English Proficiency chart PDF

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English Language Proficiency Chart Directions: Select one ELP standard from each strand (speaking and listening, reading, writing) from your state department website, record the standard in the chart. Then correlate the ELP standard with the correct Common Core Standard in Language Arts. Finally, list one teaching activity to successfully achieve these standards.

English Language Proficiency Standard

Listening and Speaking:

“PE-2: repeating main ideas from read-alouds (fiction and nonfiction) using key words, phrases, and gestures.” (2010 Arizona English Language Proficiency Standards).

Common Core Standard

Teaching Activity

“SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.” (Idaho Common Core State Standards).

Day one:  The teacher and the class will read Anne Arrives: Inspired by Anne of Green Gables.  Teacher will stop at the end of each chapter and ask students what they felt was the main idea in that chapter.  Students before answering the teacher they will talk as a group and then agree to answer what they think is the main idea. Day Two:  At the end of the book students will go back to their desk where they will be handed one blank paper page and three index cards. On the blank paper the students had to draw a picture from the book from one of the pages that they felt that had the main idea in each chapter, with the three index card the first one will be considered main idea, second will be details, and third will be summery. Day Three and Four:

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Students will pick a chapter to reread and then draw their favorite part of the chapter and on the three index cards students will write about the main idea in that chapter with the details and then the last card they will summarize the chapter that they just reread. Day Five:  When finished students will glue the index cards and the picture on a strip of paper to be displayed in the hallway. Day one: “RL.2.1 Ask and  Teacher will talk to the students answer such about making predictions when questions as who, reading a book or a short story. what, where, Teacher will go over words such as when, why, and how who, what, when, where, why, and to demonstrate how and talk about a detective and understanding of key how they use these words to help details in a text.” solve a mystery. (Idaho Common Core Day Two: State Standards)  Teacher will recap of what they talked about the day before and what a detective does to solve a mystery. Teacher will ask students what are the words that they use when solving a mystery.  Students will be taken to the library where they will look at different books they may like to read to give them an idea on which ones they will use for later. Day Three:  Again, teacher will review what a mystery is and what detectives do and how they solve mysteries.  Students will return to the library where they will pick out a book of their choice that is at their reading level.  Students will be handed a worksheet with a detective on it and the words: who, what, when, where, and how on it. 

Reading:

“PE-2: making predictions based on cover, title and illustrations with instructional support. (2010 Arizona English Language Proficiency Standards)

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Before students read the book they will need to fill out the worksheet by just looking at the title and the cover on the book. Day Four:  Students will finally be able to read their book that they picked out. Day Five:  Students will decide on if their predictions that they filled out if they where close to what the book was even about and then at the end of the worksheet they will draw a smile face or a frown face on if they liked the book or not, and either answer yes or no on if they predicted right. 

Writing:

“PE-3: summarizing the key events or ideas of informational text by drawing pictures with instructional support.” (2010 Arizona English Language Proficiency Standards).

Day one: “W.2.3 Write  Teacher will talk to students about a narratives in which journal and what people uses a they recount a well journal or diary for. elaborated event or  Teacher will use a clip from short sequence of YouTube on a story about a journal/ events, include diary they will only do a few pages details from the clip: to describe actions, https://youtu.be/rxwjsC2OS4U thoughts, and  Teacher will hand out premade feelings, use temporal journals for the students. words to signal event  Teacher will tell students that they order and provide a can either pick a time frame that sense of closure.” they want to be in or they can pick (Idaho Common Core present time frame. State Standards)  Teacher will tell students that they are going to create their own journals and draw pictures of their day. Day Two though four:  Students will write in their journals for fifteen minutes making sure that they cover their feelings and thoughts in details as well as showing it in the pictures. Day five:  Students will be asked if they © 2015. Grand Canyon University. All Rights Reserved.

would like to share their journal stories to the class, if they choose not to that is ok. At the end the students will hand in their journals to the teacher.

Reference © 2015. Grand Canyon University. All Rights Reserved.

English Language Proficiency Standards. (n.d.). Retrieved August 03, 2020, from https://www.azed.gov/oelas/elps/ Idaho State Department of Education (SDE). (n.d.). Retrieved August 03, 2020, from https://www.sde.idaho.gov/academic/standards/

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