Using The English Language Proficiency ELp Standards From Ar

Using The English Language Proficiency Elp Standards From Arizona Or

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 experience 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 Include a rationale of 250 words citing at least one scholarly source for each domain that describes how the activity addresses the characteristics of the ELL level and accounts for language acquisition theoretical principles.

Paper For Above instruction

In designing effective instructional activities for English Language Learners (ELLs) aligned with the Arizona English Language Proficiency (ELP) Standards at the Basic proficiency level, it is essential to understand both the developmental characteristics of ELLs and relevant language acquisition theories. The following learning experiences for Listening and Speaking, Reading, and Writing are structured to meet these criteria, fostering language development tailored to ELLs' needs and aligning with state standards and the Common Core ELA objectives.

Listening and Speaking

The activity for the Listening and Speaking domain involves students engaging in a structured question-and-answer session based on a familiar story. Students listen to a story read aloud by the teacher, then participate in guided discussions where they answer simple comprehension questions and share their thoughts related to the story. This activity is supported by Vygotsky’s social constructivist theory, emphasizing interaction as a primary means of language development (Vygotsky, 1978). By engaging in collaborative dialogue, ELLs can scaffold their language skills through social interaction, which is fundamental at the Basic level where vocabulary and syntactic structures are still developing (Goldenberg, 2013). The activity provides repeated exposure to vocabulary and sentence patterns in meaningful contexts, which supports incremental language learning. Additionally, the use of visual aids and gestures aligns with Cummins’ distinction between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), ensuring comprehensibility for learners at this stage (Cummins, 2000). This approach recognizes that ELLs often require contextual supports and interaction to develop their listening and speaking competencies effectively.

Reading

The reading activity involves students engaging with leveled texts that are accompanied by visual supports such as pictures and graphic organizers. Students are encouraged to identify familiar words and phrases while answering comprehension questions that focus on main ideas and details. This activity emphasizes phonemic awareness, sight word recognition, and context clues — critical at the Basic proficiency level. Vygotsky’s theory supports how scaffolded reading activities in social contexts enhance language acquisition through zone of proximal development interactions (Vygotsky, 1978). The use of visual supports and leveled texts aligns with Krashen’s Input Hypothesis, which states that language acquisition occurs when learners are exposed to comprehensible input slightly above their current level, facilitated by contextual clues (Krashen, 1982). The focus on oral reading with teacher support allows learners to connect phonological patterns with meaning and promotes fluency. This scaffolding provides a bridge from decoding to comprehension, which is crucial for ELLs maintaining Basic proficiency, fostering confident reading habits and foundational language skills.

Writing

The writing activity involves students composing simple sentences or short paragraphs about familiar topics, supported by sentence frames and graphic organizers. Focused on sentence structure, vocabulary, and ideas, this activity employs process writing strategies, encouraging drafting, revising, and sharing. The activity aligns with behaviorist and constructivist theories of language learning, emphasizing repeated practice and meaningful contexts for language production (Skinner, 1957; Piaget, 1952). Using sentence frames assists learners in developing syntactic control and increases their confidence in expressing ideas in writing. This scaffolding reflects Krashen’s Input Hypothesis, providing language input within the learners' zone of proximal development, enabling gradual internalization of grammatical structures (Krashen, 1982). Additionally, the activity engages proximal language development stages, where learners progress from label and copy to independent sentence creation. Providing feedback and opportunities for peer sharing further supports language reinforcement and social interaction, which are vital at the Basic proficiency level (Gibbons, 2002). Overall, this activity promotes growth in written language by balancing linguistic support with opportunities for independent expression.

References

• Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
• Goldenberg, C. (2013). Unlocking the Research on Dual Language Learners. American Educator, 37(2), 4-11.
• Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Heinemann.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.