Create A Graphic Organizer Or Complete The Attached Table ✓ Solved

Create A Graphic Organizer Or Complete The Table Attached To Identif

Create a graphic organizer, or complete the table attached, to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency label. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references. This is for elementary school aged students an example of the chart im allowed to use Instructional Strategies for ELLs Pre-Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening Reading Writing Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening Reading Writing Basic Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening Reading Writing Intermediate Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening Reading Writing

Sample Paper For Above instruction

Create A Graphic Organizer Or Complete The Table Attached To Identif

Create A Graphic Organizer Or Complete The Table Attached To Identif

This paper aims to develop a comprehensive graphic organizer that identifies and describes instructional strategies suitable for English Language Learners (ELLs) at various proficiency levels within an elementary school setting. The strategies are categorized into pre-emergent, emergent, basic, and intermediate levels, aligning with the developmental stages of language acquisition. Each category is analyzed across three core language domains: speaking & listening, reading, and writing. The justification for selecting each strategy is supported by scholarly references, emphasizing their relevance to the specific proficiency level.

Introduction

Effective instruction for ELLs requires differentiation tailored to their proficiency levels to facilitate language development across multiple domains. Understanding the unique needs of learners at pre-emergent, emergent, basic, and intermediate stages enables educators to select appropriate strategies that promote engagement, comprehension, and expressive abilities. This paper presents a detailed table and explanations for strategies aligned with each proficiency level, supported by relevant literature.

Pre-Emergent ELLs

Pre-emergent ELLs possess minimal or no receptive and productive language skills in English. Instruction at this stage prioritizes visual aids, gestures, and contextual supports to foster understanding and encourage initial language exposure.

Pre-Emergent Strategies

  • Speaking & Listening: Use of visual cues and gestures. These strategies help students associate words with meanings visually and kinesthetically, fostering initial comprehension (Gibbons, 2015).
  • Reading: Picture books with simple sentence structures. Visual narratives support recognition and understanding of basic vocabulary (Harste & Blevins, 2004).
  • Writing: Labeling activities with images. This encourages students to connect words with objects and concepts visually, promoting early writing skills (August & Shanahan, 2006).

Emergent ELLs

Emergent ELLs have some understanding of oral language and can recognize basic vocabulary and phrases. Instruction should bridge oral language and literacy development through contextualized, meaningful activities.

Emergent Strategies

  • Speaking & Listening: Interactive storytelling and shared reading. These strategies foster oral language development through meaningful conversations and visual supports (Cummins, 2000).
  • Reading: Guided reading with decodable texts. This helps students decode simple sentences while gaining confidence and fluency (Foorman & Torgesen, 2001).
  • Writing: Sentence frames and prompted writing. These tools scaffold writing and encourage students to produce texts rooted in familiar contexts (Baker & Wigfield, 1999).

Basic ELLs

Basic ELLs demonstrate improved control over oral and written language with increasing independence. Instruction emphasizes expanding vocabulary, grammatical structures, and comprehension skills.

Basic Strategies

  • Speaking & Listening: Collaborative group discussions. These promote higher-level language use and peer interaction (Lyster & Saito, 2010).
  • Reading: Shared and guided reading activities focusing on comprehension strategies. These develop metacognitive skills necessary for independent reading (Duke & Pearson, 2002).
  • Writing: Process writing with feedback. This encourages revision and refinement of texts, fostering autonomous writing development (Graham & Perin, 2007).

Intermediate ELLs

Intermediate ELLs are comfortable with content and language structures but require targeted support to refine academic language and literacy skills necessary for grade-level performance.

Intermediate Strategies

  • Speaking & Listening: Debates and presentations. These activities promote academic language use and clarity in oral expression (Crandall, 2014).
  • Reading: Multiple-text readings with analysis and synthesis tasks. These deepen comprehension and critical thinking skills (Durkin, 1978).
  • li>Writing: Research reports and extended essays. These promote higher-order writing skills aligned with academic standards (Graham & Harris, 2011).

Conclusion

Tailoring instructional strategies to the proficiency level of ELL students maximizes language development and academic success. The strategies identified are supported by research and aligned with developmental needs, ensuring effective instruction across speaking, reading, and writing domains. Implementing these differentiated approaches helps foster inclusive and equitable learning environments for elementary ELL students.

References

  • August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Routledge.
  • Baker, C., & Wigfield, A. (1999). Patterns of language use among bilingual students. Bilingual Research Journal, 23(1-2), 49-66.
  • Crandall, J. (2014). Teaching English to Speakers of Other Languages. Routledge.
  • Duke, N., & Pearson, P. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). International Reading Association.
  • Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and systemic reading instruction. The Elementary School Journal, 102(3), 285-301.
  • Gibbons, P. (2015). Scaffolding Language, scaffolding learning: Teaching English language learners in the mainstream classroom. Heinemann.
  • Graham, S., & Harris, K. R. (2011). Designing an effective writing program. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing Instruction (pp. 3–16). Guilford Press.
  • Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476.
  • Harste, J. C., & Blevins, B. (2004). Language and literacy learning in the early childhood classroom. Research in the Teaching of English, 38(3), 367-370.
  • Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: Contexts and issues. Language Teaching, 43(1), 1-31.

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