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classroom, based on educational research and anticipated appropriate placement. Above all, even if placement is an issue, it gives educators a guide on what should be taught in the ESL classroom at the intermediate level. This is a must have for administrators and teachers. It is designed for secondary and college level ESL instruction. It is a ready made ESL curriculum memo and guide, plus much more! This is an excellent summary exhibit to be attached to an ESL program description, observation or evaluation. Above all, I give you the information where the ESL core curriculum can be expanded and modified. Finally and most importantly, this tool is wonderful because it arms the ESL administrator and educator with concrete research based information as to what should be taught at the intermediate level. This in itself advances student learning. This is not the ESL Bible, but it advances effective ESL instruction and provides a basis. This ESL curriculum guide for English as a Second Language is an anticipated minimum inventory of areas to be covered. This curriculum guide can be used with the intermediate/advanced level ESL class. Above all, instruction is to be modified as needed. The organizing principle of this ESL curriculum is grammar and reading. Additional information on cultural and functional topics of use to the instructor is included. In addition to the listing of specific skills, a list of instructional goals is provided with an emphasis on vocabulary, reading, writing, and culture. The students will reap the benefits of this guide. This ESL research based curriculum packet is a 17 page must have! Buy one today and edify others! Sincerely, Ms. Snyder ESL Curriculum Specialist
TO: FROM: RE: DATE:
EDUCATE THE ADMINISTRATOR ESL SPECIALIST 2011 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 OFLANGUAGE 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 1. 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. 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. READING SKILLS AT THE PARAGRAPH/EXTENDED DISCOURSE LEVEL IDENTIFY CAUSE AND EFFECT RELATIONSHIPS COMPREHEND NEW VOCABULARY AND CONCEPTS IN CONTEXT COMPREHEND THE MAIN IDEA. 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 3 .
MATHEMATICS. SCIENCE.WRITING GOALS STUDENTS WILL BE ABLE TO WRITE SENTENCES DEMONSTRATING GRAMMATICAL APPROPRIATENESS STUDENTS WILL BE ABLE TO WRITE COHERENT PARAGRAPHS AND COMPOSITIONS STUDENTS WILL WRITE LETTERS. MECHANICS USE COMMON PUNCTUATION MARKS: COMMA. 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. SPELLING SPELL IRREGULAR NOUNS AND VERBS USE CONTEXT TO SPELL HOMOPHONES UNDERSTAND RULES FOR USING IE AND EI RECOGNIZE WORDS OFTEN CONFUSED 2. LANGUAGE SKILLS GRAMMAR AND USAGE 4 . 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. OR ANY EDUCATIONAL FIELD OBJECTIVES 1. EXCLAMATION POINT.
PAST PARTICIPLE FORM C. UNDERSTAND SUBJECT AND VERB AGREEMENT D.USE VERBS CORRECTLY AND RECOGNIZE TENSE A. REGULAR VS. PAST VS. 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 COMPOSITION SKILLS WRITE A TOPIC OUTLINE AND DEVELOP IT INTO A COMPOSITION AND/OR ESSAY WITH AN INTRODUCTION. IRREGULAR FORMS B. 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. GRAMMATICAL AND PUNCTUATION ERRORS REMOVE UNRELATED SENTENCES REWORD SENTENCES TO AVOID REPETITION 5 .
TRADITIONS. MUSIC. HISTORY (EVENTS. MAGAZINES AND JOURNALS UNDERSTAND QUANTITATIVE RELATIONSHIPS ON GRAPHS. SONGS. DANCE D. AND ART FORMS STUDY SKILLS GOALS READ AND FOLLOW DIRECTIONS LOCATE SPECIFIC INFORMATION IN NEWSPAPERS. INSTITUTIONS. CHARTS AND TABLES EVALUATE AND REPHRASE INFORMATION FOUND IN REFERENCE MATERIA LS 6 . BIOGRAPHIES) C. LITERATURE.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. AND VALUES COMPARE AND CONTRAST THE NATIVE CULTURE WITH THAT OF THE UNITED STATES EXPRESSIONS OF CULTURES THROUGH: A. HOLIDAYS B.
