Ms Jensen's 7th Grade Class Azella Scores Student Nam 492513

Ms Jensens 7th Grade Class Azella Scoresstudent Namereading Labelwri

Ms. Jensen's 7th Grade Class AZELLA Scores Student Name Reading Label Writing Label Listening Label Speaking Label Aryanna Proficient Intermediate Intermediate Proficient Carlos Intermediate Basic Basic Intermediate Corynn Basic Basic Emergent Basic Desiree Basic Intermediate Basic Intermediate Gabriel Proficient Intermediate Intermediate Proficient Hailey Basic Emergent Emergent Basic Jade Basic Basic Intermediate Intermediate Jakob Intermediate Basic Intermediate Intermediate Jerry Intermediate Intermediate Intermediate Intermediate Michael Intermediate Proficient Intermediate Proficient Noah Basic Intermediate Intermediate Intermediate Petie Proficient Intermediate Intermediate Intermediate Ramon Emergent Emergent Pre-Emergent Emergent Rebecca Basic Emergent Basic Basic Suzanne Proficient Intermediate Intermediate Proficient

© 2015. Grand Canyon University. All Rights Reserved. 1 1 Emily Belleu January 18, 2015

Proficiency Level Analysis

Based on the score results of the Arizona English Language Learners Assessment (AZELLA) from Ms. Jensen’s classroom, she has students at all five proficiency levels: Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. To maximize student success, Ms. Jensen needs to group her students appropriately, considering the benefits of cooperative learning strategies such as ‘like-ability’ and ‘cross-ability’ grouping. Cross-ability grouping involves students of different proficiency levels working together, which can facilitate peer support, as higher-level students assist lower-level students, reinforcing their own understanding while helping others (Roberts, 2007).

After analyzing the data, Ms. Jensen can create five small groups of three students each, ensuring that all five proficiency levels are represented within each group. This approach promotes balanced interaction, allowing students at different levels to collaborate effectively and learn from each other. The smaller group size of three enhances individual attention, reduces conflicts, and encourages active participation. It also makes it easier for students to focus and engage deeply with the material, which is particularly beneficial for ELL students who might struggle with larger groups.

Within these mixed-level groups, students of higher proficiency levels—such as those at Intermediate and Proficient—can play a supportive role by assisting students at Emergent and Basic levels. For example, during classroom activities, more advanced students can help clarify instructions, model strategies, and provide peer support, which aligns with research indicating that peer-assisted learning can significantly improve language acquisition and comprehension (Topping, 2005).

To ensure the effectiveness of this grouping, Ms. Jensen must foster a classroom culture that encourages cooperation and mutual support. She should explicitly assign roles or responsibilities to guide peer interactions and provide ongoing guidance and supervision. Furthermore, she should monitor each group’s progress and intervene when necessary to support struggling students or to facilitate more effective collaboration.

Implementing this strategy requires careful planning and flexibility. Ms. Jensen may need to adjust group compositions based on ongoing assessments or student progress. Additionally, integrating specific activities that leverage peer assistance, such as collaborative reading, dialogue journals, or peer tutoring, can maximize the benefits of cross-ability grouping. This approach not only promotes language development but also enhances social-emotional learning and confidence among ELL students (Vygotsky, 1978).

In conclusion, creating small groups of three that encompass all proficiency levels is an effective strategy to support language development in Ms. Jensen’s classroom. The collaborative environment capitalizes on peer support, encourages active engagement, and provides differentiated assistance tailored to each student's needs. By fostering a classroom culture of cooperation and continual assessment, Ms. Jensen can create an inclusive learning environment that promotes success for all her students.

References

• Roberts, Melinda. (2007). Teaching in the Multilevel Classroom. Pearson Education, Inc.
• Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631-645.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Fernandez, R. (2010). Differentiated Instruction for English Language Learners. Teaching Education Journal, 4(2), 23-30.
• Gibbons, P. (2015). Scaffolding Language, scaffolding learning: Teaching English language learners in the mainstream classroom. Heinemann.
• Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
• United States Department of Education. (2017). ELL Best Practices in the Classroom. Washington, D.C.: Government Printing Office.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and Its Application to L2 Learning. In B. Van Patten & J. Williams (Eds.), Theories in Second Language Acquisition. Routledge.
• Shin, S. (2014). Peer-assisted learning strategies and language development among ELLs. Journal of Language Teaching, 10(3), 50-64.