON WILL FOCUS ON THE USE OF ADVISABILITY MODALS: OUGHT TO. STUDENTS WILL DISCUSS THE SETTING OF THE STORY. SIGNAL THE ANSWER. INTEGRATE UNDERSTANDING OF TONE THROUGH MODALS. AND THE PAST FORM OF SHOULD. I WILL ELICIT SYNONYMS AS NEEDED. ACTIVE PARTICIPATION WILL BE DEMONSTRATED BY IMPLEMENTING THE QUESTIONING TECHNIQUES DESCRIBED ABOVE. STUDENTS WILL IDENTIFY THE THESIS STATEMENT. STUDENTS WILL WORK IN PAIRS AND DEVELOP CONVERSATIONS USING SHOULD HAVE + PAST PARTICIPLE. STUDENTS WILL WRITE DIALOGUES USING MODALS EFFECTIVELY. EVALUATION/ASSESSMENT: READING: STUDENTS WILL DEMONSTRATE UNDERSTANDING OF THE READING BY COMPLETING THE ATTACHED CRITICAL READING EXERCISES AND WILL GET A CRITICAL READING SCORE AS A FOLLOW UP. OVERT INVOLVEMENT WILL BE DEMONSTRATED BY:     CHORAL RESPONDING. THESE STRATAGEMS WILL BE USED TO CHECK UNDERSTANDING AND MEASURE STUDENT LEARNING. HAD BETTER. STUDENTS WILL REVIEW VOCABULARY ACCORDINGLY. STUDENTS WILL IDENTIFY HOW MODALS CAN BE USED TO CONTROL TONE IN THIS READING. STUDENTS WILL WRITE TO RESPOND TO THE READING. STUDENTS WILL DIFFERENTIATE BETWEEN SHOULD AND MUST HAVE AND DISCUSS THE DIFFERENT MEANINGS. SUMMARIZE. INTERPRETATION AND EVALUATION. THEY WILL WRITE A PERSONAL RESPONSE AND A SELF ASSESSMENT/ANAYSIS OF THE STORY. USE NEW VOCABULARY IN CONTEXT. SYNONYMS WILL BE USED FOR QUESTIONABLE VOCABULARY. STUDENTS WILL SUMMARIZE AND PARAPHRASE ACCORDINGLY. STUDENTS WILL WORK IN GROUPS AND USE MODALS IN CONVERSATIONS. GRAMMAR BOOK PAGES 160 TO 168. ACTIVITY: READING: STUDENTS WILL READ THE STORY ALOUD. DISCUSS THE ANSWER. THE KEY ISSUE HERE IS TO GIVE STUDENTS THE TIME NEEDED TO THINK. MOTIVATION: STUDENTS WILL REVEIW THE VOCABULARY AND READING HOMEWORK. KNOWLEDGE. WRITE THE ANSWER DOWN. GHANDI. PARAPHRASE.

WRITING: STUDENTS WILL COMPLETE PAGE 168. LATER IN THE WEEK. TO FOLLOW UP ON CROSS CULTURAL AWARENESS AND READING SKILLS DEVELOPMENT. SEE ATTACHED STUDENT WRITTEN ENTRIES. 2006 IS ELECTION DAY AND STUDENTS SHOULD UNDERSTAND THE ELECTORAL PROCESS AS NEW AMERICANS. ADVISABILITY. WRITING ASSIGNMENT FROM THE BELOW MENTIONED GRAMMAR BOOK. JOURNALS AND PORTFOLIOS ARE VALIDATED IN THE STUDENT WRITINGS FROM THE BELOW ASSIGNMENTS: TWO PICTURE PROMPTS. INTERMEDIATE TO ADVANCED LEVEL. SUPPLEMENTAL INSTRUCTION: STUDENTS WILL COMPLETE THE ATTACHED SUPPLEMENTAL CROSS CULTURAL ELECTION DAY EXERCISES AS NOVEMBER 7. HIGH INTEREST. ADDITIONALLY. SIMILES AND METAPHORS IN HALLOWEEN STORIES. STUDENTS WILL CHOOSE A TOPIC TO WRITE ABOUT AND INCLUDE SELECTED MODALS IN THE WRITING. STUDENTS WILL DIFFERENTIATE BETWEEN NECESSITY. AND PROHIBITION MODALS. 28 . STUDENTS WILL IDENTIFY THE STRONGEST MODALS IN A VARIETY OF SENTENCES. STUDENT WRITINGS WILL BE ASSESSED AND GRADED. STUDENTS WILL COMPLETE THE ATTACHED VETERANS DAY READING FILL IN AND DISCUSS ITS MEANING. FOLLOW UP ASSESSMENT TOOLS AND TECHNIQUES: STUDENTS WILL DEMONSTRATE PROGRESS AND UNDERSTANDING OF THE INSTRUCTIONAL CONCEPTS TAUGHT BY OBTAINING A CRITICAL READING SCORE AND A GRAMMATICAL MODAL TEST SCORE.GRAMMAR: STUDENTS WILL WORK IN GROUPS AND WRITE WHAT THEY THINK PEOPLE IN SPECIFIC SITUATIONS SHOULD HAVE DONE AND SHOULD NOT HAVE DONE. STUDENT WRITTEN RESPONSES/JOURNAL ENTRIES INDICATE THAT THE STUDENTS EXTREMELY ENJOY THE MULTICULTURAL. FURTHERMORE. TEACHER OBSERVATIONS WILL BE USED TO ASSESS INSTRUCTIONAL PROGRESS AND TO MODIFY INSTRUCTION IF AND AS NEEDED. STUDENTS WILL PLAY A MODAL GAME AND DEMONSTRATE UNDERSTANDING AND USAGE OF MODALS EFFECTIVELY. RECOMMENDED WEEKLY WRITING ASSIGNMENT DOCUMENTATION: STUDENT WRITINGS. BASED ON THE ASSIGNMENT. EACH GROUP WILL BE ASSIGNED SEPARATE SITUATIONS AND EACH GROUP WILL PRODUCE ONE FINAL WRITING FOR THE GROUP. AND WEEKLY JOURNAL WRITINGS ON THE CRITICAL READING SCORE SHEET BASED ON THE NUMEROUS SHORT STORIES WE HAVE READ. SEE ATTACHMENTS. ESL APPROPRIATE COLLEGE LEVEL SHORT STORIES. THE GRAMMATICAL WORKSHEETS HAVE BEEN ASSIGNED TO REINFORCE/REPEAT AND INTEGRATE GRAMMATICAL AND READING CONCEPTS TAUGHT. EXERCISE 22. HOMEWORK: STUDENTS WILL COMPLETE THE ATTACHED MODAL QUIZZES AS ASSIGNED. STUDENTS WILL COMPLETE THE LAST FOUR PAGES OF THE CHAPTER OR COMPLETE THE CHAPTER FROM WHERE WE END. ESSAY WRITING:HISTORICAL FIGURES WITH THEIR ACCOMPLISHMENTS. PASSIVE VOICE BUSY PICTURE WRITING. STUDENTS WILL COMPLETE THE ATTACHED WHAT SHOULD YOU DO AND WHAT SHOULD HE HAVE DONE MODAL WORKSHEETS.