THE ESL INTERMEDIATE CLASS IS DESIGNED FOR ESL STUDENTS LIVING IN THE UNITED STATES FOR MORE THAN ONE YEAR, ARE SOMEWHAT ENGLISH FLUENT AND HAVE A RELATIVELY LOW STANDARDIZED ENGLISH OR READING TEST SCORE. THESE GOALS AND OBJECTIVES HAVE BEEN WRITTEN FOR THE ENGLISH FLUENT SPEAKING STUDENT. THIS IS THE ENGLISH LANGUAGE LEARNER WHO CAN COMMUNICATE IN FLUENTLY IN ENGLISH BUT DEMONSTRATES POOR GRAMMAR, READING WRITING SKILLS AND HAS A LIMITED VOCABULARY AND GRASP OF CULTURAL CONCEPTS. THIS TYPE OF STUDENT LACKS LINGUISTIC COMPETENCE IN ENGLISH, BECAUSE OF AN INABILITY TO SPEAK, READ, OR WRITE IN ENGLISH WITHOUT NUMEROUS ERRORS IN GRAMMAR AND ENGLISH USAGE. IN ADDITTION, THE MISTAKES MADE ARE USUALLY NOT THOSE OF NATIVE SPEAKERS OF ENGLISH, BUT OF SOMEONE EXPERIENCING A GREAT DEAL OF INTERFERENCE FROM ANOTHER LANGUAGE SYSTEM. INSTRUCTIONAL PLANS WILL BE STRUCTURED IN WAYS WHICH BEST TAKE INTO ACCOUNT THE STUDENTS: AGE, MATURITY, GENERAL APTITUDE, AND PROFICIENCY IN THE FIRST LANGUAGE, RATE OF PROGRESS AND CULTURAL BACKGROUND. MOST IMPORTANTLY, SENSITIVITY TO THE KNOWLEDGE OF THE PRIMARY CULTURE OF STUDENTS WILL BE DEMONSTRATED BY WAY OF DEVELOPING INSTRUCTIONAL PLANS WITH A MULTICULTURAL FOCUS. STUDENT PROGRESS WILL BE ASSESSED ON AN ONGOING BASIS. STUDENTS WILL BE TESTED WEEKLY SO PROGRESS CAN BE ASSESSED AND INSTRUCTION MODIFIED AS NEEDED. THESE GOAL S AND OBJECTIVES HAVE BEEN DEVELOPED TO MEET THE NEEDS OF STUDENTS AT THE INTERMEDIATE LEVEL OF LANGUAGE PROFICIENCY. THESE GOALS AND OBJECTIVES CAN APPROPRIATELY BE USED TO ASSIST STUDENTS TO ACHIEVE COMMUNICATIVE AND LINGUISTIC COMPETENCE IN ENGLISH. THESE GOALS AND OBJECTIVES WILL BE EXANDED AND ADJUSTED ACCORDING T0 THE ABILITIES AND INTERESTS OF THE STUDENTS.
