Instructional Strategies for ELLs – Part 1

Language is comprised of interconnected components. Teachers engage ELLs in speaking, listening, reading, and writing activities to reinforce all areas of English language development and to better assess their progress.

For this assignment, select a grade level K-12, and complete Part 1 of the “Instructional Strategies for ELLs” template. Identify and summarize research-based instructional strategies to address listening, speaking, and vocabulary development with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

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While APA format is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Instructional Strategies for ELLs – Part 1

Grade level: __________

Pre-Emergent – Instructional Strategies

Content Area

Strategy

Summary

Listening

Speaking

Vocabulary

Emergent – Instructional Strategies

Content Area

Strategy

Summary

Listening

Speaking

Vocabulary

Basic – Instructional Strategies

Content Area

Strategy

Summary

Listening

Speaking

Vocabulary

Low Intermediate – Instructional Strategies

Content Area

Strategy

Summary

Listening

Speaking

Vocabulary

High Intermediate – Instructional Strategies

Content Area

Strategy

Summary

Listening

Speaking

Vocabulary

© 2018. Grand Canyon University. All Rights Reserved.

Rubic_Print_Format

Emergent 15.0% Not addressed.

15.0% Not addressed.

15.0% Not addressed.

15.0% Not addressed.

15.0% Not addressed.

Not addressed.

Course Code Class Code Assignment Title Total Points
ESL-546 ESL-546-O500 Instructional Strategies for ELLs – Part 1 75.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Category 100.0%
Pre-

Emergent 15.0% Not addressed. Includes research-based instructional strategies that are not adequately summarized or are not suitable for a pre-emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes research-based instructional strategies that could be more adequately summarized or more suitable for a pre-emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes an accurately summarized research-based instructional strategy suitable for a pre-emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. Includes an accurately summarized research-based instructional strategy ideally suited for a pre-emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains.
Includes research-based instructional strategies that are not adequately summarized or are not suitable for an emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes research-based instructional strategies that could be more adequately summarized or more suitable for an emergent ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes an accurately summarized, research-based instructional strategy suitable for an emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. Includes an accurately summarized research-based instructional strategy ideally suited for an emergent ELL at the intended grade level for each of the listening, speaking, and vocabulary domains.
Basic Includes research-based instructional strategies that are not adequately summarized or are not suitable for a basic ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes research-based instructional strategies that could be more adequately summarized or more suitable for a basic ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes an accurately summarized, research-based instructional strategy suitable for a basic ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. Includes an accurately summarized, research-based instructional strategy ideally suited for a basic ELL at the intended grade level for each of the listening, speaking, and vocabulary domains.
Low Intermediate Includes research-based instructional strategies that are not adequately summarized or are not suitable for a low intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes research-based instructional strategies that could be more adequately summarized or more suitable for a low intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes an accurately summarized research-based instructional strategy suitable for a low intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. Includes an accurately summarized research-based instructional strategy ideally suited for a low intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains.
High Intermediate Includes research-based instructional strategies that are not adequately summarized or are not suitable for a high intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes research-based instructional strategies that could be more adequately summarized or more suitable for a high intermediate ELL at the intended grade level for the listening, speaking, or vocabulary domains. Includes an accurately summarized research-based instructional strategy suitable for a high intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains. Includes an accurately summarized research-based instructional strategy ideally suited for a high intermediate ELL at the intended grade level for each of the listening, speaking, and vocabulary domains.
Organization An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. The content could be organized better even though it provides the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics (spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%

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