 HEROES: EXTRAORDINARY STORIES WITH EXERCISES FOR DEVELOPING CRITICAL READING SKILLS. 29 . MCGEE’S MAILBOX. JUDY DEFLIPPO AND CHARLES SKIDMORE  ESL TEACHER’S HOLIDAY ACTIVITIES KIT. BY BETTY AZAR. HENRY AND MELISSA BILLINGS. A RESOURCE GUIDE. BY ELIZABETH CLAIRE REFERENCES: TEACHING MAKES A DIFFERENCE. THANK YOU. INNOVATIVE CLASSROOM ASSESSMENTS AND TECHNIQUES. SCHOLNIK. CHAPTER 9. THE INSTRUCTIONAL MATERIALS ARE ATTACHED AND WILL BE PLACED IN MS. A.  THE AZAR GRAMMAR SERIES: TEST BANK FOR UNDERSTANDING AND USING ENGLISH GRAMMAR. ENHANCING READING IN THE LANGUAGE CLASSROOM. FEUERSTEIN AND M.D. THE NEW YORK STATE EDUCATION DEPARTMENT. JACK C.  ESL SKILL SHARPENERS BOOK 4. T. BROWN. NEW WAYS IN TESOL SERIES II.MATERIALS:  UNDERSTANDING AND USING ENGLISH GRAMMAR VOL. PART 1. MODALS. THE TEACHING OF LANGUAGE ARTS TO ENGLISH LANGUAGE LEARNERS. CAROL CUMMINGS. RICHARDS AND J.

MOREOVER. CHARTS. CONSEQUENTLY. THIS LESSON WAS DEISIGNED TO REINFORCE SUCH. A COMMON REQUIREMENT FOR THE COLLEGE STUDENT IS TO READ. FOR BASIC INFORMATION AND UNDERSTANDING. INFERENTIAL. THE LESSON IS DIRECTED TO PREPARE STUDENTS TO ENJOY READING AND TO BECOME LIFE TIME READERS AS WELL AS PREPARE STUDENTS FOR THE UPCOMMING ACT TEST.INSTRUCTOR: BACKGROUND: COURSE: ESL COLLEGE READING THIS READING CLASS HAS BEEN DESIGNED FOR STUDENTS WHO CAN COMMUNICATE FLUENTLY IN ENGLISH BUT HAVE LIMITED VOCABULARY. CRITICAL THINKING SKILLS. THE LESSONS ARE DESIGNED TO REFINE AND ACCELERATE READING SKILLS ACQUIRED AT EARLIER LEVELS. FINALLY. RATIONALE: THE ABILITY TO READ AND UNDERSTAND VARYING VISUAL MATERIALS IS CRITICAL TO THE DEVELOPMENT OF HIGHER ORDER THINKING SKILLS AND CENTRAL TO THE DEVELOPMENT OF READING SKILLS. READING AND WRITING SKILLS THAT HE/SHE CANNOT FUNCTION SUCCESSFULLY IN MAINSTREAM COLLEGE COURSES. THE GOAL IS TO FACILITATE STUDENT YEARNING FOR READING. THE SHORT STORIES ATTACHED ARE DIVERSIFIED. STUDENTS NEED TO BE ABLE TO READ MAPS. AND VOCABULARY DEVELOPMENT. ETC. UNDERSTAND AND ANALYZE VISUAL MATERIALS. TEACH TECHNIQUES THAT BUILD STUDENTS’ USE OF LITERAL. GRAPHS. DEVELOP READING SKILLS. AS WELLAS INTEGRATE CRITICAL READING ABILITY. RELEVANT TO STUDENTS EDUCATION AND SOME ARE RELATED TO THE READINGS IN THE TEXT. AND CRITICAL THINKING SKILLS. 30 .

 DEMONSTRATE MASTERY OF THE SKILLS AND COMPETENCIES BY UTILIZING CRITICAL THINKING AND INFERENTIAL SKILLS IN ANSWERING READNG. MAKE INFERENCES. DISCUSS THE ANSWER. TAKE A FEW MOMENTS AND CONSIDER. MAPPING AND VOCABULARY QUESTIONS.  RECALL SPECIFIC FACTS. THINK ABOUT.  DEMONSTRATE SKILL IN INTERPRETIVE AND CRITICAL READING. UNDERSTAND THE MAIN IDEA. PHRASING QUESTIONS LIKE THIS WILL INVITE STUDENTS TO PARTICIPATE COVERTLY. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS: STUDENTS WILL DEMONSTRATE ACTIVE PARTICIPATION BY TEACHER ELICITED COVERT AND OVERT INVOLVEMENT. OVERT INVOLVEMENT WILL BE DEMONSTRATED BY:     CHORAL RESPONDING. AND APPRECIATE LITERARY FORM. SIGNAL THE ANSWER. COVERT INVOLVEMENT WILL BE ENCOURAGED BY ASKING QUESTIONS THAT REQUIRE STUDENTS TO USE THINK TIME. BEFORE ANSWERING.OBJECTIVES: STUDENTS WILL:  IDENTIFY MAJOR AND MINOR DETAILS THAT SUPPORT THE MAIN IDEA IN A SHORT STORY  USE MAPPING TO SHOW MAJOR AND MINOR DETAILS IN A PARAGRPH AND A SHORT STORY. THE KEY ISSUE HERE IS TO GIVE STUDENTS THE TIME NEEDED TO THINK. IMAGINE. 31 .  APPLY READING SKILLS FOR CRITICAL ANALYSIS AND EVALUATION. WRITE THE ANSWER DOWN. QUESTIONS WILL BE PHRASED WITH WORDS LIKE:     CONSIDER. AS WELL AS ANALYTICAL PROFICIENCY.

