the instructions are attached

3 pages

needed in 9 hours

Process Groundwork—Draft

[CLOs: 1, 2, 3, 4]

When preparing for the Final Paper, remember that

· Your audience will be a group of colleagues who are unfamiliar with these ideas or who need clarification and strategies to help with the presented problem.

· Your role will be a well-informed teacher with knowledge of teaching ELLs.

· The format is

 Essay Structure (Links to an external site.)

. https://writingcenter.uagc.edu/essay-structure

· The purpose is to develop a clear response to the questions following the story.

· Draft three pages of your essay, and submit to the Ashford Writing Center. Place the writing center code you received into a word document, and submit to Waypoint below.

Required Resources

Text

Piper, T. (2015). 

Language, learning, and culture: English language learning in today’s schools
. 

Retrieved from https://content.ashford.edu

· Chapter 7: Content-Area Teaching

Articles

Mahmoud, S. S., & Oraby, K. K. (2015). 

Let them toil to learn: Implicit feedback, self-correction and performance in EFL writing.  (Links to an external site.)

Theory and Practice in Language Studies, 5(8), 1672-1681. doi:10.17507/tpls.0508.18

· This article provides information about how to give feedback. It will help you on the Writing and Content in the ESL Classroom discussion.
Accessibility Statement does not exist.

Privacy Policy (Links to an external site.)

Robertson, K. (n.d.). 

Improving writing skills: ELLs and the joy of writing. (Links to an external site.)

 Retrieved from http://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing

· This article provides information about how to teach writing to ELLs. It will help you on the Writing and Content in the ESL Classroom discussion.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

Multimedia

Acacia University (2017). 

Writing strategies for ESL students
 (Links to an external site.)

 [Video file]. Retrieved from

            https://www.youtube.com/watch?v=Gd3ezbUBbLo

· This video provides information about teaching writing in the ESL classroom. It will help you on the Writing and Content in the ESL Classroom discussion.
Accessibility Statement 
Privacy Policy 

Ashford University. (2018). ELL240 vocabulary quiz. [Media file]. Retrieved from URL https://ashford.instructure.com

· This interactive provides the opportunity to explore ESL vocabulary and is located in your online classroom. This activity will help you in the discussions and assignments in this course.
Accessibility Statement does not exist.
Privacy Policy does not exist.

colorincolorado (2012, February 7). 

Writing a paragraph with high school ELLs (Links to an external site.)

[Video file]. Retrieved from https://youtu.be/wbZ2k5j8MFk

· This video shows how a teacher helps her students turn their brainstorm into a writing paragraph. It will help you on the Writing and Content in the ESL Classroom discussion..

Accessibility Statement (Links to an external site.)

Privacy Policy (Links to an external site.)

International TEFL Academy (2011, July 28). 

Teaching writing skills in the ESL classroom
 (Links to an external site.)

 [Video file]. Retrieved from https://www.youtube.com/watch?v=nbZUKAamXDU

· This video provides an example and ideas for teaching reading to adult ELLs. It will help you with the Teaching Reading assignment.
Accessibility Statement does not exist.
Privacy Policy does not exist.

Case Study for Final Paper

Young Learners

Mrs. Serpe has been teaching for about 10 years; however this is the first year she can remember having ELLs who are coming in at lower proficiency levels. She is not always sure how to help them. Two of her students, Maria and Abed, have her particularly perplexed.

Maria has been in the classroom now for about six months. Although she is silent in the classroom, Mrs. Serpe hears from the playground teachers that Maria has started talking with her friends on the playground. In class, Maria will respond with nods and smiles only. She does not talk. Mrs. Serpe is confused on how to help her, based on her proficiency level, and why Maria is now talking while on the playground, but will not talk in class. Mrs. Serpe does her best to hide her frustration and help Maria feel part of the classroom. However, since Maria came to the classroom with little English background, Mrs. Serpe feels somewhat lost on how to help her.

