Please Do The Following Assignment Based On The Readings

Please Do The Following Assignment Based On the Readings And Rubric Us

Using the English Language Proficiency (ELP) Standards from Arizona or from your state, select the stage for a grade level of your choice. Based on the Common Core Standards’ English Language Arts (ELA) performance objectives or the English Language Arts Standards from your state, create a learning activity that is aligned with a learning objective at the basic proficiency level on the ELP standards for each of the following domains: Listening and Speaking Reading Writing. Account for language acquisition principles within the design of your activities. Include a word rationale that describes how each activity addresses the characteristics of the ELL at the basic level and how language acquisition principles have been accounted for within your design.

Include ideas for strategies to differentiate these activities for students in the pre-production and early production stages. Support this assignment with at least three scholarly resources. While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Paper For Above instruction

Introduction

Effective instruction for English Language Learners (ELLs) at the basic proficiency level requires deliberate alignment with language proficiency standards and academic content standards. The integration of the Arizona English Language Proficiency (ELP) Standards and the Common Core State Standards (CCSS) ensures that language development is scaffolded appropriately across all language domains—listening, speaking, reading, and writing. This paper presents a set of instructional activities designed for a specific grade level, incorporating these standards and principles of language acquisition. Additionally, strategies for differentiating instruction for students in the pre-production and early production stages of language development are discussed, to promote inclusive and effective learning environments.

Selection of Grade Level and Standards

For this example, I have selected a third-grade classroom. The Arizona ELP Standards delineate four proficiency levels: entering, emerging, developing, and expanding. At the basic proficiency level, students are primarily emerging, characterized by limited receptive and expressive language skills but demonstrating emerging understanding of basic vocabulary and sentence structures (Arizona Department of Education, 2020). Correspondingly, the CCSS ELA standards emphasize foundational skills such as oral language development, decoding, comprehension, and basic writing abilities (Common Core State Standards Initiative, 2010). Aligned activities focus on these key skills to foster language acquisition in listening, speaking, reading, and writing domains.

Learning Activities Aligned with ELP and ELA Standards

Listening and Speaking Activity: "Picture Walk and Share"

This activity involves students engaging in a picture walk of a storybook related to a current science or social studies unit. Students will observe illustrations and discuss what they see, guided by prompting questions such as "What is happening in this picture?" and "What do you think will happen next?" The teacher models vocabulary words during this process.

Rationale: According to Krashen’s Input Hypothesis (Krashen, 1982), comprehensible input in meaningful contexts promotes language acquisition. This activity provides such input through visual aids and peer interaction, suitable for students at the emerging stage, who are developing listening comprehension and oral language skills. Visuals serve as scaffolds to support understanding and vocabulary development.

Differentiation Strategies: For pre-production students, allow them to point to pictures and respond non-verbally or with simple phrases. Early production students can be prompted to produce short sentences, such as "The girl is swimming." Group discussions can be adapted to include cooperative learning and visual supports.

Reading Activity: "Shared Reading and Vocabulary Building"

This activity entails a shared reading of a leveled text with repeated exposure to key vocabulary, emphasizing phonemic awareness and comprehension strategies. Students participate in choral reading and are guided to identify familiar words and predict sentences based on context.

Rationale: Vygotsky’s Social Development Theory (Vygotsky, 1978) highlights the importance of social interaction and scaffolding in language learning. Shared reading offers contextualized language input and opportunities for guided practice, crucial at the emerging stage for developing decoding and comprehension. Emphasizing vocabulary enhances receptive language skills.

Differentiation Strategies: Pre-production students can focus on recognizing and pointing to words or pictures. Early production students can attempt to read aloud familiar words or phrases, with support from visual cues and repeated exposure through paired reading or buddy systems.

Writing Activity: "Drawing and Narrating"

Students are asked to draw a picture related to a story or a personal experience and then produce a simple sentence or caption describing their drawing. The teacher models sentence structures and provides sentence frames as needed.

Rationale: This activity aligns with Swain’s Output Hypothesis (Swain, 1985), which posits that language production consolidates grammatical structures and vocabulary. For emerging learners, combining drawing with minimal writing facilitates expressive language development in an authentic context.

Differentiation Strategies: Pre-production students can dictate their captions or produce symbols representing their ideas. Early production students can attempt to write short sentences with prompt support, gradually increasing their independent writing as their confidence and skills develop.

Accountability and Principles of Language Acquisition

The activities described incorporate key language acquisition principles: meaningful interaction, comprehensible input, scaffolding, repetition, and zone of proximal development (Vygotsky, 1978). Visual supports, peer interactions, and gradual release of responsibility ensure learners are engaged at their appropriate developmental levels. The activities also recognize the importance of cultural relevance and student background, which foster motivation and engagement (García & Wei, 2013).

Moreover, differentiation strategies are rooted in the understanding that students in pre-production and early production stages require tailored supports, such as gestures, visuals, sentence frames, and peer collaboration, to advance through the language acquisition continuum.

Conclusion

Designing effective, standards-aligned activities for ELLs at the basic proficiency level necessitates a deep understanding of language acquisition principles and developmental stages. The activities outlined here exemplify how listening, speaking, reading, and writing can be integrated into meaningful learning experiences that promote language development. Differentiation strategies are essential in accommodating students’ diverse needs and fostering their progression from pre-production to more advanced language use, ultimately supporting their academic success within inclusive classrooms.

References

• Arizona Department of Education. (2020). Arizona English Language Proficiency Standards. https://www.azed.gov/ell/standards
• Common Core State Standards Initiative. (2010). English Language Arts Standards. http://www.corestandards.org
• García, O., & Wei, L. (2013). Translanguaging: Language, Bilingualism, and Education. Palgrave Macmillan.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Swain, M. (1985). Communicative competence: some roles of code-switching. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 43–63). Newbury House.
• Lee, O., & Buxton, C. (2010). Science learning, language development, and culturally relevant instruction for English language learners. In J. M. Jose & A. S. L. Jeffery (Eds.), Equity in Education (pp. 85–98). Routledge.
• August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates.
• Gibbons, P. (2009). English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Heinemann.
• National Center for Technology Innovation. (2014). Supporting ELLs in the general education classroom. https://ncil.org