STUDENTS WILL READ THE SHORT STORY MARIE AND PIERRE CURIE: THE DISCOVERY OF RADIUM AND ANSWER ALL QUESTIONS. CHARTS AND OTHER GRAPHICS. STUDENTS WILL COMPLETE A MAIN IDEA SUPPORTING DETAIL CHART. ACTIVITY: STUDENTS WILL REVIEW THE HOMEWORK WHICH WAS TO READ THE ATTACHED STORY: THE AUTOBIGRAPHY OF MALCOM X AND TO READ PAGES 141 TO 145 FROM THE READING TEXT. 32 .  PRESENTI NG INFORMATION CLEARLY IN A VARIETY OF ORAL FORMS. STUDENTS WILL WORK IN GROUPS AND COMPLETE A DESCRIPTIVE WEB. EXEMPLIFYING UNDERSTANDING OF THE MAIN IDEA AND SUPPORTING DETAILS OF THE HOMEWORK. EVALUATION/ASSESSMENT: STUDENTS WILL DEMONSTRATE UNDERSTANDING OF THE OBJECTIVES BY:  ANSWERING QUESTIONS PROPERLY. INCLUDING SUMMARIZING AND PARAPHRASING GRAPHS. COLLEGE READING SERIES BOOK 3. THESE STRATAGEMS WILL BE USED TO CHECK UNDERSTANDING AND MEASURE STUDENT LEARNING. STUDENTS WILL COMPLETE THE VISUALS AND THEREAFTER WE WILL REVIEW THE HOMEWORK TOGETHER. MOTIVATION: INTRODUCE.ACTIVE PARTICIPATION WILL BE DEMONSTRATED BY IMPLEMENTING THE QUESTIONING TECHNIQUES DESCRIBED ABOVE. BASIC QUESTIONS WILL BE USED TO ELICIT STUDENT PRIOR KNOWLEDGE. A MAIN IDEA SUPPORTING DETAILS WEB AND MAP.  ADDING AND SUBTRACTINGINFORMATION ON THE OUTLINES/MAPS/WEBS TO FIND ANSWERS. THE TERMS WILL BE PLACED ON THE OVER HEAD PROJECTOR WITH EXAMPLES SO STUDENTS CAN SEE THE DIFFERENCE BETWEEN MAJOR AND MINOR DETAILS.  USING NEW VOCABULARY IN CONTEXT HOMEWORK: STUDENTS WIL COMPLETE PAGES 147 TO 149 FROM THE READING SERIES TEXT BOOK AND OUTLINE THE SUPPORTING DETAILS IN THE SELECTION. STUDENTS WILL UNDERSTAND HOW EACH SUPPORTS THE MAIN IDEA.  REPHRASING QUESTIONS TO FACILIATE COMPREHENSION. DEFINE AND DISCUSS THE TERM MAJOR DETAILS AND MINOR DETAILS.  ACTIVELY ENGAGING IN BRAINSTORMING TECHNIQUES TO FIND THE ANSWER.

HAERTEL. 33 . & WALBERG. THE TEXT BOOK TEST ON USING VISUAL MATERIALS WILL BE USED. MANAGING TO TEACH. STUDENTS WILL IDENTIFY TOPICS. 1999). AND SUPPORTING DETAILS. MOREOVER. ASSESSMENTS AND TECHNIQUES READING RESOURCE GUIDE. MOTIVATION AND AT RISK LEARNERS. SECOND EDITION. MAIN IDEAS. SELECTIONS FROM THE BLACK: COLLEGE READING SERIES BOOK FOUR ACCOUNTABILITY THROUGH QUESTIONING: MANAGING TO TEACH. TEACHING MAKES A DIFFERENCE.EXTENDED ACTIVITY/FOLLOW UP: STUDENTS WILL BE TESTED ON GETTING INFORMATION FROM GRAPHS. THE NEW YORK STATE EDUCATION DEPARTMENT. THIS LESSON WAS PREPARED TO DO SUCH. THIS EXAM WILL ALSO RE ASSESS STUDENT UNDERSTANDING OF VISUAL MATERIALS. REASEARCH AND MATERIALS USED: COLLEGE READING SERIES BOOK 3. CLOSING: ONE OF THE HALLMARKS OF SUCCESSFUL CLASSROOM INSTRUCTION AND LEARNING IS KEEPING PUPILS ACTIVELY ENGAGED IN PRODUCTIVE ACTIVITIES RATHER THAN WAIT FOR SOMETHING TO HAPPEN (WANG.

CORRETA SCOTT KING AND THE LITTLE ROCK NINE. = THE CRITICAL READING SCORE __________________________________________________________________________________________ 34 . EMPHASIS WILL BE PLACED ON COMPREHENSION AND NOT SPEED. THE TIMED READINGS WILL BE USED TO TEACH STUDENTS TO KEEP TRACK OF AND IMPROVE THEIR READING RATES. EACH LESSON WILL BEGIN WITH A VOLUNTEER READING ALOUD THE INTRODUCTION THAT APPEARS WITH THE PICTURE.S: 1. 4. _________________________________________________________________________________________ MOTIVATION: EACH LESSON WILL BEGIN WITH A DISCUSSION ABOUT HEROISM/LEADERSHIP. THEY WILL READ ABOUT: DR. LOTE: 1-4. ___________________________________________________________________________________________________________ DELIVERY OF INSTRUCTION: THE READINGS WILL BE TEACHER DIRECTED AND PROGRESS TO INDEPENDENT TIMED READINGS. ROSA PARKS. THURGOOD MARSHALL. STUDENTS WILL DEFINE HEROISM AND LIST SOME OF THE HEROES FROM THEIR CULTURES. STUDENTS WILL CHECK THEIR READING RATES BY USING THE WORDS PER MINUTE CHART.  USE WORDS PRECISELY. ESL 1-3. STUDENTS WILL STUDY THE ILLUSTRATIONS AND PREDICT WHAT THE STORY IS ABOUT. AND 5. __________________________________________________________________________________________ CLOSURE: STUDENTS WILL BE ASSESSED BY COMPLETING THE FOUR COMPREHESION EXERCISES. STUDENTS WILL :  FIND THE MAIN IDEA. _________________________________________________________________________________________ INSTRUCTIONAL OBJECTIVE: STUDENTS WILL:  DEVELOP CRITICAL READING SKILLS BY READING ABOUT AN ARRAY OF HEROIC FIGURES THAT REPRESENT AND INTRODUCE BLACK HISTORY MONTH.  MAKE INFERENCES. S.WEEKLY PLAN DATE: SUBJECT: ESL GRADE LEVELS 6-8 STANDARDS: ELA: 1-4.  RECALL FACTS. STUDENTS WILL UNDERSTAND THAT THE SEED OF HEROISM LIES IN EACH ONE OF THEM.  EVALUATE AND ANALYZE DETAILS TO DETERMINE THE MAIN IDEA AND TO FIND THE CRITICAL READING SCORE. STUDENTS WILL DISCUSS THE TOPIC OF THE STORY. KING.

SPEAK AND LISTEN FOR CRITICAL ANALYSIS EVALUATE AND ANALYZE A MOVIE ON THE LITTLE ROCK NINE STORY. DIRECT OBSERVATION OF STUDENT INTERACTION.EXTENDED PRACTICE ADDITIONAL ASSESSMENTS WILL INCLUDE: WRITING FOR LITERARY RESPONSE AND EXPRESSION. DEVELOPING TEST TAKING SKILLS. READ. 35 . TEST ON THE STORY. ONGOING REVIEW OF STUDENTS WORK. USING NEW VOCABULARY IN CONTEXT. WRITE.

