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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 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. 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 .
MECHANICS USE COMMON PUNCTUATION MARKS: COMMA. EXCLAMATION POINT. LANGUAGE SKILLS GRAMMAR AND USAGE 4 . MECHANICS AND LANGUAGE USAGE STUDENTS WILL WRITE ABOUT IDEAS DRAWN FROM HISTORY. 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. QUOTATION MARKS AND APOSTROPHE REVIEW PUNCTUATING SALUTATION AND COMPLIMENTARY CLOSING OF A LETTER (PERSONAL AND BUSINESS) 3. OR ANY EDUCATIONAL FIELD OBJECTIVES 1. MATHEMATICS.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. SCIENCE. SPELLING SPELL IRREGULAR NOUNS AND VERBS USE CONTEXT TO SPELL HOMOPHONES UNDERSTAND RULES FOR USING IE AND EI RECOGNIZE WORDS OFTEN CONFUSED 2.
PAST PARTICIPLE FORM C. REGULAR VS. PAST VS. UNDERSTAND SUBJECT AND VERB AGREEMENT D. 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. 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.USE VERBS CORRECTLY AND RECOGNIZE TENSE A. GRAMMATICAL AND PUNCTUATION ERRORS REMOVE UNRELATED SENTENCES REWORD SENTENCES TO AVOID REPETITION 5 . IRREGULAR FORMS B.
CHARTS AND TABLES EVALUATE AND REPHRASE INFORMATION FOUND IN REFERENCE MATERIA LS 6 . SONGS. DANCE D. LITERATURE. BIOGRAPHIES) C. MAGAZINES AND JOURNALS UNDERSTAND QUANTITATIVE RELATIONSHIPS ON GRAPHS. TRADITIONS. AND ART FORMS STUDY SKILLS GOALS READ AND FOLLOW DIRECTIONS LOCATE SPECIFIC INFORMATION IN NEWSPAPERS. HISTORY (EVENTS. HOLIDAYS B.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. MUSIC. INSTITUTIONS. AND VALUES COMPARE AND CONTRAST THE NATIVE CULTURE WITH THAT OF THE UNITED STATES EXPRESSIONS OF CULTURES THROUGH: A.
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.
REWRITE THE ABOVE CURRICULUM TO MEET THE NEEDS OF THE STUDENTS AND IMPLEMENT AN EXEMPLARY ESL PROGRAM. GO TO THE BELOW LINK. THIS IS AN OLD ESL CURRICULUM GUIDE BUT IT IS ONE OF THE BEST GUIDES I HAVE FOUND. EDUCATE THE ADMINISTRATORS AND OTHER INSTRUCTORS.FYI THIS GUIDE HAS BEEN ADAPTED FROM THE BELOW. THIS GUIDE IS GOOD FOR ALL ESL EDUCATORS WORKING WITH OLDER STUDENTS INCLUDING COLLEGE LEVEL ESL. IMPLEMENT IT AND EDUCATE ADMINISTRATORS AND OTHERS ON WHAT ESL CURRICULUM IS. BE CREATIVE. EMAIL ME AT ESLEXCELLENCE@AOL. ABOVE ALL. INCLUDE REFERENCES YOU HAVE USED. CONCISE. https://eslexcellence. MODIFY AND ADAPT ACCORDINGLY. IF YOU ARE ADMINISTERING AN ESL PROGRAM OR TEACHING ESL. FOCUS ON AND IMPLEMENT THE READING STRATEGIES TO SEE IMMEDIATE STUDENT ACHIEVEMENT ADVANCEMENT. WHEN SUBMITTING THE ESL GOALS AND OBJECTIVES TO AUTHORITES.myicourse. STUDY THIS ESL CURRICULUM GUIDE. TITLES CHANGE. USE MORE THAN ONE REFERENCE. STUDY PAGES 48 AND ABOVE FOR INTERMEDIATE AND ADVANCED LEVELS.com/course_catalog I COULD LIST ONE THOUSAND ESL REFERENCE LINKS. BUT THE ENGLISH LANGAUAGE DOES NOT. AND TO THE POINT.com/course_catalog FINALLY. 8 . THE NEWER GUIDES SPECIALIZE IN AMBIGUITY. https://eslexcellence. OF ESL INSTRUCTION. HAVING AND USING THIS GUIDE. THIS IS THE CORE. STUDY THIS GUIDE. BUT I AM NOT. IF YOU NEED A MICROSOFT WORD COPY OF THIS. HAS MINIMIZED DISCREPANCIES AND ADVANCED ESL UNDERSTANDING. THE BASIS.COM .myicourse. SEE THE EXAMPLE BELOW. IT IS CLEAR.
