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Connections Between CA ELD standards and Our ESLRs
ESLR: COMMUNITY PARTICIPANTS WHO:
- Respect
others by:
 | demonstrating knowledge and appreciation of a diverse population |
| behaving in an appropriate manner in social situations |
| demonstrating skills in resolving conflicts through positive
non-violent actions |
-make an effort to improve the quality of life in
school and the greater community
-are informed and responsible members of a democratic
society
ESLR Indicator: ________________________________________________
Subject: ___ESL: Language Development______________________________
Content
Standard
Sample Assignment
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EA: Actively participate and initiate more extended social
conversations with peers and adults on unfamiliar topics by asking and
answering questions and soliciting information. |
Groups discuss a current events topic and form a group opinion to
express to the class |
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EA: Deliver reflective presentations
I: Explore the significance of personal experiences, events and draw
comparisons between specific events and themes that illustrate the
speakers' beliefs or generalizations about life. |
- Students work on writing a personal narrative essay.
- Revise their essay
- Read their essay to class |
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I: Deliver multimedia presentations: combine text images and sound by
incorporating information from wide range of media |
- Assign a topic to have students research: for instance, an oral
history/community related topic
- Students use library, computer lab, interviews, etc.
- prepare a report in PowerPoint and present to whole class |
ESLR: EFFECTIVE COMMUNICATORS WHO:
express and receive ideas and emotions through:
| interpersonal interaction |
| speaking |
| reading |
| writing |
| listening |
| the arts |
ESLR Indicator: ________________________________________________
Subject: _ ESL: Language Development ___________________________
Content
Standard
Sample Assignment
|
A: Produce writing using various elements of discourse in narrative,
expository, persuasive, informational, and/or descriptive writing
|
 | Evaluate current forms of media (i.e. music videos, print and radio
advertisements, T.V. shows, films, etc.) for rhetorical techniques as
they relate to the purpose of the presentation either stated or
implied. Analyze arguments presented. Recognized common logical
fallacies in contrast to standard logical principals of premises and
conclusions.
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I: Identify strategies used by the media to present information for a
variety of purposes (e.g., to inform, entertain, or persuade) |
- Find newspaper article that portray each of the following: inform,
entertain, persuade and present article examples to class |
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ESLR: CRITICAL AND CREATIVE THINKERS WHO:
| apply inductive and deductive reasoning skills to make rational
decisions |
| employ higher level thinking skills such as analysis, synthesis,
application and evaluation to be an effective problem solver in a
complex society |
| use imaginative ideas to create a product or performance |
ESLR Indicator: ________________________________________________
Subject: ESL: Language Development
Content
Standard
Sample Assignment
|
I: Identify the main idea and some supporting details of oral
presentations, familiar literature, and key concepts of subject matter
content |
- Using the expository essay "packing for the pole", students
identify the main idea and supporting details in the essay |
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I: Respond to messages by asking simple questions or by brief
restatement of the message |
- Using the same essay. Students summarize the whole essay. |
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EA: Respond to messages by asking questions, challenging statement, or
offering examples that affirm the messages |
- Using the same essay, students ask questions that they are still
wondering about on the topic of going to the south pole. |
ESLR: TECHNOLOGY USERS WHO:
| conduct research from a variety of electronic sources |
| create a variety of products with technical tools |
| use technology tools, including electronic mail to communicate
effectively |
ESLR Indicator: ________________________________________________
Subject: ESL: Language Development
Content
Standard
Sample Assignment
|
I: Write brief expository compositions and reports that include a
thesis and some supporting details; provide information from primary
sources; and organize and record information on charts/graphs |
- Students conduct Internet research to gather information about
certain topics.
- Students use word processing software to draft, revise, edit and
publish all finished papers. |
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I: Deliver multimedia presentations: combine text images and sound by
incorporating information from wide range of media |
- Assign a topic to have students research: for instance, an oral
history/community related topic
- Students use library, computer lab, interviews, etc.
- prepare a report in PowerPoint and present to whole class |
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A: Revise writing for appropriate word choice, organization, consistent
point of view, and transitions, with approximate standard grammatical
forms and spelling |
- Students will use a grammar checkers built into the word processing
software to check all draft and to obtain readability information |
ESLR: HEALTHY INDIVIDUALS WHO:
| make well informed and appropriate decisions regarding personal health
and safety |
| establish personal well-being by practicing personal hygiene, proper
nutrition, and physical fitness |
| practice socially responsible behaviors and promote the health and
safety others |
ESLR Indicator: ________________________________________________
Subject: ESL: Language Development
Content
Standard
Sample Assignment
|
I: Clarify and defend positions with relevant evidence, including
facts, expert opinions, quotations and/or logical expressions of commonly
accepted beliefs, and logical reasoning |
Have students present and defend chosen articles on issues of health,
nutrition, fitness, social responsibility, and personal health and safety.
Depending on class level, teacher may want to preselect a myriad of
articles and have students select one. e.g., smoking is bad; don't eat
meat, etc. |
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EA: Negotiate and initiate social conversations by questioning,
restating, soliciting information, and paraphrasing |
Interview other students on issues of health |
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I: Respond to messages by asking simple questions or by brief
restatement of the message |
Students communicate with their key-pals to discuss various health
belief or issues in English. |
ESLR: ACADEMIC ACHIEVERS WHO:
| meet or exceed California State Standards |
| demonstrate proficiency on standardized test |
| recognize their own learning styles |
ESLR Indicator: ________________________________________________
Subject: ESL: Reading Development
Content
Standard
Sample Assignment
|
B: Point out text features such as title, table of contents and chapter
heading. |
Using "Voices in Literature Bronze", pretest students,
to identify features as indicated. Discuss correct answers with students. |
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EI: Read and orally respond to sample literary text and text in content
areas by answering questions. |
Read "The End of My Long Night" in the Student Anthology.
Answer questions orally with class. |
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I. Use knowledge of English morphemes, phonics and syntax to decode and
interpret the meaning of unfamiliar words. |
Read silently A Mother in Manville. Write two paragraphs
answering Thinking It Through to demonstrate decoding ability. |
ESLR: SELF DIRECTED INDIVIDUALS WHO:
| plan for the future based on self assessment of strengths and
interests |
| set achievable educational, vocational, and personal goals |
| make progress in achieving goals |
ESLR Indicator: ________________________________________________
Subject: ESL: Reading Development and literature .6
Content
Standard
Sample Assignment
|
A: Produce writing using various elements of discourse in narrative,
expository, persuasive, informational, and/or descriptive. |
Create a short essay describing an innate ability. |
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I: Investigate and research a topic in a content area and develop brief
essay or report that includes source citations. |
Write a report from basic research on a profession in which the student
has interest. |
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EA: Prepare and deliver presentations that use a variety of sources.
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Using report on a profession develop a three to five minute oral
presentation describing the profession and the post-secondary education
needed. |
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