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1. It includes both social and academic uses of the language students must acquire for success in and beyond the classroom

1.1. Standards: Each of the five language proficiency standards is divided into the language domains of listening, speaking, reading, and writing

1.1.1. English language learners communicate for social, intercultural, and instructional purposes within the school setting

1.1.2. English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts

1.1.3. English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics

1.1.4. English language learners communicate information, ideas, and concepts necessary for academic success in the area of science

1.1.5. English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies

1.2. Objectives: Students should be proficient in English as a second Language

1.2.1. 1. Students should be able to use English to participate in social interactions. Strategy: a. Engage listener’s attention verbally or nonverbally b. Volunteer information and respond to questions about self and family c. Indicate interests, opinions, or preferences related to class projects

1.2.2. 2. Students should be able to interact in, through, and with spoken and written English for personal expression and enjoyment Strategy: a. Describe favourite storybook characters b. Recommend a game, book, or computer program d. Recount events of interest

1.2.3. 3. Students should be able to use learning strategies to extend their communicative competence Strategy: a. Test appropriate use of new vocabulary, phrases and structures b. Ask someone the meaning of a word c. Understand verbal directions by comparing them with nonverbal clues (e.g. folding paper into eighths, lining up)

1.2.4. 4. Students will use English to interact in the classroom. Students should be able to use English to interact in the classroom Strategy: a. Ask a teacher to restate or simplify directions b. Join in a group response at the appropriate time c. Listen to and incorporate a peer’s feedback regarding classroom behavior

1.2.5. 5. Students should be able to use English to obtain, process, construct, and provide subject matter information in spoken and written form Strategy: a. Identify and associate written symbols with words (e.g., written numerals with spoken numbers, the compass rose with directional words) b. Define, compare, and classify objects (e.g., according to number, shape, color, size, function, physical characteristics) c. Explain change (e.g., growth in plants and animals, in seasons, in self, in characters in literature)

1.2.6. 6. Students should be able to use appropriate learning strategies to construct and apply academic knowledge Strategy: a. Select materials from school resource collections to complete a project b. Seek more knowledgeable others with whom to consult to advance understanding

1.2.7. 7. Students should be able to use the appropriate language variety, register, and genre according to audience, purpose, and setting Strategy: a. Express humor through verbal and nonverbal means b. Interact with an adult in a formal and informal setting c. Role play a telephone conversation with an adult

1.2.8. 8. Students should be able to use nonverbal communication appropriate to audience, purpose, and setting Strategy: a. Respond appropriately to a teacher’s gesture b. Obtain a teacher’s attention in an appropriate manner

1.2.9. 9. Students should be able to use appropriate learning strategies to extend their sociolinguistic and sociocultural competence Strategy: a. Observe language use and behaviors of peers in different settings

2. NEW YORK STATE-New York State- ESL Learning Standards [Grades 5-8]

2.1. STANDARD 1: Students will listen, speak, read, and write in English for information and understanding.

2.1.1. Objectives Identify and use reading and listening strategies to make text comprehensible and meaningful.- L\R Strategies 1. Listening and reading- selectively- to main ideas, context, sequences, details. 2. The teacher and students read together, discuss on topics on text books and readers- use key vocabulary to reinforce and activities to follow. Student to be able to gather information, analyze and synthesize information related to academic content from various sources such as :books, internet,audio, media presentations, maps, graphs.. (L, S, R, W) Strategies: - _ The students can collect data on a given topic through any media and summarize their finding on a bar graph, a data chart, produce a brochure or a piece of text analyzing the data . Selecting relevant information and exclude non-essential information to compare, contrast, categorize, synthesize for deeper understanding, through which the student will respond to various questions. (L, S, R, W) Strategies: Teacher reads a story, but stops before the ending, and the students come up with a an original ending for the story, student discusses authors ending and compare theirs, critically analyze the moral. .Engage in collaborative activities through a variety of student groupings to read, gather, share, discuss, interpret, organize, analyze, and present information. Strategies- small groups, cooperative learning groups, process writing groups, cross-age groups,research groups, and interest groups. (L, S, R, W) .Present information clearly in a variety of oral and written forms related to all academic content areas. Convey and organize information, using facts, illustrations. Strategies: Paraphrasing, summarizing, stories, reports, essays, posters and charts. Presentations to have a structure such as cause and effect charts, problem – solution patterns.