In other words: The science and psychology of second-language acquisition. 617-641. Bureau of Bilingual Education. 23(2). TESOL Quarterly.com/course_catalog Bialystok. Hakuta. Albany. (1989). New York: Longman. K. (1986). (1994). Hoffman. New York: Basic Books. V. E.SAMPLE REFERENCES: The New York State Core Curriculum for English as a Second Language in the Secondary Schools. 21(3). Krashen. (1982). S. Principles of first and second language acquisition. (1991). Age and rate of acquisition of second language for academic purposes. V. & Hakuta. New York: Basic Books. Collier. https://eslexcellence. 9 . New York State Education Department. 509-532. Mirror of language: The debate on bilingualism. K. Collier..myicourse. TESOL Quarterly. Oxford: Pergamon. C. (1987). How long? A synthesis of research on academic achievement in a second language. Introduction to bilingualism.
1% 13% 20% 30% Beginning Intermediate 16% Advanced 23% Transitional 33% 40% http://www. native language proficiency. See: Snyder’s Placement Package.com/Store/Miriam-Snyder/Products https://eslexcellence.com/course_catalog 10 .myicourse.Levels of Language Development Considerations for assigning students to levels using percentile scores on an English Language measure.teacherspayteachers. and grade level. Placement decisions should consider student age. maturity.
com/Store/Miriam-Snyder/Products 11 . Standard 3: Students will use learning strategies to extend their communicative competence. through.teacherspayteachers. http://www.ESL Standards Goal 1: To use English to communicate in social settings. Standard 2: Students will interact in. Standard 1: Students will use English to participate in social interactions. and with spoken and written English for personal expression and enjoyment.
construct.teacherspayteachers. Standard 2: Students will use English to obtain. and provide subject matter information in spoken and written form. http://www. Standard 1: Students will use English to interact in the classroom.com/Store/Miriam-Snyder/Products 12 . process. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.ESL Standards Goal 2: To use English to achieve academically in all content areas.
Standard 1: Students will use appropriate language variety.teacherspayteachers. purpose. Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence http://www. register. purpose. Standard 2: Students will use nonverbal communication appropriate to audience.ESL Standards Goal 3: To use English in socially and culturally appropriate ways. and setting. and genre according to audience. and setting.com/Store/Miriam-Snyder/Products 13 .
write. listen. connecting the individual work to other works and to other aspects of human endeavor and thought. and speak for critical analysis and evaluation. be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. 14 . Health. read. actively engage in the processes that constitute creation and performance in the arts (dance. 3. and speak for information and understanding. acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. and speak for social interaction. Physical Education & Family and Consumer Sciences 1. listen. listen. read. theatre and visual arts) and participate in various roles in the arts.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. 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. 4. 3. write. 2. 3. respond critically to a variety of works in the arts. 2. listen. read. and speak for literary response and expression. have the necessary knowledge and skills to establish and maintain physical fitness. and maintain personal health. write. 2. The Arts 1. participate in physical activity. understand and be able to manage their personal and community resources. write. read. music. 4.
and . science. and success in postsecondary programs. generate. understand mathematics and become mathematically confident by communicating and reasoning mathematically. Science & Technology 1 . scientific inquiry. data analysis. 5 . geometry. technology to address real-life problems and make informed decisions. knowledge/skills necessary to progress toward gainful employment. probability. 2 . algebra. understand the relationships and common themes that connect mathematics. pertaining to the physical setting and living environment and recognize the historical development of ideas in science. for success in the workplace. by applying mathematics in real-world settings. apply technological knowledge and skills to design. principles. 2 develop cross-cultural skills and understandings. use mathematical analysis. access. and theories . use and evaluate products and systems to satisfy human and environmental needs. and engineering design. and develop solutions. 3 . 3b choose a career major and acquire career-specific technical .LEARNERS WILL: Career Development & Occupational Studies 1. career advancement. to pose questions. and abilities to future career decisions. and relate personal skills. 4 understand and apply scientific concepts. Mathematics. demonstrate how academic knowledge and skills are applied in the workplace and other settings. seek answers. Languages Other Than English (LOTE) 1 be able to use a language other than English for communication. and transfer information using appropriate technologies. aptitudes. 7 apply the knowledge and thinking skills of mathematics. 3a demonstrate mastery of the foundation skills and competencies essential . and technology and apply the themes to these and other areas of learning. 2. process. 6 . as appropriate. and by solving problems through the integrated study of number systems. . 15 . . and trigonometry. explore career options. construct. science. be knowledgeable about the world of work.
