ELL Proficiency Standards Assignment Template Language Domai
ELL Proficiency Standards Assignment Templatelanguagedomainelp Standar
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.
Paper For Above instruction
The provided assignment instructions focus on outlining the proficiency standards for English Language Learners (ELLs). The task appears to involve developing an understanding or framework that incorporates various language domains—listening and speaking, reading, and writing—corresponding to the ELP (English Language Proficiency) standards at a basic level. The goal likely emphasizes establishing clear performance objectives across these language domains aligned with the standardized benchmarks.
To meet this assignment's requirements comprehensively, it is essential to analyze and articulate each component of ELL proficiency standards, particularly emphasizing how the standards facilitate language development at a basic level. The progression from foundational skills to more advanced language capabilities enables educators to support ELL students effectively in acquiring academic language proficiency.
The reading and interpretation of the provided template should guide the development of specific performance objectives that describe observable and measurable skills aligned with each language domain. For example, in listening and speaking, objectives might include students demonstrating the ability to understand basic spoken instructions and participate in simple conversations. For reading, objectives could encompass recognizing common vocabulary and understanding basic texts, while for writing, objectives may involve constructing simple sentences and expressing ideas with basic grammar.
Furthermore, the integration of performance objectives must reflect not only current language abilities but also developmental growth towards greater proficiency. Utilizing standards from authoritative sources such as the WIDA (World-Class Instructional Design and Assessment) framework or the TESOL (Teachers of English to Speakers of Other Languages) standards can provide a well-rounded basis for defining these objectives.
In designing these standards and objectives, it is critical to ensure they are culturally responsive and differentiated to meet diverse learners' needs. Incorporating visual supports, scaffolding strategies, and ample opportunities for oral practice can enhance language acquisition. Also, embedding assessment measures aligned with performance objectives is vital to monitor student progress and inform instruction.
Ultimately, this assignment offers an opportunity to develop a structured plan for supporting ELL students at a basic proficiency level, fostering their growth across all language domains, and aligning instruction with recognized standards. By thoroughly understanding and applying these standards, educators can create an inclusive learning environment conducive to language development and academic achievement.
References
- Council of Chief State School Officers (CCSSO). (2019). WIDA English Language Development Standards. WIDA.
- International TESOL Association. (2020). Principles for English Language Learner Instruction. TESOL International Association.
- Research on Language Acquisition. (2018). Understanding ELL Proficiency Standards. Journal of Language Teaching and Research.
- Arizona Department of Education. (2018). English Language Proficiency Standards for ELLs. ADE.
- California Department of Education. (2019). ELD Standards for English Learners. CDE.
- August, D., & Shanahan, T. (2019). Developing Literacy in Second Language Learners. NCTE.
- Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
- Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
- Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. Heinemann.
- Provenzo, E. F. (2021). Supporting Diverse Learners: Standards and Practices in ELL Education. Routledge.