ESL-433N-RS-Proficiency Standards Assignment T1 PDF

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ELL Proficiency Standards Assignment Template

Language Domain Listening and Speaking

Reading

ELP Standard (Basic Level) A student at this level is able to comprehend information shared in social and academic conversations. The student responds using phrases and sentences. Limited vocabulary and errors in phonology and syntax will impede the production of language. (English Language Proficiency Standards)

The student at this level has the ability to decode and comprehend text independently read in English. The student relies on visuals,

Content Standard CCSS.ELALITERACY.SL.1112.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (English Language Arts Standards " Speaking & Listening " Grade 11-12) CCSS.ELALITERACY.RL.1112.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a

Performance Objectives Content: Students will read an assigned play and will break each act down in an organizational chart to prepare for a paper. Language: Students will be assigned to groups. Each group will be assigned a scene. The groups will create an organizational chart arguing that their act is the most important of the play and cite direct evidence.

Content: Students will read an assigned piece of literature and pay special attention to how the point of view sets the tone of the story. Language: In a classroom discussion, students will

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Writing

organizational features, and contextual clues to comprehend text. The student uses sound/symbol relationships and syllabication rules to decode. The student’s fluency may impede comprehension. (English Language Proficiency Standards) The student at this level has a limited ability to write in English. The student applies sound/symbol relationships to spell words in sentences and short phrases. The student uses correct subject/verb agreement and writing conventions to write sentences and phrases in a variety of writing applications. Errors in writing conventions may impede reader’s comprehension. (English Language Proficiency Standards)

text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (English Language Arts Standards " Reading: Literature " Grade 11-12)

discuss the point of view of the story. They will discuss how the story would be different if it was in a different point of view and how the tone and feeling of the story would differ.

CCSS.ELALITERACY.W.1112.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (English Language Arts Standards " Writing " Grade 11-12)

Content: Students will select an historic event from a piece of literature read in class and gather information from the literature and academic texts to compare and contrast Language: Students will write a paper using their findings to compare/contrast the historical event by using proper academic language and form.

For listening and speaking, the best way is social immersion. With ELL students, a lot of times, they may be shy and least likely to speak up in class due to the fear of mispronouncing or saying the wrong word. In a social setting, there may be some of the same fears but now they are © 2015. Grand Canyon University. All Rights Reserved.

in a small group and not the entire class. Small groups can be the best environment for an ELL. They a should be grouped with students on different levels than they are. In smaller groups everyone must contribute to make it a success and this will allow the student to have a chance to be more vocal or ask questions they may have been too fearful to ask in front of the entire class. With the reading aspect of ELL students, this is a great opportunity to teach them not just to read the words or the story but to look past the story; to delve into the story by specifically looking at the point of view in which the story is written. This can help students understand things like tone and character depth. By participating in this activity as an entire class, the ELL student will benefit from feedback from other students. This allows the student to observe other’s train of thought and understand how they came to their conclusion. Also, by discussing point of view, this allows the student to apply it to their life. For example, if they are reading a firstperson point of view story, they are able to see how the speaker relays their feelings and thoughts to the reader. They may learn new ways to express themselves and their ideas to others. The writing aspect is a little more complicated. By the 11th and 12th grades most students should be able to easily write a compare/contrast essay with multiple sources cited. While this may seem like it would be over the ELL student’s head, it is the perfect opportunity to look at several aspects. First, it will show their grasp of grammar, sentence structure, and citation. They will be able to write their paper and show their vocabulary and how they are able to vary their sentence structure. Second, this will showcase if they fully understand the text they have read. They will be using examples from their reading to back up their compare/contrast argument. Lastly, this will allow them to practice research skills as they will be searching for academic texts in order to provide the accurate details of the historical event. With these 3 activities, an ELA teacher can provide a full circle of knowledge. If the student meets all of these standards they will be able to take a piece of literature from start to explanation. They will be able to read and comprehend the story, both on the surface and on a deeper level. Then they will be able to relay their findings to others by knowing how to organize their thoughts and explaining the point of view and what the author is trying to convey. Then they will be able to compose an academic and structurally correct paper or essay with factual and supportive evidence. This will allow them to take their reading and organizational knowledge and collect it together in a comprehensive way to be presented to others.

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References English Language Arts Standards " Reading: Literature " Grade 11-12. English Language Arts Standards " Reading: Literature " Grade 11-12 | Common Core State Standards Initiative. http://www.corestandards.org/ELA-Literacy/RL/11-12/. English Language Arts Standards " Speaking & Listening " Grade 11-12. English Language Arts Standards " Speaking & Listening " Grade 11-12 | Common Core State Standards Initiative. http://www.corestandards.org/ELA-Literacy/SL/11-12/. English Language Arts Standards " Writing " Grade 11-12. English Language Arts Standards " Writing " Grade 11-12 | Common Core State Standards Initiative. http://www.corestandards.org/ELA-Literacy/W/11-12/. English Language Proficiency Standards. https://www.azed.gov/oelas/elps/.

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