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ESL Intermediate Level Goals and Objectives 43 Pages

ESL Intermediate Level Goals and Objectives 43 Pages

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Publicado porPROFESSOR SNYDER
This ESL packet is one of my favorites because it clearly establishes what will be taught in the ESL 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.
In addition to this research based curriculum guide, purchasers get 5 free ESL curriculum guide Ebooks by emailing me at eslexcellence@aol.com. Enjoy!
This ESL packet is one of my favorites because it clearly establishes what will be taught in the ESL 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.
In addition to this research based curriculum guide, purchasers get 5 free ESL curriculum guide Ebooks by emailing me at eslexcellence@aol.com. Enjoy!

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Dear Educator: This ESL packet is one of my favorites because it clearly establishes what will be taught in the ESL

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

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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

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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. 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 . 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.

LANGUAGE SKILLS GRAMMAR AND USAGE 4 . MATHEMATICS. 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.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. EXCLAMATION POINT. OR ANY EDUCATIONAL FIELD OBJECTIVES 1. 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. MECHANICS USE COMMON PUNCTUATION MARKS: COMMA.

PAST VS. REGULAR VS. GRAMMATICAL AND PUNCTUATION ERRORS REMOVE UNRELATED SENTENCES REWORD SENTENCES TO AVOID REPETITION 5 . 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. UNDERSTAND SUBJECT AND VERB AGREEMENT D. PAST PARTICIPLE FORM C.USE VERBS CORRECTLY AND RECOGNIZE TENSE A. 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.

BIOGRAPHIES) C. LITERATURE. HISTORY (EVENTS. TRADITIONS. AND ART FORMS STUDY SKILLS GOALS READ AND FOLLOW DIRECTIONS LOCATE SPECIFIC INFORMATION IN NEWSPAPERS. MAGAZINES AND JOURNALS UNDERSTAND QUANTITATIVE RELATIONSHIPS ON GRAPHS. CHARTS AND TABLES EVALUATE AND REPHRASE INFORMATION FOUND IN REFERENCE MATERIA LS 6 . DANCE D. AND VALUES COMPARE AND CONTRAST THE NATIVE CULTURE WITH THAT OF THE UNITED STATES EXPRESSIONS OF CULTURES THROUGH: A. MUSIC. INSTITUTIONS. 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. SONGS.

SUMMARY:
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.

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STUDY PAGES 48 AND ABOVE FOR INTERMEDIATE AND ADVANCED LEVELS. https://eslexcellence.com/course_catalog FINALLY. THIS IS THE CORE. THE NEWER GUIDES SPECIALIZE IN AMBIGUITY.myicourse. THE BASIS. EDUCATE THE ADMINISTRATORS AND OTHER INSTRUCTORS. EMAIL ME AT ESLEXCELLENCE@AOL. THIS IS AN OLD ESL CURRICULUM GUIDE BUT IT IS ONE OF THE BEST GUIDES I HAVE FOUND. HAVING AND USING THIS GUIDE. USE MORE THAN ONE REFERENCE. REWRITE THE ABOVE CURRICULUM TO MEET THE NEEDS OF THE STUDENTS AND IMPLEMENT AN EXEMPLARY ESL PROGRAM. SEE THE EXAMPLE BELOW.com/course_catalog I COULD LIST ONE THOUSAND ESL REFERENCE LINKS. WHEN SUBMITTING THE ESL GOALS AND OBJECTIVES TO AUTHORITES. IT IS CLEAR. IF YOU NEED A MICROSOFT WORD COPY OF THIS. BUT THE ENGLISH LANGAUAGE DOES NOT. IF YOU ARE ADMINISTERING AN ESL PROGRAM OR TEACHING ESL. MODIFY AND ADAPT ACCORDINGLY. TITLES CHANGE. INCLUDE REFERENCES YOU HAVE USED. ABOVE ALL. CONCISE. THIS GUIDE IS GOOD FOR ALL ESL EDUCATORS WORKING WITH OLDER STUDENTS INCLUDING COLLEGE LEVEL ESL.COM . BE CREATIVE. 8 . FOCUS ON AND IMPLEMENT THE READING STRATEGIES TO SEE IMMEDIATE STUDENT ACHIEVEMENT ADVANCEMENT. STUDY THIS ESL CURRICULUM GUIDE. BUT I AM NOT.myicourse. STUDY THIS GUIDE.FYI THIS GUIDE HAS BEEN ADAPTED FROM THE BELOW. AND TO THE POINT. https://eslexcellence. OF ESL INSTRUCTION. IMPLEMENT IT AND EDUCATE ADMINISTRATORS AND OTHERS ON WHAT ESL CURRICULUM IS. GO TO THE BELOW LINK. HAS MINIMIZED DISCREPANCIES AND ADVANCED ESL UNDERSTANDING.