Abed, on the other hand, has been at this school for over a year now. He is doing very well. He speaks with friends on the playground and is involved in class discussions. He came to school with some English background. He is reading almost at grade level and is very outgoing, communicative, and engages well with peers both inside and out of the classroom. He can understand and make himself understood with a mostly accurate English grammatical system when speaking and listening. However, his writing is struggling. Although he writes, he has many grammatical mistakes, has trouble getting the words he speaks from his brain to the paper, and becomes easily frustrated.

Mrs. Serpe needs help with both students.

Case Study for Final Paper

Adult Learners

You have been teaching in the University Intensive English Program for several years, so when a newer teacher comes to you in need of assistance, you are ready to help him! Unique to your program, each instructor teaches all four domains of language in the classroom. So, each teacher will spend four hours each day with a group of about 15 adult learners and will teach all four domains with the assistance of some adult ESL textbooks. Because this instructor is newer and is still learning, he has been placed with the intermediate adult students. He is thriving at his job, but has a few questions about how to help students with some key skills.

During the listening and speaking portion of class, your colleague tells you that he is struggling to have his students engage in conversation. He gives them the directions verbally, breaks them into groups, and then gives them time to get started. However, the students will often get into groups, but then are not sure what to do and will not be able to get started. Most frustrating is that he will often hear the students talking with each other, in English, before class and in the hallways, but they will not readily speak up in class. He is perplexed why speaking in English in class is difficult for them. They will nod as if they understand and will ask each other questions about class information in their native languages. He asks you to help him understand what he could be missing and what he can do to help them with communicating in class.

Your colleague is also frustrated with his students’ writing. He feels that he is giving them the grammatical knowledge to write, but his students are still struggling with how to get the ideas on paper in an organized way. He is asking for your help in how to help the students with their writing.

Case Study

[WLOs: 2, 4] [CLOs: 1, 2, 3, 4]

You have spent five weeks learning all of the nuances of helping students learn English as an additional language. The process goes well beyond “just learning English” and includes very complicated processes that need explicit teaching of language. For the final assignment, you will combine everything you have learned to analyze a case study.

TESOL Pre-K–12 English Language Proficiency Standards Framework (Links to an external site.)

For this assignment, you will choose either the 

K-12

 or 

Adult Language Case Study

. It is recommended that you choose the case study that fits with the age you have been choosing most throughout the course.

Part I: Analysis

· Case Study Analysis.

· Describe any unique characteristics of the students.

· Hypothesize how these characteristics could impact language learning.

· Propose what their current proficiency levels are.

· Explain what evidence led you to that conclusion?

· Propose which strategies are currently being used by the teacher.

· Explain if the strategies are effective based on what we know? Why or why not? Provide evidence for your argument.

· Synthesize what theories are currently being used by the teacher.

· Propose what theories/concepts would be beneficial in this situation.

It will be important to provide specific examples and use vocabulary and concepts that we have learned in our course.

Part II: Action Plan

· Propose two language objectives that would be beneficial for helping the ELLs progress in language at this point based on what you have read.

· Integrate two interventions/activities for each language goal that will provide comprehensible input necessary for the students to progress.

· Synthesize how you are applying fundamental theories, concepts, and vocabulary to develop the strategies/interventions.

To structure your writing,

· Your audience will be a group of colleagues who are unfamiliar with these ideas or who need clarification and strategies to help with the presented problem.

· Your role will be a well-informed teacher with knowledge of teaching ELLs.

· The format will be an academic essay.

· The purpose is to develop a clear response to the questions following the story.

· You are writing using an 

Essay Structure (Links to an external site.)

.

The Final Paper

· Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the 

Ashford Writing Center (Links to an external site.)

.

· Must include a separate title page with the following:

· Title of paper

· Student’s name

· Course name and number

· Instructor’s name

· Date submitted

For further assistance with the formatting and the title page, refer to 

APA Formatting for Word 2013 (Links to an external site.)