and turning points in world history and examine the broad sweep of history from a variety of perspectives.htm Next 16 . and global—including the distribution of people. eras. 2 use a variety of intellectual skills to demonstrate their understanding of . rights and responsibilities of citizenship. themes. major ideas. and the roles. 4 use a variety of intellectual skills to demonstrate their understanding of how .ca/fulltext/hudson/adult2/page_iv.nald. 3 use a variety of intellectual skills to demonstrate their understanding of the . and how an economy solves the scarcity problem through market and nonmarket mechanisms. themes.Social Studies 1 use a variety of intellectual skills to demonstrate their understanding of . national. how major decisionmaking units function in the United States and other national economies. 5 use a variety of intellectual skills to demonstrate their understanding of the . necessity for establishing governments. eras. the United States Constitution. geography of the interdependent world in which we live—local. including avenues of participation. and turning points in the history of the United States and New York. places. developments. major ideas. the governmental system of the United States and other nations. developments. and environments over the Earth’s surface. the basic civic values of American constitutional democracy. the United States and other societies develop economic systems and associated institutions to allocate scarce resources. Back Table of Contents GREAT STANDARDS BASED RESOURCES: http://www.
COM http://docs.ESL NEW TEACHERS PACKAGE WITH BEGINNING LEVEL ACTIVITIES. ESLEXCELLENCE@AOL.google. EMAIL ME FOR SAMPLE MATERIALS.com/Present?docid=dccvpvzb_295dzmqvrfq&invite=dr9dc49 17 .
TEACH ESL EFFECTIVELY AND ENJOY THE STUDENTS! 18 . EDIFY EDUCATORS. MINIMIZE DISCREPANCIES.READ THE NYS ESL CORE GUIDE.
com/2010/10/snyders-free-esl-and-education. Students we love you and will begin a TOEFL and ESL program soon. Listen to the Recording: If you missed this event or want to hear previous recorded episodes click here.blogspot.com/esl/articles/eslexcellence/esl-teacher-training-resources/pb-6a6dyl4sg AND http://www.com/esl/articles/eslexcellence/esl-teacher-training-articles-stay-current-on-the-latest-in-esl-andeducation/pb-6ag945eo0 AND http://www.google.teachstreet. October 25.ESLEXCELLENCE@AOL. The below links are for ESL Teachers. 2. SNYDER .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 Episode: EPISODE91 .blogspot.com/2010/10/snyders-free-esl-and-education. 19 . Enjoy! Snyder's FREE ESL and Education Administration Articles w Links to Student Materials POSTED AT: https://docs.html AND http://www. This is an announcement of updates for ESL Educators/Teachers. Dial: (724) 444-7444 Enter: 21274 # (Call ID) Enter: 1 # or your PIN Join from your computer: 1. 2010 Time: 10:57 PM EDT How to participate: Call in: 1.google.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview. I have been very busy.teachstreet. The next edition will be for students. 3. 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. I will post here.You have been invited by MS. 2. THE ESLEXCEL SEMINAR (Join in) Host: MS.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview.THE ESLEXCEL ANNOUNCEMENT: ESL EDUCATOR UPDATES Hello everybody! I hope you are all doing great.teachstreet.html Scheduled Time: Date: Mon. SNYDER to join a live Community Call.
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...