Albany. (1991). TESOL Quarterly. Introduction to bilingualism. Oxford: Pergamon. Collier. V. TESOL Quarterly. 617-641. Hoffman. V. S. New York: Longman. Collier. Age and rate of acquisition of second language for academic purposes. New York State Education Department.com/course_catalog Bialystok. New York: Basic Books.myicourse. Mirror of language: The debate on bilingualism. & Hakuta. In other words: The science and psychology of second-language acquisition. Principles of first and second language acquisition. How long? A synthesis of research on academic achievement in a second language. E. Bureau of Bilingual Education. 21(3). 9 . 23(2). K. (1989). (1994). C. Krashen. (1987).. (1986). https://eslexcellence. K. New York: Basic Books. 509-532. Hakuta.SAMPLE REFERENCES: The New York State Core Curriculum for English as a Second Language in the Secondary Schools. (1982).

com/Store/Miriam-Snyder/Products https://eslexcellence.com/course_catalog 10 .myicourse.teacherspayteachers. native language proficiency. maturity. and grade level. Placement decisions should consider student age. See: Snyder’s Placement Package. 1% 13% 20% 30% Beginning Intermediate 16% Advanced 23% Transitional 33% 40% http://www.Levels of Language Development Considerations for assigning students to levels using percentile scores on an English Language measure.

Standard 2: Students will interact in. through. Standard 3: Students will use learning strategies to extend their communicative competence.teacherspayteachers.ESL Standards  Goal 1: To use English to communicate in social settings. Standard 1: Students will use English to participate in social interactions. and with spoken and written English for personal expression and enjoyment.    http://www.com/Store/Miriam-Snyder/Products 11 .

construct. and provide subject matter information in spoken and written form. Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge. process. Standard 2: Students will use English to obtain.ESL Standards  Goal 2: To use English to achieve academically in all content areas.teacherspayteachers. Standard 1: Students will use English to interact in the classroom.com/Store/Miriam-Snyder/Products 12 .    http://www.

ESL Standards  Goal 3: To use English in socially and culturally appropriate ways.com/Store/Miriam-Snyder/Products 13 . Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence    http://www.teacherspayteachers. and setting. Standard 1: Students will use appropriate language variety. purpose. and genre according to audience. Standard 2: Students will use nonverbal communication appropriate to audience. purpose. register. and setting.

14 . 2. understand and be able to manage their personal and community resources. read. have the necessary knowledge and skills to establish and maintain physical fitness.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. Health. 4. 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. listen. and speak for critical analysis and evaluation. 2. 3. write. music. read. write. read. acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. and maintain personal health. 3. read. and speak for social interaction. connecting the individual work to other works and to other aspects of human endeavor and thought. participate in physical activity. and speak for literary response and expression. 4. Physical Education & Family and Consumer Sciences 1. listen. listen. be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. theatre and visual arts) and participate in various roles in the arts. write. write. 3. respond critically to a variety of works in the arts. and speak for information and understanding. actively engage in the processes that constitute creation and performance in the arts (dance. listen. The Arts 1. 2.