myicourse. SEE THE EXAMPLE BELOW. https://eslexcellence. 8 . IF YOU ARE ADMINISTERING AN ESL PROGRAM OR TEACHING ESL. CONCISE. THIS IS THE CORE. OF ESL INSTRUCTION. BUT THE ENGLISH LANGAUAGE DOES NOT. TITLES CHANGE. STUDY PAGES 48 AND ABOVE FOR INTERMEDIATE AND ADVANCED LEVELS. BUT I AM NOT. BE CREATIVE. AND TO THE POINT. HAS MINIMIZED DISCREPANCIES AND ADVANCED ESL UNDERSTANDING. WHEN SUBMITTING THE ESL GOALS AND OBJECTIVES TO AUTHORITES. REWRITE THE ABOVE CURRICULUM TO MEET THE NEEDS OF THE STUDENTS AND IMPLEMENT AN EXEMPLARY ESL PROGRAM.com/course_catalog FINALLY. THE BASIS. FOCUS ON AND IMPLEMENT THE READING STRATEGIES TO SEE IMMEDIATE STUDENT ACHIEVEMENT ADVANCEMENT. THE NEWER GUIDES SPECIALIZE IN AMBIGUITY. USE MORE THAN ONE REFERENCE.com/course_catalog I COULD LIST ONE THOUSAND ESL REFERENCE LINKS. STUDY THIS ESL CURRICULUM GUIDE. MODIFY AND ADAPT ACCORDINGLY. EDUCATE THE ADMINISTRATORS AND OTHER INSTRUCTORS. HAVING AND USING THIS GUIDE. THIS IS AN OLD ESL CURRICULUM GUIDE BUT IT IS ONE OF THE BEST GUIDES I HAVE FOUND.FYI THIS GUIDE HAS BEEN ADAPTED FROM THE BELOW. IMPLEMENT IT AND EDUCATE ADMINISTRATORS AND OTHERS ON WHAT ESL CURRICULUM IS. 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. GO TO THE BELOW LINK. STUDY THIS GUIDE.COM . ABOVE ALL.myicourse. INCLUDE REFERENCES YOU HAVE USED. https://eslexcellence. IT IS CLEAR. EMAIL ME AT ESLEXCELLENCE@AOL.
Collier. New York State Education Department. E. 23(2). New York: Basic Books. Principles of first and second language acquisition. Bureau of Bilingual Education. TESOL Quarterly. (1991).myicourse. & Hakuta. 617-641. Hakuta. V. 9 . (1987). Albany. S.. C. 509-532. https://eslexcellence. K. (1982). New York: Basic Books.com/course_catalog Bialystok. (1994). How long? A synthesis of research on academic achievement in a second language. 21(3). Oxford: Pergamon. (1989). Hoffman. Age and rate of acquisition of second language for academic purposes. Mirror of language: The debate on bilingualism. V. New York: Longman. TESOL Quarterly. K. (1986). Krashen. In other words: The science and psychology of second-language acquisition.SAMPLE REFERENCES: The New York State Core Curriculum for English as a Second Language in the Secondary Schools. Introduction to bilingualism. Collier.
See: Snyder’s Placement Package. maturity.myicourse.com/course_catalog 10 . 1% 13% 20% 30% Beginning Intermediate 16% Advanced 23% Transitional 33% 40% http://www. Placement decisions should consider student age. native language proficiency. and grade level.Levels of Language Development Considerations for assigning students to levels using percentile scores on an English Language measure.com/Store/Miriam-Snyder/Products https://eslexcellence.teacherspayteachers.
com/Store/Miriam-Snyder/Products 11 . Standard 3: Students will use learning strategies to extend their communicative competence. through. Standard 1: Students will use English to participate in social interactions. http://www.ESL Standards Goal 1: To use English to communicate in social settings. Standard 2: Students will interact in.teacherspayteachers. and with spoken and written English for personal expression and enjoyment.
http://www. construct. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.teacherspayteachers.ESL Standards Goal 2: To use English to achieve academically in all content areas. and provide subject matter information in spoken and written form. process. Standard 1: Students will use English to interact in the classroom. Standard 2: Students will use English to obtain.com/Store/Miriam-Snyder/Products 12 .
register. and setting.com/Store/Miriam-Snyder/Products 13 . purpose. purpose. Standard 2: Students will use nonverbal communication appropriate to audience. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence http://www. and setting. Standard 1: Students will use appropriate language variety.teacherspayteachers. and genre according to audience.ESL Standards Goal 3: To use English in socially and culturally appropriate ways.
theatre and visual arts) and participate in various roles in the arts. connecting the individual work to other works and to other aspects of human endeavor and thought. understand and be able to manage their personal and community resources. and maintain personal health.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. respond critically to a variety of works in the arts. read. 2. listen. write. 3. 2. 2. Health. write. 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. Physical Education & Family and Consumer Sciences 1. listen. 3. 4. be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. and speak for critical analysis and evaluation. and speak for information and understanding. 3. acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. write. and speak for literary response and expression. participate in physical activity. write. listen. read. music. The Arts 1. listen. have the necessary knowledge and skills to establish and maintain physical fitness. and speak for social interaction. actively engage in the processes that constitute creation and performance in the arts (dance. read. 14 . read. 4.