.

· Must utilize academic voice. See the 

Academic Voice (Links to an external site.)

 resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

· For assistance on writing 

Introductions & Conclusions (Links to an external site.)

 as well as 

Writing a Thesis Statement (Links to an external site.)

, refer to the Ashford Writing Center resources.

· Must use at least two scholarly sources in addition to the course text.

· The 

Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)

 table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s 

Citing Within Your Paper (Links to an external site.)

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the 

Formatting Your References List (Links to an external site.)

 resource in the Ashford Writing Center for specifications.

TESOL Pre-K–12 English Language Proficiency Standards Framework

The Pre-K–12 English Language Proficiency Standards are available in the TESOL Bookstore.
The standards address concerns introduced by the No Child Left Behind legislation. It also
presents detailed tables that show indicators of success at different levels of proficiency. The
framework of the standards is available here for your convenience. For questions about using,
reprinting, or quoting the Pre-K–12 English Language Proficiency Standards, see
TESOL’s Rights and Permissions page.

1. Proficiency Standards Framework
2. Grade Level Clusters
3. Language Domains
4. Language Proficiency Levels
5. Background

1. Presentation of a Clear Proficiency Standards Framework

The standards publication presents five language proficiency standards. They include both social
and academic uses of the language students must acquire for success in and beyond the
classroom. The English language proficiency standards are as follows:

Standard 1:

English language learners communicate for social, intercultural, and
instructional purposes within the school setting.

Standard 2:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of language arts.

Standard 3:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of mathematics.

Standard 4:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of science.

Standard 5:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of social studies.

2. Identification of Specific Grade-Level Clusters

The grade-level clusters for the English language proficiency standards reflect current
educational configurations in the United States.

PreK-
K

Grade levels preK-K are grouped together because the
primary focus is on creating a learning environment that
nurtures the development of young English language
learners.

http://tesol.prod.vtcus.com/read-and-publish/rights-and-permissions�

1-3
Grade levels 1-3 are grouped together because in most
elementary school programs, these grades are geared toward
“learning to read.”

4-5 Grade levels 4-5 share the common goal of literacy skills application, often referred to as “reading to learn.”

6-8

At the 6-8 grade levels, English language learners face
increased academic and social pressure to perform. In
addition, at this level, there is a widening range of student
performance.

9-12

Grade levels 9-12 reflect the traditional high school
organization. The academic demands at the secondary level
make reaching parity with grade-level peers increasingly
difficult for English language learners.

3. Usage of Four Language Domains

Each of the five language proficiency standards is divided into the language domains of
listening, speaking, reading, and writing. While interaction naturally occurs between and among
language domains, in this document, they are maintained as separate constructs as one way of
thinking about curriculum, instruction, and assessment.

Listening
Listening is an active skill. By highlighting an assortment of listening tasks across
standards, the need to involve students in active listening and purposeful listening skills
development becomes clear.

Speaking
English language learners engage in oral communication in a variety of situations for a
variety of purposes and in a wide spectrum of settings. As part of oral communication,
students are constantly using language in meaningful interaction with others.

Reading
English language learners process, interpret, and evaluate written language, symbols, and
text with understanding and fluency. Learning to read in a second language may be
enhanced or hindered by students’ level of literacy in their native language. Students who
have a strong foundation in reading in their first language bring with them skills that can
be readily transferred in the process of learning to read in English.

Writing
English language learners use written communication for a variety of purposes and
audiences. Writing can be used to express meaning through drawing, symbols, or text.

English language learners may come with writing styles influenced by their home
cultures.

4. Inclusion of Five Levels of Language Proficiency

The use of five levels reflects the complexity of language development and allows the tracking
of student progress across grade levels within the same scale. The five levels of language
proficiency reflect characteristics of language performance at each developmental stage. The
language proficiency levels are intended to highlight and provide a model of the process of
language acquisition that can be adapted by individual districts and states.