and trigonometry. for success in the workplace. and engineering design. 3a demonstrate mastery of the foundation skills and competencies essential . and technology and apply the themes to these and other areas of learning. and success in postsecondary programs. 5 . science. and relate personal skills. principles. 3 . 2 .LEARNERS WILL: Career Development & Occupational Studies 1. 15 . data analysis. as appropriate. Languages Other Than English (LOTE) 1 be able to use a language other than English for communication. aptitudes. generate. scientific inquiry. geometry. use mathematical analysis. . by applying mathematics in real-world settings. Science & Technology 1 . and . process. 4 understand and apply scientific concepts. pertaining to the physical setting and living environment and recognize the historical development of ideas in science. use and evaluate products and systems to satisfy human and environmental needs. algebra. probability. 2 develop cross-cultural skills and understandings. access. 7 apply the knowledge and thinking skills of mathematics. 2. apply technological knowledge and skills to design. seek answers. technology to address real-life problems and make informed decisions. 3b choose a career major and acquire career-specific technical . be knowledgeable about the world of work. career advancement. . and transfer information using appropriate technologies. and develop solutions. and theories . to pose questions. science. demonstrate how academic knowledge and skills are applied in the workplace and other settings. and by solving problems through the integrated study of number systems. and abilities to future career decisions. Mathematics. understand mathematics and become mathematically confident by communicating and reasoning mathematically. 6 . construct. explore career options. knowledge/skills necessary to progress toward gainful employment. understand the relationships and common themes that connect mathematics.

developments. the governmental system of the United States and other nations. and environments over the Earth’s surface. major ideas. how major decisionmaking units function in the United States and other national economies. the United States Constitution.htm Next 16 . developments.nald. 2 use a variety of intellectual skills to demonstrate their understanding of . and global—including the distribution of people. 3 use a variety of intellectual skills to demonstrate their understanding of the . 4 use a variety of intellectual skills to demonstrate their understanding of how . rights and responsibilities of citizenship. and how an economy solves the scarcity problem through market and nonmarket mechanisms. including avenues of participation. the basic civic values of American constitutional democracy. themes. major ideas. eras. geography of the interdependent world in which we live—local. eras. and turning points in world history and examine the broad sweep of history from a variety of perspectives. national. necessity for establishing governments. the United States and other societies develop economic systems and associated institutions to allocate scarce resources.ca/fulltext/hudson/adult2/page_iv. and turning points in the history of the United States and New York. 5 use a variety of intellectual skills to demonstrate their understanding of the . themes. and the roles. Back Table of Contents GREAT STANDARDS BASED RESOURCES: http://www.Social Studies 1 use a variety of intellectual skills to demonstrate their understanding of . places.

COM http://docs. ESLEXCELLENCE@AOL.google.ESL NEW TEACHERS PACKAGE WITH BEGINNING LEVEL ACTIVITIES.com/Present?docid=dccvpvzb_295dzmqvrfq&invite=dr9dc49 17 . EMAIL ME FOR SAMPLE MATERIALS.

MINIMIZE DISCREPANCIES. EDIFY EDUCATORS. TEACH ESL EFFECTIVELY AND ENJOY THE STUDENTS! 18 .READ THE NYS ESL CORE GUIDE.