data analysis. algebra. Mathematics. 2 .LEARNERS WILL: Career Development & Occupational Studies 1. 4 understand and apply scientific concepts. knowledge/skills necessary to progress toward gainful employment. . as appropriate. science. and engineering design. access. use and evaluate products and systems to satisfy human and environmental needs. and by solving problems through the integrated study of number systems. . principles. aptitudes. science. 7 apply the knowledge and thinking skills of mathematics. 3a demonstrate mastery of the foundation skills and competencies essential . process. and . demonstrate how academic knowledge and skills are applied in the workplace and other settings. seek answers. 2. career advancement. for success in the workplace. apply technological knowledge and skills to design. geometry. understand the relationships and common themes that connect mathematics. scientific inquiry. probability. and develop solutions. and theories . to pose questions. 2 develop cross-cultural skills and understandings. technology to address real-life problems and make informed decisions. and abilities to future career decisions. 3 . and technology and apply the themes to these and other areas of learning. and trigonometry. use mathematical analysis. and relate personal skills. Languages Other Than English (LOTE) 1 be able to use a language other than English for communication. 15 . and transfer information using appropriate technologies. 3b choose a career major and acquire career-specific technical . 5 . be knowledgeable about the world of work. construct. understand mathematics and become mathematically confident by communicating and reasoning mathematically. by applying mathematics in real-world settings. explore career options. Science & Technology 1 . and success in postsecondary programs. 6 . pertaining to the physical setting and living environment and recognize the historical development of ideas in science. generate.
and turning points in world history and examine the broad sweep of history from a variety of perspectives. and how an economy solves the scarcity problem through market and nonmarket mechanisms.htm Next 16 . geography of the interdependent world in which we live—local. how major decisionmaking units function in the United States and other national economies. developments. national. the United States and other societies develop economic systems and associated institutions to allocate scarce resources. and environments over the Earth’s surface. 5 use a variety of intellectual skills to demonstrate their understanding of the . 3 use a variety of intellectual skills to demonstrate their understanding of the . places. the basic civic values of American constitutional democracy. including avenues of participation.nald. themes. themes. and the roles. 2 use a variety of intellectual skills to demonstrate their understanding of . and global—including the distribution of people. and turning points in the history of the United States and New York.Social Studies 1 use a variety of intellectual skills to demonstrate their understanding of . the United States Constitution. the governmental system of the United States and other nations. major ideas. developments. Back Table of Contents GREAT STANDARDS BASED RESOURCES: http://www. 4 use a variety of intellectual skills to demonstrate their understanding of how . necessity for establishing governments. eras.ca/fulltext/hudson/adult2/page_iv. rights and responsibilities of citizenship. eras. major ideas.
EMAIL ME FOR SAMPLE MATERIALS.google.COM http://docs.ESL NEW TEACHERS PACKAGE WITH BEGINNING LEVEL ACTIVITIES. ESLEXCELLENCE@AOL.com/Present?docid=dccvpvzb_295dzmqvrfq&invite=dr9dc49 17 .
READ THE NYS ESL CORE GUIDE. MINIMIZE DISCREPANCIES. TEACH ESL EFFECTIVELY AND ENJOY THE STUDENTS! 18 . EDIFY EDUCATORS.
