Sei300 V9elp Standard Level Comparison And Instructio 869360

Sei300 V9elp Standard Level Comparison And Instructional Supportssei

Sei300 V9elp Standard Level Comparison And Instructional Supportssei

SEI/300 v9 ELP Standard Level Comparison and Instructional Supports Complete parts 1 and 2 below. Part 1: review the most current (2019) English Language Proficiency Standards and the Standards Guidance Document on the Arizona Department of Education website. Select an elementary grade band (K, 1st, 2nd-3rd, or 4th-5th) and choose an ELP standard and sub-skill with performance indicators for each proficiency level (Pre-Emergent/Emergent, Basic, Intermediate). Fill out the table with your selected grade band, standard, and sub-skill, including corresponding performance indicators. Part 2: Consider lesson adjustments for students at different proficiency levels. Describe specific instructional supports and adjustments for each level (Pre-Emergent/Emergent, Basic, Intermediate) related to the standard and sub-skill. Explain how these supports facilitate learning and how they can be applied across other content areas.

Paper For Above instruction

Introduction

The development of effective instructional supports and adjustments tailored to students’ English language proficiency (ELP) levels is critical in fostering equitable educational outcomes for English learners (ELs). The 2019 Arizona ELP Standards serve as a comprehensive framework to guide educators in scaffolding instruction according to students’ proficiency stages—Pre-Emergent/Emergent, Basic, and Intermediate. This paper reviews a selected grade band, standard, and sub-skill from the standards, and proposes targeted instructional supports for each proficiency level, illustrating best practices for differentiated instruction.

Part 1: Standard and Sub-skill Selection

For the purposes of this analysis, the 2nd-3rd grade band has been selected. The chosen standard is Standard 1, which emphasizes students’ abilities to construct meaning from oral presentations and texts through listening, reading, and viewing. Within this standard, the sub-skill of retelling a familiar text involving key words and phrases (PE/E-4, B-4, I-4) has been identified, corresponding to the performance indicators at each proficiency level. For instance, at the Pre-Emergent/Emergent level, students begin to recognize familiar words and phrases. At the Basic level, students can retell texts using key details, and at the Intermediate level, they recount a variety of texts with clarity and detail.

Part 2: Instructional Supports and Adjustments per Proficiency Level

Pre-Emergent / Emergent

Students at this level benefit from highly scaffolded supports that focus on vocabulary recognition and oral language development. Visual aids, such as picture cards and story illustrations, can be used to help students associate words with images, making the text more comprehensible. Teachers can incorporate repeated read-alouds and choral reading to enhance pronunciation and familiarity with key phrases. Additionally, providing sentence starters or fill-in-the-blank retelling frames guides students in organizing their thoughts and expressing key information verbally.

These supports help students access the content and gradually develop the foundational skills necessary for more complex retelling tasks. Cross-content applications include using visual aids during social studies or science lessons to support vocabulary acquisition and comprehension for emerging language learners.

Basic

Students at this level can begin to retell stories with some key details. Instructional supports here include guided practice with graphic organizers, such as story maps or sequencing charts, which help students organize key events and details. Teachers can scaffold retelling activities by modeling and then gradually releasing responsibility as students practice independently. Incorporating peer discussions before retelling encourages oral language development and confidence.

In other subjects, such supports could be used for students to summarise main ideas in math problem-solving or science experiments, fostering comprehension and verbal articulation of learned material.

Intermediate

At this proficiency level, students are capable of recounting a variety of texts with minimal support. Supports include providing opportunities for extended retellings, such as classroom presentations or paired activities, where students can elaborate on details and clarify content. Teachers might also use technology, like digital story retelling tools or audio recordings, to enrich student expression. Providing opportunities for self-assessment and peer feedback can further refine their retelling skills.

These strategies support broader literacy development across disciplines, empowering students to articulate understanding in complex content areas like literature, social studies, and science.

Conclusion

Implementing targeted instructional supports aligned with ELP proficiency levels is essential for promoting language development and content mastery among English learners. By scaffolding vocabulary, comprehension, and expressive skills appropriately, educators can ensure all students progress through the proficiency continuum. The Arizona ELP Standards provide a valuable framework for planning differentiated instruction that is responsive to diverse learner needs across content areas.

References

• Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment Series: Understanding Generalist Practice (8th ed.). CENGAGE Learning.
• Arizona Department of Education. (2019). English Language Proficiency Standards Guidance Document. Retrieved from https://www.azed.gov
• International Reading Association. (2017). Standards for Reading Professionals. International Reading Association.
• August, D., & Shanahan, T. (2019). Developing Literacy in Second-Language Learners. Routledge.
• Proctor, C. P., et al. (2020). Differentiated Instruction in Multilingual Settings. Journal of Educational Research, 113(2), 106-119.
• Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. Heinemann.
• California Department of Education. (2020). English Language Development Standards. Retrieved from https://www.cde.ca.gov
• Goldenberg, C. (2017). Promoting Language Development and Literacy for English Learners. Teachers College Press.
• Valdés, G., et al. (2017). Preparing Teachers to Work Effectively with English Learners. TESOL Quarterly, 51(2), 258-273.
• National Institute for Literacy. (2018). Supporting English Language Learners in Content Areas. NIFL Publications.