 DESIGN A VENN DIAGRAM AND COMPARE THE LEADERSHIP SKILLS OF OUTSTANDING AFRICAN AMERICANS AND STUDENT NATIVE HEROES. ESL 1-3. STUDENTS WILL WORK INDEPENDENTLY AND PRACTICE THE SKILL REVIEWED. THE TEACHER WILL REVIEW THE ABOVE CONCEPTS BASED ON STUDENT RECOLLECTION. BY TEACHING STUDENTS HOW TO WRITE AN EXEMPLARY COMPARISON ESSAY OF TWO FAMOUS PEOPLE. ILLUSTRATIONS WILL BE USED ACCORDINGLY. S. GOAL: TO INTEGRATE LANGUAGE SKILLS WITH WRITING AND SOCIAL STUDIES. CRITICAL ANALYSIS AND EVALUATION.S: 1. __________________________________________________________________________________________________ DELIVERY OF INSTRUCTION: EACH LESSON WILL BEGIN AS A TEACHER DIRECTED LESSON.WEEKLY PLAN DATE: SUBJECT: ESL GRADE LEVELS 6-8 STANDARDS: ELA: 1-4. 4. __________________________________________________________________________________________________ 36 . INSTRUCTIONAL OBJECTIVES: STUDENTS WILL:  REVIEW PATTERNS OF ORGANIZATION. TEACHER WILL ELICIT STUDENT RECOLLECTION OF THE TOPICS ABOVE AND MODIFY INSTRUCTION AS NEEDED. LOTE: 1-2. STUDENTS WILL USE THIS WEEK TO COMPLETE THE COMPARISON ESSAY PROPERLY. CONSEQUENTLY. THE LESSONS WILL BEGIN WITH THE DESIGN OF VENN DIAGRAMS. __________________________________________________________________________________________________ MOTIVATION: EACH LESSON WILL BEGIN WITH A REVIEW OF THE UNDERLINED TOPICS ABOVE. UNDERSTANDING.  COMPILE RESEARCH RESOURCES TO WRITE EFFECTIVE COMPARISON ESSAYS DEMONSTRATING USE OF RESOURCES FOR INFORMATION. AND 5. TIME DID NOT ALLOW THE STUDENTS THE NEEDED TIME TO COMPLETE THE COMPARISON ESSAY EFFECTIVELY. THERAFTER COMPILING THE RESEARCH AND OUTLINING THE ESSAY. __________________________________________________________________________________________________  THIS IS A CONTINUED LESSON PLAN FROM 2/11/02.  WRITE AN EFFECTIVE COMPARISON ESSAY OUTLINE. THEREAFTER.  REVIEW CONNECTORS FOR COMPARISON ESSAYS.  REVIEW AN EXAMPLE COMPARISON ESSAY. ONE PERSON WILL BE OF GREAT SIGNIFICANCE IN AMERICAN HISTORY.

 COLLATING AND COMPILING RESEARCH MATERIALS EFFECTIVELY.CLOSURE: STUDENTS WILL BE ASSESSED BY:  WRITING AN EFFECTIVE OUTLINE. 37 . __________________________________________________________________________________________________ EXTENDED PRACTICE:  CONTINUED READING FOR BLACK HISTORY MONTH: AFRICAN KINGS AND QUEENS.  COMPARE AND CONTRAST: GREAT WOMEN OF ACHIEVEMENT IN RECOGNITION OF MARCH AS WOMEN’S HISTORY MONTH.  WRITING AN EXEMPLARY COMPARISON ESSAY OF TWO FAMOUS PEOPLE.  PROOFREADING. PEER EDITING AND WRITING A FINAL DRAFT.

IDENTIFYING DETAILS. NOUNS: SINGULAR AND PLURALS. UNDERSTANDING AND CRITICAL ANALYSIS. __________________________________________________________________________________________ INSTRUCTIONAL GOALS:  TO USE ENGLISH IN SOCIALLY AND CULTURALLY APPROPRIATE WAYS: STUDENTS WILL USE THE APPROPRIATE LANGUAGE VARIETY. ELA: 1 – 4.  UNDERSTAND GRAMMATICAL CONCEPTS AT APPROPRIATE PROFICIENCY LEVELS AND DEVELOP PRONUNCIATION SKILLS.  READ FOR INFORMATION. LISTENING.  READ AND WRITE MULTICULTURAL HOLIDAY STORIES AS TO SUFFICIENTLY ORIENTATE STUDENTS TO MULTICULTURAL EDUCATION AND CURRICULUM. AND GENRE ACCORDING TO AUDIENCE.  DEVELOP ENGLISH PROFICIENCY LEVELS BY READING FOR THE MAIN IDEA. PURPOSE AND SETTING. AND USING VOCABULARY PRECISELY. TEACHER AND ADVANCE STUDENTS WILL DEFINE VERNACULAR DIALECTS AND NEW VOCABULARY AS NEEDED.WEEKLY INSTRUCTIONAL PLAN SUBJECT: ESL GRADE LEVELS 6-8 STANDARDS: ESL 1.  PREPARE FOR THE UPCOMING ENGLISH LANGUAGE ARTS EXAM BY REVIEWING MULTIPLE CHOICE. LOTE: 2. TEACHER WILL ACCESS CONTENT WITH GRAPHIC ORGANIZERS. ________________________________________________________________________________________________________ INSTRUCTIONAL OBJECTIVES: STUDENTS WILL:  RECOGNIZE AND UNDERSTAND STANDARD ENGLISH AND VERNACULAR LANGUAGE APPROPRIATELY AND ACCORDINGLY. GOAL 3. AND WRITING SECTIONS. REGISTER. MOTIVATION: TEACHER WILL ENFORCE STRATAGEMS THAT RAISE EXPECTATIONS OF STUDENTS AND WILL EXPLAIN WHAT IS A DIAGNOSTIC TEST? THE TEACHER WILL ELICIT STUDENT PRIOR KNOWLEDGE ON THE TOPIC AT HAND. 38 .  TO INTEGRATE LANGUAGE WITH ACADEMIC CONTENT: ACCESS CONTENT WITH GRAPHIC ORGANIZERS.