2.2. STANDARD 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression

2.2.1. Objectives . Engage in collaborative activities through a variety of student groupings to create and respond to literature. (L, S, R, W) Strategies: groupings include small groups, cooperative learning,groups, literature circles, and process writing groups. . Identify and explain the distinguishing features of the major genres, and use those features to aid comprehension, interpretation, and discussion of literature. (L, S, R, W) Strategies- Introduce variety of genres to the daily reading plan and keeping a readers journal . Sharing journal entries with other students to create interests in the books being read. Learning to identify literary elements in texts such as setting, character, plot, theme, point of view, repetition, characterization, imagery, foreshadowing, and climax. (L, S, R, W) Strategies- doing character studies- in reading circles -Students individually choose a work of fiction and individually identify examples of literary elements. Students can chart literary elements found in a reading circle book. Create stories, poems, songs, and plays, including those that reflect traditional to their cultures using a variety of writing styles in different settings.(S,W) Strategies: Reading poetry in class and Readers Theater- where the students can act out the parts being read. Give a picture to prompt thoughts to write a story or poem ex: picture of a massive wave Understanding literature through all learning strategies and being able to analyze , make inferences and produce literary responses. Strategies- include asking questions, using prior knowledge, graphic organizers, and context clues, planning, note taking. (L, S, R, W)

2.3. STANDARD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.

2.3.1. Objectives Assess, compare, and evaluate the various texts visual and written and analyze the organization, the subject of the text and purpose of the text. (L, S, R, W) Strategies: Introduce varied texts such as editorials, letters to the editor, political speeches, illustrations, charts, and advertisements. The students can listen or watch speeches, talk shows and make evaluations. 2. Speak and write, using the conventions and features English, to effectively put forward an argument. Strategies: Using appropriate grammar, pronunciation, vocabulary, spelling, punctuation, ----intonation. Class debates on controversial topics, creating visuals and making a presentation, or speech. 3. Engage in discussing and sharing activities through a variety of groupings to e, reflect on, develop, and express opinions and evaluations about ideas, and information. (L, S, R, W) Strategies: small groups, discussion groups, process writing groups, and cooperative learning groups can discuss differences of opinions, have a question and answer session ,develop a check list for effectiveness of material provide[ eg advertisements] 4. Developing, presenting variety of issues, ideas, experiences, texts with and well developed arguments that analyses s and evaluates the subject. (L, S, R, W) Strategies: Presentations include oral (class presentations, speeches, and debates), visual (posters, graphs, charts, and illustrations), and written (essays, Position papers, brochures). 5. Apply self-monitoring and self-correcting strategies, using criteria for oral and written presentation, to adjust product to effectively express opinions and evaluations. (L, S, R, W) Strategies: Include asking questions, starting over, rephrasing, and exploring alternative ways of saying things.

2.4. STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction

2.4.1. Objectives 1. Explore various methods of communication via written, oral, electronic media for social purposes and writing for self. ( L,S ,R W) Strategies: Writing friendly notes, invitations, and electronic messages, diary entries, and notes to self. Recommending one’s favorite book, song, or any other interest to peers, teachers. (L, S, R, W) Strategies- Use Reader’s blogging pages, teach the children how to write a review for a book, Blogger account where a weekly blog is maintained. Using appropriate vocabulary, expressions, language, and interaction styles for various audiences, formal and informal social or school situations, being able to know the meaning and intentions of language used in these situations. (L, S, R, W) Strategies: Have varied class situations where expressions and routines are practices such as asking permission, making and responding to requests, greeting, making promises, thanking, and apologizing. Create scenarios and role plays -of chatting with friends, participating in group discussions, greeting a principal or other adult, making purchases. Participating in group activities[class, a pair, a group] while listening attentively, taking turns speaking, and building on others’ ideas . (L, S) Strategies: The students in groups can develop a rationale for a task. They can identify needs, form a group to address needs, complete list of jobs to be done, write summary of proposal Follow oral and written directions to participate in classroom and social activities, and provide directions to peers in selected interactions. (L, S, R, W) Strategies- Organize a game day [scrabble, monopoly]-,teacher can provide simplified rules for a game. They can follow rules and the students in small groups can re write rules for game .

2.5. STANDARD 5: Students will demonstrate cross-cultural knowledge and understanding

2.5.1. Objectives 1. Recognizing and demonstrating an understanding of cultural and language patterns and norms in English, in different regional and social varieties of English. Learn patterns of formality, slang, humor, idioms, rhetorical patterns, and standard versus nonstandard dialects. (L, S, R, W) Strategies:- Group students to perform a skit depicting cross cultural experiences. Personal or humorous & review the skit as to the elements that made the skit cross cultural and humorous 2. Recognize and share cross-cultural experiences and ideas, and connect with those of others through nonverbal communication such as gestures, volume, body language, pace.(L, S, R, W) - Sharing recipes and making a booklet of recipes from across the cultures - Reading for eg: Two different Cinderella stories written in two varied cultures and comparison and analysis. . Identify, compare and contrast the oral traditions , myths, folktales from various cultural themes, including the student’s own identity. (L, S, R, W) Strategies_ Students can compare a tradition/ myth/ folktale from various cultures, do brief comparisons and illustrate on a class bulletin, or make an informative brochure. Appreciating the commonalities between cultures and recognizing differences in various cultural groups. (L, S, R, W) The Class develops a “culture quiz” based on own experiences. Students look at appropriate responses in various situations when placed in an English speaking culture.