3.COM Episode: EPISODE91 .You have been invited by MS. I have been very busy. 2.blogspot. 19 . The next edition will be for students. Listen to the Recording: If you missed this event or want to hear previous recorded episodes click here.teachstreet. Students we love you and will begin a TOEFL and ESL program soon.com/esl/articles/eslexcellence/esl-new-teacher-resources/pb-6ai859gn4 Call ID: 21274 Personal Message from the Host: Snyder’s FREE ESL and Education Administration Articles w Links to Student Materials POSTED AT: https://docs.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview.ESLEXCELLENCE@AOL. SNYDER to join a live Community Call.teachstreet. Click here to join the call or just listen along (Optional) Become a TalkShoe member Facebook user? You can join this Call directly through the TalkShoe Community Calling Facebook application.THE ESLEXCEL ANNOUNCEMENT: ESL EDUCATOR UPDATES Hello everybody! I hope you are all doing great. 2.teachstreet. October 25. The below links are for ESL Teachers. Enjoy! Snyder's FREE ESL and Education Administration Articles w Links to Student Materials POSTED AT: https://docs.html AND http://www. SNYDER .blogspot.com/esl/articles/eslexcellence/esl-teacher-training-resources/pb-6a6dyl4sg AND http://www. THE ESLEXCEL SEMINAR (Join in) Host: MS. I will post here. 2010 Time: 10:57 PM EDT How to participate: Call in: 1.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview.html Scheduled Time: Date: Mon.com/2010/10/snyders-free-esl-and-education.com/esl/articles/eslexcellence/esl-teacher-training-articles-stay-current-on-the-latest-in-esl-andeducation/pb-6ag945eo0 AND http://www.com/2010/10/snyders-free-esl-and-education. Dial: (724) 444-7444 Enter: 21274 # (Call ID) Enter: 1 # or your PIN Join from your computer: 1.google. This is an announcement of updates for ESL Educators/Teachers.google.
PROFESSOR SNYDER, MSED, TESOL SAS/SDA EDUCATION ADMINISTRATION
Snyder’s FREE ESL and Education Administration Articles w Links to Student Materials
Snyder's FREE ESL and Education Administration Articles w Links to Student Materials POSTED AT:
President Obama signs Executive Order to advance English language instruction
Crisis in public education: Stop public school closings
30.NYS TESOL Conference: November 5-6, 2010, Albany New... 29.Hispanic Heritage Month finale: NY model of the year... 28.People and customs of Spanish America: NYC celebrates 27.Caesar Chavez: Human Rights Champion 26.Meet Spain: Integrating Language Proficiency... 25. Hispanic Heritage Month: Integrating Cuba and the... 24. Meet the Dominican Republic, using instructional... 23. Meet Puerto Rico: Appreciating diverse cultures in...
Free TOEFL iBT practice tests and ESL resources 4. SUBSCRIBE! http://www.. Understanding fabricated neurobiology: Specific. ESL advanced level writing instructional plan: An. Are English Language Learners disabled solely. 1.. 14.. Free NYS certified online ESL lessons 3.com/esl-in-new-york/miriam-snyder 21 .... 9.. Did the legal right to ESL and Bilingual Education. 15... Is the adoption of the Common Core State Standards.. Understanding the TOEFL iBT reading section's... Happy Adult Education and Family Literacy Week! 18.. Hispanic Heritage Month: Meet Mexico 20. 15 — Oct. 7. Does your district integrate English language. Understanding the legacy of ESL and Bilingual. Is the Common Core State Standards Initiative the...GREAT ESL EDUCATION ADMINISTRATION ARTICLES 22. Do educators assume shared responsibility for the.. STAY UP TO DATE.. 10. Unraveling the unethical creation of Limited English.. What NYS laws govern and finance English language. The dynamics of an effective intermediate level ESL...... 17.. 11. Happy Hispanic Heritage Month! 2010: Sept. TESOL 2010 recommendations: What are they? 5.. 13. 8. Equity in higher education: Undocumented youth and.. FOWARD TO ESL TEACHERS. Hispanic Heritage Month: What does it mean? 19. Tips for new ESL beginning level teachers 16. 21.examiner.... 2. 12. 6..