Dial: (724) 444-7444 Enter: 21274 # (Call ID) Enter: 1 # or your PIN Join from your computer: 1.blogspot.teachstreet. 2.teachstreet. SNYDER . The next edition will be for students. I have been very busy.com/esl/articles/eslexcellence/esl-teacher-training-resources/pb-6a6dyl4sg AND http://www. Enjoy! Snyder's FREE ESL and Education Administration Articles w Links to Student Materials POSTED AT: https://docs.teachstreet.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview.blogspot.com/2010/10/snyders-free-esl-and-education. 19 . THE ESLEXCEL SEMINAR (Join in) Host: MS. Students we love you and will begin a TOEFL and ESL program soon.html AND http://www.COM Episode: EPISODE91 .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/2010/10/snyders-free-esl-and-education. October 25. 2010 Time: 10:57 PM EDT How to participate: Call in: 1. I will post here.ESLEXCELLENCE@AOL.com/esl/articles/eslexcellence/esl-teacher-training-articles-stay-current-on-the-latest-in-esl-andeducation/pb-6ag945eo0 AND http://www.THE ESLEXCEL ANNOUNCEMENT: ESL EDUCATOR UPDATES Hello everybody! I hope you are all doing great. 2. SNYDER to join a live Community Call.google.html Scheduled Time: Date: Mon. The below links are for ESL Teachers.You have been invited by MS. 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.google. 3. Listen to the Recording: If you missed this event or want to hear previous recorded episodes click here. This is an announcement of updates for ESL Educators/Teachers.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en AND http://esltoeflreview.

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:
https://docs.google.com/fileview?id=0B6jyGBYPELFJYzgxNjU1YWYtYjY4Yy00MjA2LThjNzEtYWExNGFjNGQ4MmM4&hl=en

AND http://esltoeflreview.blogspot.com/2010/10/snyders-free-esl-and-education.html

http://www.examiner.com/esl-in-new-york/president-obama-signs-executive-order-to-advanceenglish-language-instruction

President Obama signs Executive Order to advance English language instruction

Crisis in public education: Stop public school closings

http://www.examiner.com/esl-in-new-york/crises-public-education-stop-public-school-closings-nyc-1

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...

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. Did the legal right to ESL and Bilingual Education.. Is the adoption of the Common Core State Standards. 10.. Is the Common Core State Standards Initiative the. 14.... Understanding fabricated neurobiology: Specific... 9. 17.examiner. 2.. Does your district integrate English language.. Equity in higher education: Undocumented youth and. Unraveling the unethical creation of Limited English. Hispanic Heritage Month: What does it mean? 19.. What NYS laws govern and finance English language. 15... 1.. Understanding the legacy of ESL and Bilingual. 15 — Oct.. TESOL 2010 recommendations: What are they? 5.. 12. Free NYS certified online ESL lessons 3.. The dynamics of an effective intermediate level ESL. 7. Happy Adult Education and Family Literacy Week! 18.... Tips for new ESL beginning level teachers 16. 21. Do educators assume shared responsibility for the.GREAT ESL EDUCATION ADMINISTRATION ARTICLES 22. Are English Language Learners disabled solely... 6.com/esl-in-new-york/miriam-snyder 21 .. 13. Hispanic Heritage Month: Meet Mexico 20. Understanding the TOEFL iBT reading section's... Free TOEFL iBT practice tests and ESL resources 4.. 8. SUBSCRIBE! http://www... FOWARD TO ESL TEACHERS. Happy Hispanic Heritage Month! 2010: Sept. STAY UP TO DATE. ESL advanced level writing instructional plan: An... 11.

com/doc/37950652/Updated-Meet-Mexico-Worksheets People and Customs of Spanish America: Student Activities http://www.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/38587751/Celebrating-Hispanic-Heritage-MonthMeet-Cuba Meet Puerto Rico: Student Activity http://www.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 .com/doc/37836744/ESL-and-Spanish-Teachers-Dream-ComeTrue-The-Hispanic-Heritage-Student-Workbook-Teacher-s-Edition :Meet Cuba: Student Activity http://www.com/doc/37953552/Meet-Puerto-Rico Meet Mexico: Student Activity http://www.scribd.scribd.scribd.scribd.scribd.Authentic Ready to Use ESL Student Activities Great Vocabulary Games for Hispanic Heritage Learning http://www.com/doc/38788346/Meet-Spain-Authentic-Student-Activitiesfor-ESL-and-Spanish-Classes-w-Answer-Key Meet The Dominican Republic: Student Activity http://www.scribd.

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