Texas Vs. New York State

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Texas Vs. New York State by Mind Map: Texas Vs. New York State

1. Standard I: The ESL teacher understands fundamental language concepts and knows the structure and   conventions of the English language.

1.1. One way to support this standard is to ensure I am following the structure and conventions for languages, English and the native language of the ELL student. We can’t have true success if we don’t know what we are teaching or if we have gaps that we are presenting to the student

2. Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.

2.1. Need to be up-to-date on current methods and keep track of student progress to move students from level to level and adjust when it is best for the student.

3. Standard II: The ESL teacher has knowledge of the foundations of ESL education and factors that  contribute to an effective multicultural and multilingual learning environment.

3.1. Teachers needs to be accountableand be current with all the best practices, curriculum and methods when it comes to ESL teaching.

4. Standard III: The ESL teacher understands formal and informal assessment procedures and instruments language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.

4.1. Having the most current assessment tools in place to best monitor, assess, modify and re-assess so that the ELLs are meeting and or surpassing their benchmarks

5. Standard Three: Students will listen, speak, read and write in English for critical analysis and evaluation

5.1. Effective Teaching: Differentiated at 3 skill levels: Beginner, Intermediate, Advanced. Students read/write a letter

5.1.1. Beg: Teacher reads aloud while student read silently. While class discusses the problem and teacher help in writing a short response.

5.1.2. Inter: Students read a short story where there is a problem. As a class brainstorm different ways that the problem could have been solved and write a letter to the author.

5.1.3. Adv: Student read two different reviews of book or film then write their own review summarizing the book/film and provide their reasons for seeing or not seeing it.

6. Standard Four: Students will listen, speak, read and write in English for classroom and social interaction

6.1. Effective Teaching: Differentiated at 3 skill levels: Beginner, Intermediate, Advanced. Students meet a new exchange student

6.1.1. Beg: Teacher models role play about introductions then has the student take on different roles in the school while pretending to be a new student

6.1.2. Inter: Students brainstorm cultural situations the exchange student might find strange and think of ways to help make them understand why it happens

6.1.3. Adv: Students compare and contrast different high school experiences around the world and how they relate to them.

7. Standard Five: Students will demonstrate cross-cultural knowledge and understanding

7.1. Effective Teaching: Differentiated at 3 skill levels: Beginner, Intermediate, Advanced. Students read a comic strip or listen to a popular song

7.1.1. Beg: Teacher helps student read a comic strip noting humor or culturally significant information

7.1.2. Inter: Students listen to a popular song and read the lyrics trying to identify aspects of popular culture

7.1.3. Adv: Student read two or three different stories on a shred them from different cultures they then work in groups to find way these cultural groups solved the problem

8. Standard Two: Students will listen, speak, read and write in English for literary response, enjoyment and expression

8.1. Effective Teaching: Differentiated at 3 skill levels: Beginner, Intermediate, Advanced. Students view a film clip

8.1.1. Beg.: Teachers help students create a graphic organizer on problems and solutions in the film. use vocab from discussion act out a skit.

8.1.2. Inter.: Class discussion on theme of film students write their own interpretation of the problem. Adv

8.1.3. Adv.: Students work in groups to determine the influence of the directors cultural background might have on the precise problem.

9. Standard One: Students will listen, speak, read and write in English for information and understanding

9.1. Effective Teaching: Differentiated at 3 skill levels: Beginner, Intermediate, Advanced.

9.1.1. Beg.: create an anticipatory KWL chart.

9.1.2. Inter: brainstorm ideas and work in pairs to interview others about a topic.

9.1.3. Adv: Brainstorm in pairs or groups then use the library for independent research.

10. Standard V: The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.

10.1. All teacher should be aware of what can prevent learning and block the student progress forward

11. Standard VI: The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction.

11.1. The ESL teacher must be data driven to be able to provide the best teaching and way to move forward in the students academic pursuits. Teachers should assess and re-assess using both formal and informal methods and adjust as necessary.

12. Standard VII: The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.

12.1. The best way to serve as an advocate would be to know the experiences of an ELL. It would be a good idea to learn a foreign language yourself to best understand what the ELL might be feeling. This also helps parents understand that learning a foreign language is not like studying math. They require different sets of skills.