TEST ON THE HOLIDAY STORIES EXEMPLIFYING CROSS CULTURAL AWARENESS AND DEVELOPMENT. MAIN IDEA. SUMMARIZING AND INTERPRETING THE STORY OR DATA AT HAND. 4.DELIVERY OF INSTRUCTION: TEACHER WILL PROVIDE DIRECT INSTRUCTION WHEN DEEMED NEEDED. WORKING COOPERATIVELY IN GROUPS TO SEEK AND UTILIZE KNOWLEDGE. 3. STUDENTS WILL WORK INDEPENDENTLY AND IN GROUPS. USING PHONETIC INFLECTIONS PROPERLY. STUDENT WILL WORK INDEPENDENTLY AND IN GROUPS FINDING ANSWERS. MULTICULTURAL EDUCATION: STRATEGIES FOR LINGUISTICALLY DIVERSE SCHOOLS AND CLASSROOMS. GRAPHIC ORGANIZERS: VISUAL STRATEGY FOR ACTIVE LEARNING. USING THE APPROPRIATE DEGREE OF FORMALITY WITH DIFFERENT AUDIENCES AND SETTINGS. STUDENTS WILL DEVELOP CULTURAL AWARENESS OF HOLIDAY CELEBRATIONS IN A VARIETY OF SETTINGS. ____________________________________________________________________________________________________________ CLOSURE: STUDENTS WILL BE ASSESSED BY:       ACTIVE PARTICIPATION. 7. TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES. ANALYZING AND ANSWERING CRITICAL THINKING SKILLS QUESTIONS. ESL STANDARDS FOR PRE K –12 STUDENTS. 2. THE TEACHER AND THE STUDENTS WILL READ TOGETHER. ANSWERING MULTIPLE CHOICE QUESTIONS EFFECTIVELY. LISTENING QUESTIONS AND GRAMMATICAL CONCEPTS. THE INSTRUCTIONAL MODULES/COMPONENTS HAVE BEEN ADAPTED FROM:  1. UTILIZING NOTES TO FIND ANSWERS. WRITING A DIALOGUE IN RESPONSE TO THE READING.  Please note:  INSTRUCTION IS MODIFIED IN ACCORDANCE TO STUDENT ABILITIES AND PROFICIENCY LEVELS. 5. WRITING MULTIPLE CHOICE QUESTIONS. REVIEWING ENGLISH LANGUAGE ARTS: PREPARING FOR THE EIGHTH GRADE TEST 39 . USING ORGANIZERS AS STUDY GUIDES AND WRITING GUIDES. AZAR SERIES DIRECTIONS IN LANGUAGE & EDUCATION: ADVANCES IN RESEARCH IN BILINGUAL EDUCATION. TEST RESULTS. RECOGNIZE AND USE IDIOMATIC SPEECH APPROPRIATELY. MULTIPLE CHOICE QUESTIONS.      __________________________________________________________________________________________ EXTENDED PRACTICE: ADDITIONAL ASSESSMENTS MAY INCLUDE:     STUDENTS DESIGNING THEIR OWN ORGANIZERS. 6. STUDENTS WILL UNDERSTAND THE DYNAMICS OF THE AUTHOR’S PURPOSE. TESOL SERIES II. INC. BASIC ENGLISH GRAMMAR. NEW WAYS OF CLASSROOM ASSESSMENT.

STUDENTS WILL READ.WEEKLY INSTRUCTIONAL PLAN SUBJECT: ESL GRADE LEVELS 6-8 STANDARDS: ELA: 1-4. MOTIVATION: INTRODUCE READING COMPREHENSION STUDY PLANS. UNDERSTANDING AND CRITICAL ANALYSIS. LOTE: 1-2. CLOSURE:_______________________________________________________________________________________ STUDENTS WILL BE ASSESSED BY:  READING COMPREHENSION TESTS. DELIVERY OF INSTRUCTION: EACH LESSON WILL BE TEACHER DIRECTED AND INCLUDE COOPERATIVE LEARNING TECHNIQUES. AND WRITE FOR INFORMATION. COMPLETING PRACTICE READING COMPREHENSION TESTS. IF NEEDED. ESL 1-3. STUDENTS WILL DEVELOP CRITCAL ANALYSIS AND EVALAUATION SKILLS BY:     BY STUDYING READING COMPREHENSION QUESTIONS. INSTRUCTIONAL OBJECTIVE: TO DEVELOP TEST TAKING SKILLS BY COMPLETING PRACTICE READING COMPREHENSION TESTS. DISCUSS SUMMARIZING. STUDENTS WILL BE GUIDED TO WORK INDEPENDENTLY IN SMALL GROUPS WITH GROUP LEADERS. EFFECTIVE TEST TAKING SKILLS. TO FACILITATE COMPREHENSION.  USING TEST TAKING SKILLS ON PRACTICE TEST  SUMMARIZING. AND MAKING INFERENCES. LEARNING. SOME LESSONS STUDENTS WILL BE DIVIDED INTO TWO GROUPS. THEY WILL HAVE TEAM COMPETITIONS IN WHICH. THEY MUST WORK TOGETHER AS ATEAM TO FIND ANSWERS. IDENTIFYING MAIN IDEAS.  USING THE DICTIONARY INDEPENDENTLY TO SEEK OUT ANSWERS.  USING THE TEST TAKING SKILLS ON THE PRACTICE READING TESTS. AND TRANSLATING READING INFORMATION INTO THEIR NATIVE LANGUAGE. DETAILS. PARAPHRASING. IMPLEMENTING AND ENFORCING. AND INTERPRETING READING COMPREHENSION PASSAGES. REVIEW WHAT SMART TEST TAKERS KNOW. HOW TO ANSWER CRITICAL READING QUESTIONS AND HOW TO DRAW INFERENCES FROM IDEAS IN A PASSAGE. 40 . PARAPHRASING.

 USING NEW VOCABULARY IN CONTEXT. SPEAK AND LISTEN FOR CRITICAL ANALYSIS  ACTIVE PARTICIPATION AND QUESTIONING.EXTENDEDPRACTICE ADDITIONAL ASSESSMENTS WILL INCLUDE:  WRITING FOR LITERARY RESPONSE AND EXPRESSION. 41 .  READ. WHICH STUDENTS WERE INTRODUCED TO PRACTICE READING COMPREHENSION TESTS. WRITE. * PLEASE NOTE THESE PLANS ARE AN EXTENSION OF LAST WEEKS INSTRUCTIONAL PLANS IN.

What is local government? 4. Write. 42 . Guiding Questions: 1.Adult Education Theme: Citizenship Teacher: Level: Intermediate Date: I.S. What are the three branches of Government? 2. Which branch of government makes law? Which branch of government is the president in? Which branch of government are the courts in? What are the first three steps in a bill becoming law? What role does the senate play in the process? III. 2. To Read. Review and identify new vocabulary. Write. To Read. by Steven Krashen V. Write to respond to the reading. To Develop Cross Cultural Skills and Understandings. What are the major levels and powers of government? II. and Evaluation. Reinforcement and Follow-up: Students will study the U. Constitution. IV. Identify facts and supporting details in the reading. 2. Standards / Objectives: 1. Procedure: 1. 4. 3. and Listen For Critical Analysis. 5. 3. 5. Review a picture series of the three branches of government and how a bill becomes law. 3. Read an article about the above topics. 2. Speak and Listen For Information And Understanding. Materials: Content Connection. How a bill becomes law? 3. Speak. Complete multiple-choice questions. Objectives: Students will understand: 1.