15 — Oct.. 17... 11.. Hispanic Heritage Month: What does it mean? 19. TESOL 2010 recommendations: What are they? 5.. Hispanic Heritage Month: Meet Mexico 20... 10. Are English Language Learners disabled solely.. Free NYS certified online ESL lessons 3.. Happy Adult Education and Family Literacy Week! 18. Unraveling the unethical creation of Limited English.... Tips for new ESL beginning level teachers 16.. 6. Is the adoption of the Common Core State Standards.GREAT ESL EDUCATION ADMINISTRATION ARTICLES 22. 9. Equity in higher education: Undocumented youth and. FOWARD TO ESL TEACHERS.. Understanding the legacy of ESL and Bilingual.. 15.. Understanding the TOEFL iBT reading section's. 14. Did the legal right to ESL and Bilingual Education.. ESL advanced level writing instructional plan: An. 21. Does your district integrate English language...... 2. The dynamics of an effective intermediate level ESL. Happy Hispanic Heritage Month! 2010: Sept. 12. 1.com/esl-in-new-york/miriam-snyder 21 .. SUBSCRIBE! http://www.. 8.... Understanding fabricated neurobiology: Specific. Do educators assume shared responsibility for the. Free TOEFL iBT practice tests and ESL resources 4. Is the Common Core State Standards Initiative the..examiner. What NYS laws govern and finance English language. STAY UP TO DATE.. 13.. 7.
scribd.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.Authentic Ready to Use ESL Student Activities Great Vocabulary Games for Hispanic Heritage Learning http://www.com/doc/38359427/Meet-The-Dominican-Republic-TeachersEdition-w-Answer-Keys http://www.com/doc/38587751/Celebrating-Hispanic-Heritage-MonthMeet-Cuba Meet Puerto Rico: Student Activity http://www.scribd.scribd.scribd.com/doc/37950652/Updated-Meet-Mexico-Worksheets People and Customs of Spanish America: Student Activities http://www.com/doc/37953552/Meet-Puerto-Rico Meet Mexico: Student Activity http://www.com/doc/39150224/Hispanic-Heritage-Spanish-SpeakingCountries Meet Spain: Student Activities 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.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 .
READING. WRITING.scribd.com/ESLEXCELLENCE/documents?page=4 Great Beginning Level Materials for New ESL Teachers http://www.com/how-to-write-an-effective-instructional-lesson-plan Meet Puerto Rico: Appreciating Diverse Cultures http://www. US CITIZENSHIP.squidoo.teacherspayteachers.com/esl-education-administration-articles 23 .squidoo.com/student_store Incorporating Hispanic Heritage into the Instructional Program http://www.squidoo.scribd.scribd.scribd.com/doc/36574090/ESL-GRADES-6-8-INSTRUCTIONALPLANNING http://www.com/ESLEXCELLENCE/documents?page=3 ESL EXCELLENCE TEACHER TRAINING RESOURCES FREE MIDDLE SCHOOL LESSON PLAN 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.squidoo. AND LISTENING LESSONS http://www.com/meet-puerto-rico-appreciating-diverse-cultures-inthe-academic-setting ESL Education Administration: Save The Chldren http://www.MULTILEVEL ESL STUDENT ACTIVITIES.scribd.myicourse. 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.com/course_catalog Check out my other ESL products and please do forward to other ESL Teachers http://www.com/ESLEXCELLENCE/documents?page=2 http://www.myicourse.com/Store/Miriam-Snyder/Products http://eslexcellence.
html TOEFL iBT Reading Test Tips http://esltoeflreview.com/2010/08/what-nys-laws-govern-andfinance.myicourse.com/course_catalog The ESL Excellence TOEFL iBT Reading Evaluation Tool http://www.com/2010/08/education-administration-andteacher.Free ESL Audio Lessons http://www.com/2010/08/esl-intermediate-level-goalsand_22.blogspot.com/2010/08/equity-in-higher-education-dreamact.squidoo.blogspot.blogspot.blogspot.com/toefl-ibt-reading-questions Education Administration and Curriculum Development Initiatives http://esltoeflreview.squidoo.html 24 .com/2010/08/esl-middle-school-lesson-planand.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.blogspot.com/2010/08/dynamics-of-effectiveintermediate.html ESL Intermediate Level Goals and Objectives: Compliance Report Preparation http://esltoeflreview.com/2010/08/esl-intermediate-level-goalsand.html ESL Intermediate Level Goals and Objectives 43 Pages http://esltoeflreview.com/2010/08/this-is-lovely-workshop-preparedfor.blogspot.html What NYS laws govern and finance English language learner public education programs? http://esltoeflreview.html The Dynamics of an Effective Intermediate Level ESL Program http://esltoeflreview.html ESL Middle School Lesson Plan http://esltoeflreview.html Equity in higher education: The DREAM Act 2010 http://esltoeflreview.blogspot.blogspot.
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