ESL 433 Mod 3
Proficiency Level Analysis
ESL 433N—Advanced Methodologies of Structured English Immersion
Grand Canyon University
January 18, 2015
Proficiency Level Analysis
For this assignment, I will group a seventh grade class into appropriate groups depending on their proficiency levels. There are five English proficiency levels in Ms. Jensen’s class, Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. By looking at the score results of the Arizona English Language Learners Assessment (AZELLA), I will be able to place the students into appropriate groups by placing higher level students with ELL students during in-class activities to help them understand and succeed in their classroom assignments.
When looking at the class roster, I noticed that Ramon is at the Pre-Emergent and Emergent level throughout Reading, Writing, Listening, and Speaking areas so I would place him in a group with students who are mostly at the Intermediate and Proficient Level so he can pick up the English language faster and easier. “Students can be paired or grouped as either ‘like-ability’ or ‘cross-ability’. Cross-ability is where students of different proficiency levels work together and the benefit of cross-ability matching is that the higher-level students can help the lower-help students” (Roberts, 2007). There is a total of fifteen students, therefore I would create five small groups of three. The first group would consist of Ramon, Aryanna, and Carlos. The second group would be Gabriel, Hailey, and Jerry. The third group would include Corynn, Desiree, and Michael. The fourth group would include Jakob, Noah, and Suzanne while my last group would consist of Hade, Petie, and Rebecca. My explanation for placing these students in these specific group is because each group would consist of a low level student (Emergent) with a Basic and Proficient level student. When working during class activities, the higher level (Intermediate/Proficient) students will help out the
ESL 433N—Advanced Methodologies of Structured English Immersion
Grand Canyon University
January 18, 2015
Proficiency Level Analysis
For this assignment, I will group a seventh grade class into appropriate groups depending on their proficiency levels. There are five English proficiency levels in Ms. Jensen’s class, Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. By looking at the score results of the Arizona English Language Learners Assessment (AZELLA), I will be able to place the students into appropriate groups by placing higher level students with ELL students during in-class activities to help them understand and succeed in their classroom assignments.
When looking at the class roster, I noticed that Ramon is at the Pre-Emergent and Emergent level throughout Reading, Writing, Listening, and Speaking areas so I would place him in a group with students who are mostly at the Intermediate and Proficient Level so he can pick up the English language faster and easier. “Students can be paired or grouped as either ‘like-ability’ or ‘cross-ability’. Cross-ability is where students of different proficiency levels work together and the benefit of cross-ability matching is that the higher-level students can help the lower-help students” (Roberts, 2007). There is a total of fifteen students, therefore I would create five small groups of three. The first group would consist of Ramon, Aryanna, and Carlos. The second group would be Gabriel, Hailey, and Jerry. The third group would include Corynn, Desiree, and Michael. The fourth group would include Jakob, Noah, and Suzanne while my last group would consist of Hade, Petie, and Rebecca. My explanation for placing these students in these specific group is because each group would consist of a low level student (Emergent) with a Basic and Proficient level student. When working during class activities, the higher level (Intermediate/Proficient) students will help out the
References: Roberts, Melinda. (2007). “Teaching in the Multilevel Classroom”. Pearson Education, Inc. Retrieved from http://www.pearsonlongman.com/ae/download/adulted/multilevel_ monograph.pdf