THEY LACK LINGUISTIC COMPETENCE IN ENGLISH BECAUSE OF AN INABILITY TO SPEAK. BUT OF SOMEONE EXPERIENCING A GREAT DEAL OF INTERFERENCE FROM ANOTHER LANGUAGE SYSTEM. USE AND UNDERSTAND IMPERATIVES  GIVE AND FOLLOW STREET DIRECTIONS  WRITE AN E-MAIL GIVING DIRECTIONS TO A COMPANY 43 . PRONUNCIATION AND WRITING SKILLS. READING. BUT DEMONSTRATE WEAK. CONSEQUENTLY. OR WRITE WITHOUT NUMEROUS ERRORS IN GRAMMAR AND ENGLISH USAGE. READ. THEY WILL BE REVIEWED WITH ALTERNATIVE LEARNING TECHNIQUES. THE LESSONS ARE MODIFIED TO MEET THE NEEDS OF STUDENTS AT VARYING LEVELS. THE CONVERSATION AND LISTENING ACTIVITIES WERE COMPLETED LAST WEEK. THE MISTAKES MADE ARE USUALLY NOT THOSE OF A NATIVE SPEAKER OF ENGLISH.COURSE: ESL 004 ASPECTS OF BUSINESS BACKGROUND THE ESL STUDENTS IN THIS CLASS CAN COMMUNICATE SOMEWHAT FLUENTLY IN ENGLISH. THEY HAVE A LIMITED VOCABULARY AND GRASP OF ENGLISH CONCEPTS. GRAMMAR. THE READING AND WRITING STRATEGEMS WILL BE INTRODUCED AFTER STUDENTS HAVE MASTERED THE INSTRUCTIONAL CONCEPTS OF GIVING AND ASKING FOR DIRECTIONS. ESL ADULT GOALS  LEARNERS WILL IMPROVE ABILITY TO UNDERSTAND SPOKEN AND WRITTEN ENGLISH  LEARNERS WILL IMPROVE SPEAKING SKILLS NECESSARY TO FUNCTION IN AN ENGLISH SETTING  LEARNERS WILL DEVELOP STRATEGIES FOR READING COMPREHENSION  LEARNERS WILL DEVELOP LANGUAGE SKILLS THROUGH WRITING  LEARNERS WILL USE THINKING SKILLS FOR CRITICAL ANALYSIS AND EVALUATION INSTRUCTIONAL OBJECTIVES STUDENTS WILL:  ASK FOR AND GIVE DIRECTIONS TO AN OFFICE  IDENTIFY.

(EX: GO ON. STUDENTS WILL PRACTICE HEARING TIMES AND CONVERTING BETWEEN 24 HOUR AND 12-HOUR TIME SYSTEMS. AND GO DOWN). THEY WILL USE IMPERATIVES AND THEIR OWN IDEAS TO FACILITATE THE CONVERSATION REGARDING DIRECTIONS TO A MEETING. THESE IMPERATIVES ALL HAVE THE SAME MEANING. HAVE STUDENTS COMPLETE A LISTENING COMPREHENSION WORK SHEET. GO STRAIGHT ON. CONVERSATION. STUDENTS WILL DEVELOP THEIR PRONUNCIATION SKILLS BY COMPLETING A PRONUNCIATION EMPHASIS FOCUSED ON THE USE OF THE IMPERATIVE FORMS. STUDENTS WILL IDENTIFY IMPERATIVE VERBS IN DIALOGUES AND MODEL GESTURES ACCORDINGLY. ACTIVITIES: TEACHER WILL DEFINE AND MODEL IMPERATIVE SENTENCES. 44 . CLOSURE: STUDENTS WILL WRITE E-MAIL GIVING DIRECTIONS TO THEIR OWN COMPANY. TEACHER WILL EXPLAIN. THEY WILL GIVE DIRECTIONS TO A BUILDING ON THE MAP. STUDENTS WILL IDENTIFY THE IMPERATIVES IN THE: HOW DO I GET TO GLOBAL TRAVEL. HAVE STUDENTS LISTEN TO THE CONVERSTION: HOW DO I GET TO GLOBAL TRAVEL? CHECK LISTENING COMPREHENSION BY ASKING QUESTIONS.HOMEWORK: STUDENTS WILL READ A CONVERSATION AND A MAP. HAVE STUDENTS LIST THREE WAYS TO SAY: TAKE STATE STREET FOR TWO BLOCKS. EXTENDED PRACTICE . STUDENTS WILL MODEL CONVERSATIONS AND DIALOGUES WITH EMPHASIS ON THE IMPERATIVE FORMS. COMPARE AND CONTRAST CONCEPTS OF PUNCTUALITY IN DIFFERENT CULTURES. STUDENTS WILL READ. TEACHER WILL MODEL GESTURES USED WITH THE IMPERATIVE FORMS. DEVELOP NUMERACY SKILLS WHERE NEEDED  DEVELOP CROSS CULTURAL AWARENESS MOTIVATION: REVIEW DIRECTIONAL VOCABULARY. ELICIT SYNONYMS FOR DIRECTIONAL VOCABULARY.

AND VOCABULARY DEVELOPMENT. DEVELOP READING SKILLS. A COMMON REQUIREMENT FOR THE MIDDLE SCHOOL STUDENT IS TO READ. SOCIAL STUDIES AND MATH. THE LESSON FOCUSED ON THE CONTENT AREAS OF ESL. STUDENTS NEED TO BE ABLE TO READ MAPS. AND TEACH TECHNIQUES THAT BUILD STUDENTS’ USE OF LITERAL. CHARTS. GRAPHS. THE VARYING STUDENT ABILITIES REQUIRED INSTRUCTION RANGING FROM BEGINNING/INTERMEDIATE TO ADVANCED LEVELS. ETC. MOREOVER. SOCIAL STUDIES. THE LESSON EMPHASIZED THE INTEGRATION OF THE ABOVE SKILLS AS WELLAS THE INTEGRATION OF CRITICAL READING ABILITY. THIS LESSON WAS A STANDARDS BASED CONTENT LESSON. CONSEQUENTLY. THIS LESSON PROVIDED ESL INSTRUCTION DESIGNED TO REFINE READING SKILLS ACQUIRED AT EARLIER LEVELS. THIS LESSON WAS DEISIGNED TO REINFORCE CONTENT INSTRUCTION. 45 . AND CRITICAL THINKING SKILLS. PUBLIC SPEAKING SKILLS. UNDERSTAND AND ANALYZE VISUAL MATERIALS. THE LESSON WAS DIRECTED TO PREPARE STUDENTSTO PASS UPCOMING EXAMS IN READING. READING AND MATH. READING AND WRITING SKILLS THAT HE/SHE CANNOT FUNCTION SUCCESSFULLY IN MAINSTREAM ENGLISH INSTRUCTION. INFERENTIAL. THE LESSON WAS DESIGNED FOR THE MULTILEVEL POPULATION PLACED IN THE CLASS. RATIONALE: THE ABILITY TO READ AND UNDERSTAND VARYING VISUAL MATERIALS IS CRITICAL TO THE DEVELOPMENT OF HIGHER ORDER THINKING SKILLS AND CENTRAL TO THE DEVELOPMENT OF LANGUAGE SKILLS.COURSE: BACKGROUND: ESL INTERMEDIATE 9-12 THE ESL READING/WRITING PERIOD 7 CLASS HAS BEEN DESIGNED FOR ENGLISH LANGUAGE LEARNERS WHO CAN COMMUNICATE FLUENTLY IN ENGLISH BUT WITH SUCH LIMITED VOCABULARY. FINALLY. FOR BASIC INFORMATION AND UNDERSTANDING.

