Ell Proficiency Standards Assignment Templatelanguagedomainelp Standar ✓ Solved
ELL Proficiency Standards Assignment Template Language Domain ELP Standard (Basic Level) Content Standard Performance Objectives Listening and Speaking Content : Language : Reading Content : Language : Writing Content : Language : © 2015. Grand Canyon University. All Rights Reserved.
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Language Domain: English Language Proficiency (ELP) Standard
Basic Level ELP Standards
The English Language Proficiency (ELP) standards are crucial for assessing and supporting the academic needs of English Language Learners (ELLs). These standards provide a framework for understanding the types of language skills that students need to be successful in their academic pursuits. Below, each language domain—listening, speaking, reading, and writing—is addressed at the basic level, providing performance objectives related to specific content standards.
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Listening and Speaking
Content Standard
At the basic level, ELLs must be able to understand and engage in simple conversations and basic academic discourse. This includes following oral directions, participating in discussions, and appropriately responding to questions.
Performance Objectives
1. Listening: ELLs will listen for key ideas in conversations and identify specific information from simple spoken texts.
- Assessment Activity: Students will listen to a short story and answer comprehension questions verbally.
- Expected Outcome: Students will accurately respond to 3 out of 5 questions about the story.
2. Speaking: ELLs will participate in structured dialogues, expressing agreement or disagreement.
- Assessment Activity: Students will participate in a paired discussion about a familiar topic using sentence starters provided by the teacher.
- Expected Outcome: Students will use at least 5 complete sentences to express their thoughts.
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Reading
Content Standard
ELLs at the basic level should be able to read simple texts and grasp essential meanings. Recognition of high-frequency vocabulary and understanding of text structure are important to their reading proficiency.
Performance Objectives
1. Reading: ELLs will read age-appropriate texts and demonstrate understanding through answers to basic comprehension questions.
- Assessment Activity: Students will read a short passage and complete a graphic organizer that highlights the main idea and supporting details.
- Expected Outcome: Students will accurately complete the graphic organizer with at least 75% correctness.
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Writing
Content Standard
Writing skills for basic-level ELLs include composing simple sentences and understanding writing structures to express basic ideas and information.
Performance Objectives
1. Writing: ELLs will write coherent sentences that use basic vocabulary and appropriate grammar.
- Assessment Activity: Students will write a short paragraph describing their favorite food using a model paragraph as a template.
- Expected Outcome: Students will write a 5-sentence paragraph that contains a clear main idea and at least two supporting details.
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Implementation of ELP Standards
Strategies for Support
To effectively support ELLs in achieving the outlined performance objectives, educators can implement various strategies:
1. Scaffolding: Providing support structures that aid learning. For instance, employing visuals, graphic organizers, and modeling can help ELLs grasp new concepts.
According to Gibbons (2015), scaffolding effectively aids language development as it provides learners with the necessary support mechanisms.
2. Use of Technology: Integrating technology such as language learning apps can engage students and enhance their listening, speaking, reading, and writing skills efficiently (Hockly, 2018).
3. Collaborative Learning: Encouraging peer collaboration through group work and discussions promotes language usage in a safe environment and enhances social skills (Tharp & Gallimore, 1988).
Classroom Example
In practice, a teacher might introduce vocabulary related to the classroom using visual aids, flashcards, and realia. Following direct instruction, students could engage in a paired activity where they interview each other about their favorite school subjects. This activity nurtures speaking and listening skills while allowing students to practice new vocabulary in context.
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Conclusion
Adhering to ELL Proficiency Standards is integral to providing equitable education to English Language Learners. By focusing on listening, speaking, reading, and writing, educators can help students gain not only language competency but also confidence in their ability to communicate within academic settings.
Through the outlined performance objectives and implementation strategies, ELLs can progress from basic to advanced proficiency levels. Continuous assessment and adaptation of instruction will ensure that the diverse needs of ELLs are met effectively.
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References
1. Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Heinemann.
2. Hockly, N. (2018). Getting Started with Mobile Learning. British Council.
3. Tharp, R. G., & Gallimore, R. (1988). Understanding Development: A Cultural-Historical Approach to Collective Learning. Harper & Row.
4. Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
5. Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model. Pearson.
6. National Council of Teachers of English. (2019). The Teaching of English Language Learners in the Twenty-First Century: An Overview.
7. García, O., & Kleifgen, J. A. (2018). Emerging Bilinguals and English Learners: Navigating the Education Landscape. Multilingual Matters.
8. Wik, C. (2016). The importance of teaching English as a second language in the early years. Studies in Second Language Learning and Teaching, 6(1), 23-42.
9. Kinsella, K. (2017). Strategies for Teaching English Language Learners. Wiley.
10. Sandrock, P. (2002). The Role of Assessments in the Development of Standards for ELLs. The Educational Researcher, 31(8), 39-45.
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This assignment synthesizes the requirements for ELL proficiency standards, establishing a clear framework for listening, speaking, reading, and writing while providing actionable performance objectives and drawing from credible sources for theoretical underpinnings.