Level 1-Starting
At L1, students initially have limited or no understanding of English. They rarely use
English for communication. They respond nonverbally to simple commands, statements,
and questions. As their oral comprehension increases, they begin to imitate the
verbalizations of others by using single words or simple phrases, and they begin to use
English spontaneously.
At the earliest stage, these learners construct meaning from text primarily through
illustrations, graphs, maps, and tables.

Level 2-Emerging
At L2, students can understand phrases and short sentences. They can communicate
limited information in simple everyday and routine situations by using memorized
phrases, groups of words, and formulae. They can use selected simple structures correctly
but still systematically produce basic errors. Students begin to use general academic
vocabulary and familiar everyday expressions. Errors in writing are present that often
hinder communication.

Level 3-Developing
At L3, students understand more complex speech but still may require some repetition.
They use English spontaneously but may have difficulty expressing all their thoughts due
to a restricted vocabulary and a limited command of language structure. Students at this
level speak in simple sentences, which are comprehensible and appropriate, but which are
frequently marked by grammatical errors. Proficiency in reading may vary considerably.
Students are most successful constructing meaning from texts for which they have
background knowledge upon which to build.

Level 4-Expanding
At L4, students’ language skills are adequate for most day-to-day communication needs.
They communicate in English in new or unfamiliar settings but have occasional difficulty
with complex structures and abstract academic concepts.
Students at this level may read with considerable fluency and are able to locate and
identify the specific facts within the text. However, they may not understand texts in
which the concepts are presented in a decontextualized manner, the sentence structure is
complex, or the vocabulary is abstract or has multiple meanings. They can read

independently but may have occasional comprehension problems, especially when
processing grade-level information.

Level 5-Bridging
At L5, students can express themselves fluently and spontaneously on a wide range of
personal, general, academic, or social topics in a variety of contexts. They are poised to
function in an environment with native speaking peers with minimal language support or
guidance.
Students have a good command of technical and academic vocabulary as well of
idiomatic expressions and colloquialisms. They can produce clear, smoothly flowing,
well-structured texts of differing lengths and degrees of linguistic complexity. Errors are
minimal, difficult to spot, and generally corrected when they occur.

5. Proficiency Standards Background

In the nearly ten years since the publication of TESOL’s ESL Standards for Pre- K-12 Students,
the standards movement has continued to grow and impact educational systems throughout the
United States at the state, district, and classroom levels.

The provisions of the No Child Left Behind Act of 2001 (NCLB) have also focused attention on
the language needs of English language learners by requiring each state to develop English
language proficiency standards.

Using TESOL’s 1997 publication as a building block, the revised 2006 PreK-12 English
Language Proficiency Standards

• Expand the scope and breadth of the ESL content standards by bridging them to specific
core curriculum content areas, namely, English language arts, mathematics, science, and
social studies

• Use students’ first languages and cultures as the foundation for developing academic
language proficiency

• Provide an organizational structure that is synchronized with federal legislation.

In addition, the revised PreK-12 English Language Proficiency Standards build on and augment
the World-class Instructional Design and Assessments (WIDA) Consortium’s English language
proficiency standards for English language learners in Kindergarten through grade 12.*

Copyright © 2006 Teachers of English to Speakers of Other Languages, Inc. All rights reserved. No part of this may
be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any
informational retrieval or storage system, without permission from the publisher.

Augmentation of the WIDA ELP Standards” is based on WIDA ELP Standards Copyright © 2004 State of
Wisconsin. The WIDA ELP Standards are a product of the collaborative effort of nine states known as the WIDA
consortium: Wisconsin, Delaware, Arkansas, District of Columbia, Maine, New Hampshire, Rhode Island, Vermont,
and Illinois. Permission to use for anything other than personal, non-commercial use must be obtained from the
Department of Instruction, State of Wisconsin.