Sei300 V8elp Standard Comparison Chart Page 2 Of 2

Sei300 V8elp Standard Comparison Chartsei300 V8page 2 Of 2elp Standa

Sei300 V8elp Standard Comparison Chartsei300 V8page 2 Of 2elp Standa

SEI/300 v8 ELP Standard Comparison Chart

Complete Parts 1 and 2 below.

Part 1: Charts

Review the English Language Proficiency Standards and the English Language Proficiency Standards Guidance Document on the Arizona Department of Education website. Select one ELP standard within a specific 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. Then, complete the Performance Indicators chart to illustrate student growth in expectations for each proficiency level within your selected ELP standard.

ELP Standard Information

Include the stage, domain, standard number, and description. Provide examples relevant to the standard.

Performance Indicators

Describe how students demonstrate knowledge at each proficiency level, from Pre-Emergent to High-Intermediate, with specific, concrete examples.

---

Part 2: Reflection

Write a 350- to 525-word reflection explaining how teachers can meet the needs of students at each proficiency level for your chosen ELP standard. Discuss how teachers might adjust lessons or instructional strategies to support students across different proficiency levels during a lesson. Additionally, consider how the skills outlined in the ELP standards can be applied in other content areas such as science, mathematics, and social studies.

---

Paper For Above instruction

Introduction

Effective instruction for English Language Learners (ELLs) requires understanding their diverse proficiency levels and adjusting teaching strategies accordingly. The Arizona Department of Education's English Language Proficiency Standards (ELPS) provide a framework for supporting student growth across proficiency levels. This paper explores how teachers can meet the needs of students at each proficiency stage for a selected ELP standard, illustrating differentiated instructional practices. Additionally, it discusses the application of these skills in other content areas, emphasizing their importance in various academic contexts.

Selection of ELP Standard

For this discussion, the selected ELP standard is within the Reading domain, Stage II (Grades 1-2), Standard 1: Print Concepts, which states, "The student will demonstrate understanding of print concepts of the English Language." This standard emphasizes foundational literacy skills, crucial for early language development. The performance indicators further break down student progress: from repeating alphabet letters to organizing and alphabetizing words with varying levels of instructional support.

Performance Indicators Across Proficiency Levels

At the Pre-Emergent level, students are expected to repeat alphabet letters with visual cues, reflecting minimal and foundational print awareness. For Emergent learners, the skill expands to organizing the alphabet sequence, demonstrating growing recognition of letter order. Basic proficiency involves alphabetizing words to the first letter, typically with teacher support, indicating increased understanding of alphabetical order. Low-Intermediate students are expected to alphabetize words to the second letter with some instructional support, reflecting further skill development. High-Intermediate learners skillfully alphabetize words to the second letter independently, showing mastery and confidence in print concepts.

Supporting Students Across Proficiency Levels

To effectively support students at each level, teachers must employ tailored instructional strategies:

Pre-Emergent Students: Use visual aids, gestures, and repeated modeling of letters to foster familiarity. Incorporating tactile activities like tracing or using letter manipulatives can enhance engagement and memory. For example, students can organize magnetic letters or participate in alphabet collage projects.

Emergent Learners: Create activities that involve sequencing letters using picture cards or alphabet puzzles. Scaffold instruction by guiding students through the alphabet in small segments, gradually increasing complexity. For example, teachers can use alphabet songs combined with physical movements to reinforce order.

Basic Level: Provide scaffolded practice with formative assessments such as organizing a series of words by their initial letter, with instruction and feedback. Use guided group work where students collaboratively alphabetize words, encouraging peer learning and support.

Low-Intermediate: Encourage students to alphabetize larger sets of words to the second letter, offering minimal hints. Use graphic organizers and step-by-step checklists to promote independence while ensuring accuracy.

High-Intermediate: Engage students in independent activities like creating their own alphabetized word lists across subjects, integrating print concepts into cross-curricular tasks such as organizing vocabulary in science or social studies.

Applying ELP Skills in Other Content Areas

The foundational skills outlined by ELP standards are transferable across disciplines. In mathematics, understanding print concepts supports interpreting word problems and instructions effectively. In science and social studies, the ability to organize and alphabetize vocabulary words enhances comprehension and retention of key concepts. For example, students might organize scientific terms alphabetically for study guides or sequence historical events chronologically, employing skills cultivated through print concepts.

Cross-disciplinary application emphasizes that supporting print literacy is integral to overall academic success. Teachers can leverage these skills by incorporating vocabulary organization and sequencing activities into various subjects, making literacy development relevant and contextually meaningful.

Conclusion

Meeting the diverse needs of ELL students requires thoughtful differentiation based on proficiency levels. By understanding the specific skills associated with each stage of language development, teachers can adapt instruction to promote growth effectively. The skills outlined in the ELP standards are essential beyond language arts—they underpin successful participation across all content areas. Through targeted strategies and cross-disciplinary application, educators can foster literacy and content mastery in all learners.

References

  • Arizona Department of Education. (2020). English Language Proficiency Standards Guidance Document. Retrieved from https://www.azed.gov
  • Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Heinemann.
  • Hiebert, E. H., & Morrow, L. M. (2012). Learning to Read in Primary Grades. Pearson.
  • Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
  • National Curriculum Standards for Social Studies (National Council for the Social Studies). (2013). Perspectives on the Integration of Literacy Skills. NCSS.
  • Shanahan, T. (2017). Teaching content and literacy collaboratively. The Reading Teacher, 70(4), 439–442.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • WIDA Consortium. (2018). WIDA English Language Development Standards. WIDA.
  • Snow, C. E., & Uccelli, P. (2009). The Challenges of Academic Language in Linguistically Diverse Classrooms. The Elementary School Journal, 110(2), 183–197.
  • August, D., & Shanahan, T. (2006). Developing Literacy in Second-Language Learners:Report of the National Literacy Panel on Language-Minority Children and Youth. NIU/NLRC.

Related Assignments