Order # 12609

STAGE II (Grades 1-2)

The English Language Proficiency Standards usually provide projections for the foundation of linguistic knowledge for learners who do not have adequate skills in English. These skills are essential to English language learners for accessing required academic content by the English Language Arts (Heineke, 2016).

There is always an overlap in English Language Proficiency and English Language Arts language skills. By teaching the indicators performance of ELP standards, the practitioner must prepare the learner of the English language with instructions that are required by ELA standards of Arizona in the classroom mainstream after the separation. The contribution was evident in the guide.

Learning activity of the English language Standards (Mak, Boycott, & Ramburuth, (2015).

HI-1: Differentiating between the phonemes in initial, medial, final words positions, phrases, and sentences.

HI-2: To summarize the main ideas and to support details from the read-aloud in sentences that are complete.

HI-3: Sequence of series of events from the presentations, read-aloud and conversation by use of transition phrases/words in full sentences.

HI-4: To summarize the primary idea and main details/points of presentations by the use of complete sentences.

HI-5: Respond to social conservation by repeating and rephrasing information, asking quizzes, and repetition of information, questions asking and expression of one's thoughts.

HI-6: Following several –step directions including prepositions.

HI-7: Respond to academic discussions through sharing one’s facts of views, ideas, or even events by use of academic’s vocabulary.

Standard 2: The students must orally express his or her thinking and ideas.

HI-1: Articulate accurately the 44 phonemes.

HI-2: Reciting songs, rhymes, text, and chant having accurate pronunciation, voice projection together with expression.

HI-3: To express personal needs feelings in the complete sentences.

HI-4: Initiate conversations by use of formal and non-formal communication in the complete sentences. For example, farewells, greetings, invitations, and apologies among others.

HI-5: Asking and answering academic questions. For example, hypothetical questions, probability expression among others.

HI-6: Ask and respond to social questions by the use of complete sentences.

HI-7: Stating multi-directions that listeners can follow.

Stage II Reading domain according to the English language

Standard1: The learners will demonstrate their understanding of the concepts of the English language.

B-1: Tracking the written words and reading loudly with a correlation of one-to-one.

B-2: Distinguish between printed words, letters, sentences and paragraphs.

HI-3: Identify sentence features such as commas, capitalization, ending punctuation and quotation marks.

B-4: Location and identification of the author, title, illustrator, table of contents of books and title page.

HI-5: Alphabetizing some sequence of words to the second letter with support.

Standard 2: The student will have to identify and to manipulate sounds of English language and decoding of words with the use of knowledge of syllabication, phonics, and some word parts.

HI-1: Distinguish between medial, initial and final sounds spoken for word production.

HI-2: Oral production of words beginning with the same first sounds.

B-3: Distinguish between short and long vowel sounds in oral stated one-syllable words.

HI-4: To segment words with multi-syllables into syllables.

HI-5: To blend syllables to form many several words, using digraphs, use of vowel sounds that are r- controlled and diphthongs.

HI-6: Formation of words through spoken onsets blending and rimes.

PE-7: To distinguish numbers from letters and symbols.

LI-8: Naming all the upper and the lower-case letters of the alphabet having different fonts from the sequence.

Standard II: Students to identify and to manipulate the English sounds language and words decoding by use of syllabication, phonics, and parts of words

HI-9: To regularly read spelled several syllable words through an application of general sound correspondences that includes sounds which are represented by one letter, consonants, vowels and diphthongs and the vowels that are r-controlled.

HI-10: Production of new words specifics grapheme are added, changed or removed.

HI-11: Read many –syllabic words by use of syllabication rules.

HI-12: Identification of inflectional endings and their functions such as tenses, comparisons, a plurality among others.

HI-13: To read great periodical words and random words fluently.

HI-14: Fluently read contractions.

HI-15: Use of word knowledge order a context for confirmation of decoding text.

Standard 3: Students will read fluently and accurately.

HI-2: Use of punctuation, such as commas, question marks, periods, and the exclamation marks for fluency reading guidance.

Stage II Writing domain

Standard 1: The student will have to display his or her thinking ideas.

HI-1: Writing of a narrative or a short story which includes the main idea, setting, character and events sequence.

HI-2: Writing simple chants rhymes and poetry.

HI-3: Completion of a written summary of critical events of information by use of simple sentences.

Stage II Writing

Standard 1: The student expresses his or her ideas in various writing genres.

HI-1: Writing narratives or short stories including main idea, setting, and character.

HI-2: Writing simple chants, poetry, and rhymes.

HI-3: Completion of a written summary of key events or information y use of simple sentences.

HI-4: Creation of expository texts by using simple sentences based on observation, research, and experience.

HI-5: Creation of various functional texts for example letters, classroom rules and directions using complete sentences.

Language objectives /principles of Stage II

Recognize that optimum personal development is the result of effective home-student-school partnership (Heineke, 2018).

Provision of opportunities for all students to be able to get knowledge and to communicate different ideas through writing, reading and finally listening and speaking

Differentiated instruction strategies.

Creation of learning stations, for example creating artwork, completion of puzzles among others.

Second, there is conduction of interviews with students. By asking questions concerning studying styles, one can pinpoint types of content that will help in meeting the needs of the class.

In addition to that, lessons should contain different senses, for example, tactile, visual, kinesthetic and auditory. In application, styles such as providing audio books, playing videos, scene acting, use of info-graphics, use of physical objects should be included (Subban, & Round, 2015)

References

Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters.

Heineke, A. J. (2018). The invisible revolving door: the issue of teacher attrition in English language development classrooms in Arizona. Language Policy, 17(1), 77-98.

Mak, A. S., Bodycott, P., & Ramburuth, P. (2015). Beyond host language proficiency: Coping resources predicting international students’ satisfaction. Journal of Studies in International Education, 19(5), 460-475.

Subban, P. K., & Round, P. N. (2015). Differentiated instruction at work. Reinforcing the art of classroom observation through the creation of a checklist for beginning and pre-service teachers. Australian Journal of Teacher Education, 40(5), 7.