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ELL Proficiency Standards Assignment Template

Language ELP Standard


Domain (Basic Level) Content Standard Performance Objectives
“A student at this Standard 1: The Content:
Listening level is able to apply student will listen Students will be able to identify
and knowledge of actively to the ideas the main idea, key points and
Speaking English conventions of others in order to details after listening to the
by using simple and acquire new presentation.
compound knowledge.
sentences with The student will
errors. The student demonstrate Language:
is attempting self- understanding of oral Students will be able to
corrections. The communications by summarize the presentation
student uses retelling the main using the following sentence
sentence structures idea/concept and key frame: “The main idea of the
which points/details of a story was ______________
include regular presentation using because ________________.”.
subjects and simple sentence frames (B-4)
and progressive (English Language
tenses” (English Proficiency
Language Standards, n.d.).
Proficiency
Standards, n.d.).
The student at this Standard 1: The Content:
Reading level has a limited student will Student’s will be able to
ability to decode demonstrate identify paragraphs and their
and comprehend understanding of print distinguishing features.
text independently concepts of the
read in English. The English language. The
student relies on student will Language:
visuals, demonstrate Students will be able to write a
organizational knowledge of print paragraph using the required
features, and concepts by paragraph features.
contextual clues to identifying
comprehend text. paragraphs and their
The student is distinguishing
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developing features (e.g.,
phonemic indentation of first
awareness and uses word, topic sentence,
sound/symbol supporting sentences,
relationships and concluding sentences,
syllabication rules etc.) (B-2) (English
to decode. The Language Proficiency
student’s fluency Standards, n.d.).
may impede
comprehension.
From text read
aloud, the student
can identify key
information elicited
from the teacher
(English Language
Proficiency
Standards, n.d.).
The student at this Standard 1: The Content:
Writing level has a limited student will express Students will be able to create a
ability to write in his or her thinking story using their own ideas and
English. The student and ideas in a variety demonstrate their knowledge of
recognizes that of writing genres. The story requirements (plots,
spoken words are student will express characters and details).
represented by his or her thinking
written language. and ideas by using a
The student relays variety of writing Language:
short messages by genres, as Students will be about to write a
drawing and using demonstrated by story using an essay type format
sound/symbol writing a narrative including characters and three
relationships to paragraph based on details.
write words and imagined or real
phrases. The student events that include
organizes writing characters and plot
from left to right, with three or more
top to bottom with details using
spacing between appropriate
words. Errors in transitional words,
writing conventions with instructional
impede reader’s support (B-1)
comprehension. (English Language
Proficiency
Standards, n.d.).

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Rationalize

Listening and Speaking

For listening and speaking I choose the standard of having stduent listen to other ideas.

Students would then demonstrate their understanding of oral communication by retelling the

main idea, main points and details (English Language Proficiency Standards, n.d.). The content

objective is students will be able to identify the main idea, key points and details after listening

to the presentation. This objective addresses the basic ELL level because the student is able

practicing using simple and compound sentences when providing details about the story. The

language standard requires students to use a sentence frame to summarize the story. The

sentences set up the sentence for the child so he or she is able to create a compound sentence

with no errors. A content objective is stating what the student will learn during the lesson.

During this lesson students will identify the main idea and details. A language objective explains

what the child will learn and how they will demonstrate their new skill. The sentence frame is a

great way to point the students in the right direction for their papers as well as create a compound

sentence.

Reading

The ELP standard (basic level) explains that students have a limited ability to decode and

comprehend text independently in English. The first standard teaches student how to identify the

important parts of a paragraph (English Language Proficiency Standards, n.d.). The content

objective is students will be able to identify the distinguishing pats of a paragraph. This standard

works for a content objective because Echevarria (n.d.) explain that verbs for content objectives

are identify, solve, create, etc. The content objective has the student identify parts of paragraphs.

The language objective is students will be able to write a paragraph using the required paragraph

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features. Once again Echevarria (n.d.) provides examples of verbs for language objectives like

listen for, retell, write, etc. The students learned in the lesson what the distinguishing features in

the paragraph are and the language objective allows them to demonstrate the new skill.

Writing

For the writing portion the ELP standard (basic level) it states that students have a limited

ability to write in English. Students are able to recognize spoken words are represented by

written language (English Language Proficiency Standards, n.d.). For the content, standard

students express their thinking by using writing genres. The content objective is students will be

able to create a story using their own ideas. The language objective is students will be able to

write this tory using paragraphs and essay format. Students have a understanding of social

language that they gain at home or on the playground. As an ESL stduent they must be able to

learn how to have academic language. The objective helps students turn their social language

into an academic assignment. Students gain knowledge of academic language by creating a

narrative essay. They gain the understanding of text features, paragraphs and sequence order.

Each of the objectives help the students reach the ELP basic standard.

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References

Echevarria, J., Vogt, M., & Short, D. (n.d.). Writing and Using Content and Language Objectives

. Retrieved August 25, 2017, from

http://schools.shorelineschools.org/swstaff/files/2014/08/writing-content-and-language-

objectives.pdf

English Language Proficiency Standards. (n.d.). Retrieved August 29, 2017, from

http://www.azed.gov/oelas/elps/

© 2015. Grand Canyon University. All Rights Reserved.