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Running head: ELL PROFICIENCY STANDARDS
1
This is what the teacher wants on the paper
Here are some key pointers:
Find both the ELA and ELP standards for each content area for reading, writing and
speaking/listening. For each content area, say reading, create an activity using the standards
chosen, and use strategies such as repetition, visuals, media, to help students learn throughout the
activity.
ELL Proficiency Standards
Myrnalis Rios
Grand Canyon University ESL-533
March 13, 2019
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ELL PROFICIENCY STANDARDS 2
STAGE II (Grades 1-2)
The English Language Proficiency Standards usually provide projections for the
foundation of linguistic knowledge for learners who do not have adequate skills in English.
These skills are essential to English language learners for accessing required academic content
by the English Language Arts (Heineke, 2016).
There is always an overlap in English Language Proficiency and English Language Arts
language skills. By teaching the performance of the indicators of ELP standards, the practitioner
must prepare the learner of the English language with instructions that are required by ELA
standards of Arizona in the classroom mainstream after the separation. The contribution was
evident in the guide.
Rationale
The activity which will be displayed to the learners which are the English language learners
(ELL) will be in the form of a word game. The process will be focusing on all the dominions:
|every learner will have an equal opportunity for listening and speaking, reading, and writing
about the principles of the language. Provision of terms to students which they are capable of
reading and forming into writing sentences might help them to develop their English language.
Moreover, it will assist the students in understanding the meaning of every word through visual
aids which are shown on each word. Optical aids are the instructional guides that are applied in
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ELL PROFICIENCY STANDARDS 3
classes for encouraging learning. They help in increasing the students’ vocabularies that is
usually the primary objective during teaching goal when teaching ELLs.
Having learners writing down sentences and reading and presenting the sentences to their peers
will assist them in improving their skills. Practicing writing and reading more in the language
helps students to be more satisfied to understand a language and speak it also. The activity
matches with major core standards. Also, it aligns with the English Language Proficiency
Standard. Tutors can speak face to face with their learners who require more guidance during the
pre-production or in the premature production stages. Tutors also can group their students to
allow them to assist one another by brainstorming since sometimes the learners only require
individual encouragement in the age group that is the same as themselves rather than of their
teachers.
Learning activity of the English language Standards (Mak, Boycott & Ramburuth, 2015).
B-1: Tracking the written words and reading loudly with a correlation of one-to-one.
B-2: Distinguish between the printed words, letters, sentences plus paragraphs.
HI-3: Identify sentence features such as commas, capitalization, ending punctuation and
quotation marks.
B-4: Location and identification of the author, title, illustrator, table of contents of books and title
page.
HI-5: Alphabetizing some sequence of words to the second letter with support.
Stage II Writing domain
Standard 1: The learner will have to display their thinking ideas.
HI-1: To write a narrative or a brief story which contains the core idea, setting, character and
events sequence.
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ELL PROFICIENCY STANDARDS 4
HI-2: Writing less complex chants rhymes and poetry.
HI-3: Completion of a summary that was written of complex events of information by use of
simple sentences.
HI-1: Writing narratives or short stories including main idea, setting, and character.
HI-2: Writing easy chants, poetry, and rhymes.
HI-3: Completion of a written synopsis of main events or information use of uncomplicated
sentences.
HI-4: Creation of expository texts by using cheap sentences based on observation, investigation,
and experience.
HI-5: Creation of various applicable texts for example letters, classroom orders and directions by
use of complete sentences.
Language objectives /principles of Stage II
Recognize that optimum personal development is the result of effective home-student-school
partnership (Heineke, 2018).
Provision of opportunities for all students to be able to get knowledge and to communicate
different ideas through writing, reading and finally listening and speaking
Differentiated instruction strategies.
Creation of learning stations, for example creating artwork, completion of puzzles among others.
Second, there is conduction of interviews with students. By asking questions concerning
studying styles, one can pinpoint types of content that will help in meeting the requirements of
the class.
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ELL PROFICIENCY STANDARDS 5
More so, lessons should contain different senses, for example, tactile, visual, kinaesthetic and
auditory. In application, styles such as providing audio books, playing videos, scene acting, use
of info-graphics, use of physical objects should be included (Subban & Round, 2015)
References
Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona.
Multilingual Matters.
Heineke, A. J. (2018). The invisible revolving door: the issue of teacher attrition in English
language development classrooms in Arizona. Language Policy, 17(1), 77-98.
Mak, A. S., Bodycott, P., & Ramburuth, P. (2015). Beyond host language proficiency: Coping
resources predicting international students’ satisfaction. Journal of Studies in
International Education, 19(5), 460-475.
Subban, P. K., & Round, P. N. (2015). Differentiated instruction at work. Reinforcing the art of
classroom observation through the creation of a checklist for beginning and pre-service
teachers. Australian Journal of Teacher Education, 40(5), 7.