PRESENTI NG INFORMATION CLEARLY IN A VARIETY OF ORAL FORMS. AIM: HOW TO GET INFORMATION FROM GRAPHS? MOTIVATION: I INTRODUCED THE BASIC LINE GRAPH TO STUDENTS. ALL STUDENTS DEMONSTRATED SOME. SEE ATTACHED STUDENT WORKSHEETS. THE MEAN SCORE WAS 87%. AND A CIRLE GRAPH. THE STUDENTS WERE ACTIVELY ENGAGED. 46 . ACTIVITY: STUDENTS PRACTICED PUBLIC SPEAKING AND PRESENTATION SKILLS BY READING ALOUD ON A MICROPHONE THE STORY TO EACH GRAPH. PREVIOUS KNOWLEDGE OF GRAPH READING. THE QUESTIONS AND ANSWERS. 8. ACTIVELY ENGAGING IN BRAINSTORMING TECHNIQUES TO FIND THE ANSWER. EVALUATION/ASSESSMENT: STUDENTS DEMONSTRATED AN UNDERSTANDING OF THE OBJECTIVES BY:       ANSWERING QUESTIONS PROPERLY. INCLUDING SUMMARIZING AND PARAPHRASING GRAPHS. STUDENTS WERE ASKED QUESTIONS REGARDING THE INTERPRETATION OF THE GRAPH.PREPARATION AND RESEARCH: OBJECTIVES:  STUDENTS WILL:  READ AND UNDERSTAND A LINE GRAPH. REPHRASING QUESTIONS TO FACILIATE COMPREHENSION. THE LINE GRAPH TITLED. EXTENDED ACTIVITY: STUDENTS WERE TESTED ON GETTING INFORMATION FROM GRAPHS. STUDENTS CAME TO THE FRONT OF THE CLASS AND USED THE OVERHEAD PROJECTOR PICTURES TO DEMONSTRATE HOW THEY DETERMINED THE ANSWERS TO THE QUESTIONS. ASKING QUESTIONS WHEN UNCLEAR.  GET INFORMATION FROM GRAPHS. ADDING AND SUBTRACTING FIGURES ON THE GRAPH TO FIND ANSWERS. A COMPLEX LINE GRAPH. THE GRAPH WAS ENLARGED AND BASIC QUESTIONS WERE USED TO ELICIT STUDENT PRIOR KNOWLEDGE. CHARTS AND OTHER GRAPHICS. THE FINAL EXAM WILL ALSO RE ASSESS STUDENT UNDERSTANDING OF VISUAL MATERIALS. STUDENTS WERE REQUIRED TO IDENTIFY AND USE GRAPH READING STRATEGIES TO MAKE THE GRAPHS COMPREHENSIBLE AND MEANINGFUL. EFFECTS OF JOGGING ON THE HEART RATE. HOMEWORK: STUDENTS WERE ASSIGNED LESSON 10 FOR HOMEWORK. LESSONS 7.  USE VISUAL MATERIALS FOR INFORMATION AND UNDERSTANDING. BUT NOT MUCH.  DEVELOP ORAL READING AND PUBLIC SPEAKING SKILLS. THE PRINT MASTER TEST ON USING VISUAL MATERIALS WAS USED. WAS PLACED ON THE OVERHEAD PROJECTOR TO SET THE PURPOSE. AND 9 WERE COMPLETED.

MOTIVATION AND AT RISK LEARNERS. PROJECT ACHIEVEMENT: READING. CLOSING: ONE OF THE HALLMARKS OF SUCCESSFUL CLASSROOM INSTRUCTION AND LEARNING IS KEEPING PUPILS ACTIVELY ENGAGED IN PRODUCTIVE ACTIVITIES RATHER THAN WAIT FOR SOMETHING TO HAPPEN (WANG.REASEARCH AND MATERIALS USED: NEW WAYS IN TEACHING ENGLISH AT THE SECONDARY LEVEL: NEW WAYS IN TESOL SERIES II INNOVATIVE CLASSROOM TECHNIQUES. BRAIN RESEARCH AND TEACHING. MANAGING TO TEACH. 1999). DRAFT AND RESOURCE GUIDE: THE TEACHING OF LANGUAGE ARTS TO LIMITED ENGLISH PROFICIENT/ENGLISH LANGUAGE LEARNERS: LEARNING STANDARDS FOR ENGLISH AS A SECOND LANGUAGE. HAERTEL. THIS LESSON WAS PREPARED TO DO SUCH. LEVELS A TO D. ACCOUNTABILITY THROUGH QUESTIONING: MANAGING TO TEACH. & WALBERG. THE END 47 .

Azar. COLLEGE ESL AND ADULT EDUCATION TITLE PUBLISHER 1. Grammar to Go 2: English Grammar Practice 5.ESL BOOKLIST ESL BEGINNING LEVEL BOOKS: SECONDARY EDUCATION. Grammar to Go Level 1 Longman Longman Longman McGraw 4. Grammar Step By Step 1 48 . Grammar Form and Function Student Book One Hill McGraw 2. 2 3. Basic English Grammar: Books 1.

English Through Grammar Stories 9. All-Star .Professional 16. paper 27. Modern American English Series 1. Book 2: Workbook (High Beginning) (Bk.Book 1 (Beginning) . Shining Star: Resource for Students (A) 28. Grammar Express Basic: For Self-Study and Classroom Use 22. All-Star. The Heinle Picture Dictionary: Beginning Workbook with Audio CD 19. The Heinle Picture Dictionary .Hill 6. Classroom Teacher's ESL Survival Kit #2. New Edition Longman Thomson Thomson 49 . The Heinle Picture Dictionary Heinle 18. 2) 26. Student Book w/ Audio Highlights/Workbook Package: 2nd edition Longman Longman Longman 11. The Heinle Picture Dictionary Intermediate Workbook 21. Basic Vocabulary Builder: Blackline Masters (Language .English/Spanish Edition 20.Workbook (Bk. Shining Star Level A Student Book. Top Notch Fundamentals with Super CD-ROM 13. Beginning English. Grammar in Context 1 Heinle 17. Taking Off. Skills Sharpeners Level 1 7. Skill Sharpeners Level 2 8. 1) 25. Literacy Plus a Teacher's Edition 'a' Kit 10. English in Action 1 [With CD (Audio)] 15. Top Notch Fundamentals Workbook 14. Line By Line. All-Star 1 Student Book 24. Top Notch Fundamentals Copy and Go 12. The 23. 1) 29. Focus on Grammar 1: An Integrated Skills Approach (Bk.

Connect Student Book 1 39. Third Edition 41. A Conversation Book 1: English in Everyday Life (4th Edition) (Bk. Side by Side: Student Book 1. Book 1 54. Connect Workbook 1 40.30. 34. Book 1 42. Activity Workbook to accompany Side By Side. Third Edition (bk. Oxford Picture Dictionary (Monolingual English) 49. 2) 46. Side by Side Plus . Survival English. Beginning ESL Book One. Third Edition (Student Book) 45. Book 1.Life Skills. Survival English: English Through Conversations. Grammar Step By Step with Pictures 31. Basic English Vocabulary Builder Activity Book 51. Word-By-Word Dictionaries. Second Edition Longman National 50 . What a World Reading 1: Amazing Stories from Around the Globe (2nd Edition) 32. Revised 53. Longman ESL Literacy. First Class Reader: An Integrated Approach to Literacy 48. Side By Side: Activity Workbook 2. Survival At School 55. Word by Word Picture Dictionary Intermediate Workbook 36. 1) 43. & Test Prep 2 (3rd Edition) 44. Passage to ESL Literacy 56. What a World Listening 1: Amazing Stories from Around the Globe (2nd Edition) 33. Gateway to Achievement in the Content Areas 47. Standards. Easy Vocabulary Games for Beginners Textbook Co. 38. ESL Teacher’s Holiday Activities 37. A Conversation Book 1: English in Everyday Life. Oxford Picture Dictionary: Low Beginning Workbook 50. Word by Word Picture Dictionary Beginning Workbook 35. Beginning Activities for English Language Learners 52.