scribd.com/doc/37950652/Updated-Meet-Mexico-Worksheets People and Customs of Spanish America: Student Activities http://www.scribd.scribd.com/doc/38788346/Meet-Spain-Authentic-Student-Activitiesfor-ESL-and-Spanish-Classes-w-Answer-Key Meet The Dominican Republic: Student Activity http://www.scribd.com/doc/38359427/Meet-The-Dominican-Republic-TeachersEdition-w-Answer-Keys http://www.com/doc/39150224/Hispanic-Heritage-Spanish-SpeakingCountries Meet Spain: Student Activities http://www.com/doc/37953552/Meet-Puerto-Rico Meet Mexico: Student Activity http://www.scribd.scribd.scribd.com/doc/37836744/ESL-and-Spanish-Teachers-Dream-ComeTrue-The-Hispanic-Heritage-Student-Workbook-Teacher-s-Edition Great Lessons for Hispanic Heritage Learning 22 .scribd.com/doc/38587751/Celebrating-Hispanic-Heritage-MonthMeet-Cuba Meet Puerto Rico: Student Activity http://www.Authentic Ready to Use ESL Student Activities Great Vocabulary Games for Hispanic Heritage Learning http://www.com/doc/37836744/ESL-and-Spanish-Teachers-Dream-ComeTrue-The-Hispanic-Heritage-Student-Workbook-Teacher-s-Edition :Meet Cuba: Student Activity http://www.
com/how-to-incorporate-hispanic-heritage-into-asecondary-or-college-level-esl-lessonHow to Write an Effective ESL Writing Lesson Plan? http://www. AND LISTENING LESSONS http://www.squidoo.com/ESLEXCELLENCE/documents?page=4 Great Beginning Level Materials for New ESL Teachers http://www.com/Store/Miriam-Snyder/Products http://eslexcellence.com/ESLEXCELLENCE/documents?page=2 http://www. GRAMMAR.com/doc/17056129/New-ESL-Beginning-Level-Teachers-ESLBeginning-Level-Curriculum-Activities-and-Placement-WorkshopThe NYS Core Curriculum Guide for Teaching ESL at the Secondary level https://eslexcellence.myicourse.com/doc/36574090/ESL-GRADES-6-8-INSTRUCTIONALPLANNING http://www.scribd.com/course_catalog Check out my other ESL products and please do forward to other ESL Teachers http://www.squidoo.squidoo.teacherspayteachers.myicourse.com/how-to-write-an-effective-instructional-lesson-plan Meet Puerto Rico: Appreciating Diverse Cultures http://www.com/ESLEXCELLENCE/documents?page=3 ESL EXCELLENCE TEACHER TRAINING RESOURCES FREE MIDDLE SCHOOL LESSON PLAN http://www.com/esl-education-administration-articles 23 . WRITING.squidoo.MULTILEVEL ESL STUDENT ACTIVITIES.scribd. US CITIZENSHIP.scribd.scribd.com/student_store Incorporating Hispanic Heritage into the Instructional Program http://www.scribd. READING.com/meet-puerto-rico-appreciating-diverse-cultures-inthe-academic-setting ESL Education Administration: Save The Chldren http://www.
blogspot.com/2010/08/equity-in-higher-education-dreamact.blogspot.blogspot.html ESL Middle School Lesson Plan http://esltoeflreview.html ESL Intermediate Level Goals and Objectives 43 Pages http://esltoeflreview.com/course_catalog The ESL Excellence TOEFL iBT Reading Evaluation Tool http://www.com/2010/08/esl-intermediate-level-goalsand.squidoo.html Equity in higher education: The DREAM Act 2010 http://esltoeflreview.html The Dynamics of an Effective Intermediate Level ESL Program http://esltoeflreview.com/2010/08/education-administration-andteacher.myicourse.blogspot.com/free-esl-audios-low-priced-material-to-go-with-thelessons-4-teachers-and-students FREE TEACHER TRAINING CLASSES: GO TO THE CATALOG https://eslexcellence.html What NYS laws govern and finance English language learner public education programs? http://esltoeflreview.blogspot.com/2010/08/what-nys-laws-govern-andfinance.blogspot.squidoo.com/2010/08/esl-intermediate-level-goalsand_22.com/toefl-ibt-reading-questions Education Administration and Curriculum Development Initiatives http://esltoeflreview.com/2010/08/this-is-lovely-workshop-preparedfor.blogspot.com/2010/08/esl-middle-school-lesson-planand.Free ESL Audio Lessons http://www.html TOEFL iBT Reading Test Tips http://esltoeflreview.html 24 .html ESL Intermediate Level Goals and Objectives: Compliance Report Preparation http://esltoeflreview.blogspot.com/2010/08/dynamics-of-effectiveintermediate.
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