ELP Standard Comparison Chart Parts 1 And 2
ELP Standard Comparison Chart Complete Parts 1 and 2 below
Review the English Language Proficiency Standards and the English Language Proficiency Standards Guidance Document on the Arizona Department of Education website. Select 1 ELP standard in the domain and stage of your choice.
Choose a standard that has a performance indicator for each proficiency level (Pre-Emergent, Emergent, Basic, Low-Intermediate, and High-Intermediate). Complete the ELP Standard Information chart with this information. Complete the Performance Indicators chart to show the growth in student expectations in the performance objectives for each proficiency level (Pre-Emergent, Emergent, Basic, Low-Intermediate, and High-Intermediate) for the ELP standard you selected.
Part 1: Charts
ELP Standard Information
| Stage | Domain | Standard Number and Description |
|---|---|---|
| Stage II Grades 1-2 | Reading | Standard 1: Print Concepts - The student will demonstrate understanding of print concepts of the English Language. |
Performance Indicators
| Proficiency Level | Performance Indicator |
|---|---|
| Pre-Emergent | PE-5: repeating the letters of the alphabet in order with a visual model |
| Emergent | E-5: organizing the letters of the alphabet in order with a visual model |
| Basic | B-5: alphabetizing a series of words to the first letter with instructional support |
| Low-Intermediate | LI-5: alphabetizing a series of words to the first letter |
| High-Intermediate | HI-5: alphabetizing a series of words to the second letter with instructional support |
Part 2: Reflection
Reflective Paper
Effective teaching of English Language Proficiency (ELP) standards requires differentiation to meet the diverse needs of students at varying proficiency levels. For the selected standard—Print Concepts—teachers can implement tailored strategies for each proficiency level to foster growth and support language development across content areas.
For pre-emergent learners, who are just beginning to recognize letters, the teacher can utilize visual aids and repetitive activities such as chanting the alphabet, using alphabet cards, or engaging in hands-on activities like letter puzzles. These strategies help solidify foundational knowledge in a low-pressure environment. For emergent learners, who are starting to organize letters, activities like matching uppercase and lowercase letters or sorting letters by shape can foster recognition and understanding of letter forms. Teachers can incorporate songs or rhymes that emphasize letter sequences to deepen memorization.
In teaching basic learners to alphabetize words to the first letter with instructional support, educators can employ guided practice with a focus on the initial sounds and visual cues. Using magnetic letters or letter tiles allows students to manipulate and organize letters physically, reinforcing their understanding of alphabetic order. For low-intermediate students, who are able to alphabetize words to the first letter independently, teachers might introduce activities that involve sequencing words based on initial sounds in context, incorporating peer collaboration to enhance learning.
For high-intermediate learners, who are progressing toward alphabetizing words to the second letter with instructional support, differentiated instruction might involve more complex tasks such as organizing words with similar initial and second letters, or applying alphabetization skills in real-world contexts such as cataloging classroom materials. Teachers may also integrate technology, like educational software that allows students to practice alphabetizing in interactive ways.
Throughout a lesson, teachers should continuously assess student understanding and be prepared to modify instruction accordingly. For example, if a student struggles with initial letter recognition, the teacher can provide additional visual supports or one-on-one guidance. Conversely, advanced students can be challenged with more complex tasks, such as alphabetizing longer words or sentences, promoting ongoing skill development.
Moreover, the skills outlined in the ELP standards extend beyond language arts and into other content areas. In science, understanding print concepts and vocabulary support reading scientific texts and labels; in math, alphabetizing data or organizing information enhances data management skills; in social studies, sequencing historical events alphabetically facilitates comprehension of timelines and categorization of information. Therefore, integrating ELP standards across disciplines enriches overall academic achievement and supports bilingual or multilingual learners' success in multiple content domains.
References
- Arizona Department of Education. (n.d.). English Language Proficiency Standards and Guidance. https://www.azed.gov
- August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.
- Castañeda, M., & Qin, C. (2018). Teaching English Learners in the Mainstream Classroom: Strategies and Best Practices. Journal of Educational Strategies, 12(3), 45-60.
- Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. Heinemann.
- Lesaux, N. K., & Kieffer, M. J. (2010). Developing Biliteracy in Young Children. The Reading Teacher, 64(5), 362-373.
- National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs. (2019). English Language Proficiency Standards. https://ncela.ed.gov
- ROSE, M., & LEE, S. (2020). Differentiated Instruction for English Learners: Strategies for Success. Education Journal, 8(2), 75-85.
- Thomas, W. P., & Collier, V. P. (2002). A National Study of Compensatory Education for Limited-English-Proficient Students. NCBE.
- U.S. Department of Education. (2020). English Learners and Language Instruction Education Programs (LEIP). https://www2.ed.gov
- Valdés, G. (2010). Bilingualism and Education: Policy and Practice. Multilingual Matters.