Unformatted Attachment Preview

Running head: ELL PROFICIENCY STANDARDS 1 This is what the teacher wants on the paper Here are some key pointers: Find both the ELA and ELP standards for each content area for reading, writing and speaking/listening. For each content area, say reading, create an activity using the standards chosen, and use strategies such as repetition, visuals, media, to help students learn throughout the activity. ELL Proficiency Standards Myrnalis Rios Grand Canyon University ESL-533 March 13, 2019 ELL PROFICIENCY STANDARDS 2 STAGE II (Grades 1-2) The English Language Proficiency Standards usually provide projections for the foundation of linguistic knowledge for learners who do not have adequate skills in English. These skills are essential to English language learners for accessing required academic content by the English Language Arts (Heineke, 2016). There is always an overlap in English Language Proficiency and English Language Arts language skills. By teaching the performance of the indicators of ELP standards, the practitioner must prepare the learner of the English language with instructions that are required by ELA standards of Arizona in the classroom mainstream after the separation. The contribution was evident in the guide. Rationale The activity which will be displayed to the learners which are the English language learners (ELL) will be in the form of a word game. The process will be focusing on all the dominions: |every learner will have an equal opportunity for listening and speaking, reading, and writing about the principles of the language. Provision of terms to students which they are capable of reading and forming into writing sentences might help them to develop their English language. Moreover, it will assist the students in understanding the meaning of every word through visual aids which are shown on each word. Optical aids are the instructional guides that are applied in ELL PROFICIENCY STANDARDS 3 classes for encouraging learning. They help in increasing the students’ vocabularies that is usually the primary objective during teaching goal when teaching ELLs. Having learners writing down sentences and reading and presenting the sentences to their peers will assist them in improving their skills. Practicing writing and reading more in the language helps students to be more satisfied to understand a language and speak it also. The activity matches with major core standards. Also, it aligns with the English Language Proficiency Standard. Tutors can speak face to face with their learners who require more guidance during the pre-production or in the premature production stages. Tutors also can group their students to allow them to assist one another by brainstorming since sometimes the learners only require individual encouragement in the age group that is the same as themselves rather than of their teachers. Learning activity of the English language Standards (Mak, Boycott & Ramburuth, 2015). B-1: Tracking the written words and reading loudly with a correlation of one-to-one. B-2: Distinguish between the printed words, letters, sentences plus paragraphs. HI-3: Identify sentence features such as commas, capitalization, ending punctuation and quotation marks. B-4: Location and identification of the author, title, illustrator, table of contents of books and title page. HI-5: Alphabetizing some sequence of words to the second letter with support. Stage II Writing domain Standard 1: The learner will have to display their thinking ideas. HI-1: To write a narrative or a brief story which contains the core idea, setting, character and events sequence. ELL PROFICIENCY STANDARDS 4 HI-2: Writing less complex chants rhymes and poetry. HI-3: Completion of a summary that was written of complex events of information by use of simple sentences. HI-1: Writing narratives or short stories including main idea, setting, and character. HI-2: Writing easy chants, poetry, and rhymes. HI-3: Completion of a written synopsis of main events or information use of uncomplicated sentences. HI-4: Creation of expository texts by using cheap sentences based on observation, investigation, and experience. HI-5: Creation of various applicable texts for example letters, classroom orders and directions by use of complete sentences. Language objectives /principles of Stage II Recognize that optimum personal development is the result of effective home-student-school partnership (Heineke, 2018). Provision of opportunities for all students to be able to get knowledge and to communicate different ideas through writing, reading and finally listening and speaking Differentiated instruction strategies. Creation of learning stations, for example creating artwork, completion of puzzles among others. Second, there is conduction of interviews with students. By asking questions concerning studying styles, one can pinpoint types of content that will help in meeting the requirements of the class. ELL PROFICIENCY STANDARDS 5 More so, lessons should contain different senses, for example, tactile, visual, kinaesthetic and auditory. In application, styles such as providing audio books, playing videos, scene acting, use of info-graphics, use of physical objects should be included (Subban & Round, 2015) References Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters. Heineke, A. J. (2018). The invisible revolving door: the issue of teacher attrition in English language development classrooms in Arizona. Language Policy, 17(1), 77-98. Mak, A. S., Bodycott, P., & Ramburuth, P. (2015). Beyond host language proficiency: Coping resources predicting international students’ satisfaction. Journal of Studies in International Education, 19(5), 460-475. Subban, P. K., & Round, P. N. (2015). Differentiated instruction at work. Reinforcing the art of classroom observation through the creation of a checklist for beginning and pre-service teachers. Australian Journal of Teacher Education, 40(5), 7. Name: Description: ...
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