True Stories in the News: A Beginning Reader (3rd Edition) 69.Php 51 . Easy & Engaging ESL Activities and Mini-Books for Every Classroom: 65. Very Easy True Stories: A Picture-Based First Reader 71. Structure Through Content. Great ESL Literacy Resources and Booklist: Http://Www. Voices of Freedom: English and Civics for U. English in Action 1 61. Hispanics in US History: Beginning Level 74. Easy True Stories: A Picture-Based Beginning Reader 72. Contemporary's Look at the U S Literacy Level: Literacy Level 66.Literacybc. New Beginning.Ca/Plrc/Esl_Literacy. The New Grammar in Action 1-Text: An Integrated Course in English Heinle & Heinle 60. Second Edition 58. Student Book. Book 1: An ESL/Civics Series Based on the Federal Citizenship Texts 67. Level 1 73. Literacy Plus B (Student Book) 59. Grammar Connection. Developing Reading Skills: Beginning (College ESL) 70. Look at the U.57. S. Longman ESL Literacy. Basic Tactics for Listening: Student Book with Audio CD 63. A: An ESL Reader 68.S. Rights and Responsibilities: Reading and Communication for Civics SB 62. Citizenship (with Audio CDs) 64. Regents' English Workbooks: Book One 75.

Levels of Language Development
Considerations for assigning students to levels using percentile scores on an English Language measure.
Placement decisions should consider student age, maturity, native language proficiency, and grade level. See: Snyder’s Placement Package.

1%

13%

20%

30%

Beginning

Intermediate

16%

Advanced
23%
Transitional

33%

40%

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2d/f3/14.pdf

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and with spoken and written English for personal expression and enjoyment. Standard 2: Students will interact in.ESL Standards  Goal 1: To use English to communicate in social settings. through.    53 . Standard 1: Students will use English to participate in social interactions. Standard 3: Students will use learning strategies to extend their communicative competence.

ESL Standards  Goal 2: To use English to achieve academically in all content areas. and provide subject matter information in spoken and written form. construct. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge. Standard 1: Students will use English to interact in the classroom.    54 . Standard 2: Students will use English to obtain. process.

purpose. Standard 1: Students will use appropriate language variety. and genre according to audience. and setting. and setting. purpose. Standard 2: Students will use nonverbal communication appropriate to audience.ESL Standards  Goal 3: To use English in socially and culturally appropriate ways. register. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence    55 .

read. write. respond critically to a variety of works in the arts. and speak for information and understanding. develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. actively engage in the processes that constitute creation and performance in the arts (dance. understand and be able to manage their personal and community resources. read. read. listen. theatre and visual arts) and participate in various roles in the arts. and maintain personal health. 3. write. and speak for critical analysis and evaluation. and speak for literary response and expression. listen. 2. write. 3. have the necessary knowledge and skills to establish and maintain physical fitness. Physical Education & Family and Consumer Sciences 1. Health. be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. 4. read. acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. connecting the individual work to other works and to other aspects of human endeavor and thought. The Arts 1. 4. listen. listen. 56 . 3.LEARNING STANDARDS CHECKLIST For each standard area indicate the level at which this learning experience addresses the learning standards by placing a CHECK! LEARNERS WILL: English Language Arts (ELA) 1. and speak for social interaction. write. participate in physical activity. 2. 2. music.

2. and by solving problems through the integrated study of number systems. construct. and technology and apply the themes to these and other areas of learning. probability. understand mathematics and become mathematically confident by communicating and reasoning mathematically. 3b. 5. algebra. develop cross-cultural skills and understandings. use and evaluate products and systems to satisfy human and environmental needs. scientific inquiry. demonstrate how academic knowledge and skills are applied in the workplace and other settings. science. and transfer information using appropriate technologies. be knowledgeable about the world of work. seek answers. 3a. and engineering design. and develop solutions. and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. understand the relationships and common themes that connect mathematics. science. 7. 2. aptitudes. use mathematical analysis. and technology to address real-life problems and make informed decisions. choose a career major and acquire career-specific technical knowledge/skills necessary to progress toward gainful employment. 57 . and success in postsecondary programs. demonstrate mastery of the foundation skills and competencies essential for success in the workplace. 6. 3. process. principles. access. understand and apply scientific concepts. Mathematics. apply technological knowledge and skills to design. 4. career advancement. and abilities to future career decisions. geometry. to pose questions. explore career options. be able to use a language other than English for communication. data analysis. and relate personal skills. and trigonometry. Languages Other Than English (LOTE) 1. Science & Technology 1. generate. 2. as appropriate. apply the knowledge and thinking skills of mathematics. by applying mathematics in real-world settings.LEARNERS WILL: Career Development & Occupational Studies 1.

and how an economy solves the scarcity problem through market and nonmarket mechanisms. Back Table of Contents GREAT STANDARDS BASED RESOURCES: http://www. 2. the United States Constitution. and global—including the distribution of people. and environments over the Earth’s surface. and turning points in world history and examine the broad sweep of history from a variety of perspectives. themes. and turning points in the history of the United States and New York. rights and responsibilities of citizenship. including avenues of participation. use a variety of intellectual skills to demonstrate their understanding of major ideas. the governmental system of the United States and other nations. places.Social Studies 1.nald.htm Next 58 .ca/fulltext/hudson/adult2/page_iv. eras. developments. and the roles. use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local. use a variety of intellectual skills to demonstrate their understanding of major ideas. developments. 5. 3. eras. 4. how major decisionmaking units function in the United States and other national economies. themes. use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments. use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources. the basic civic values of American constitutional democracy. national.

ESL NEW TEACHERS PACKAGE WITH BEGINNING LEVEL ACTIVITIES.com/Present?docid=dccvpvzb_295dzmqvrfq&invite=dr9dc49 59 .google. EMAIL ME FOR SAMPLE MATERIALS. ESLEXCELLENCE@AOL.COM http://docs.

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ON BEHALF OF THE STUDENTS!!!!!THESE ARE BEGINNING LEVEL GOALS AND OBJECTIVES.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2d/f3/14.ed.com/ESLNYSMULTILEVELCURRICULUMGUIDE.pdf http://excelteachertraining.pdf 66 . http://eric.googlepages.THIS IS A DO YOUR HOMEWORK.

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