540- Elements Of Language Development

Reflection

In 100-150 words, write a reflection on the two terms you researched, the initial questions you had regarding the terms, and what insights you gained because of your research (e.g., clarifications, new understanding).

Verbal

Written

Instructional Strategy 1 (Phonetics)

Instructional Strategy 2

(Phonology)

Instructional Strategy 3

(Morphology)

Instructional Strategy 4

(Lexicon)

Instructional Strategy 5

(Semantics)

Instructional Strategy 6

(Syntax)

Instructional Strategy 7

(Pragmatics)

Scenarios

Scenario 1: Syntax

AZ ELP Standard 4: Productive Communication - Speaking and Writing

By the end of each language proficiency level, an English learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence. With moderate support, apply a developing set of strategies to:

Performance Indicator B-1: Express an opinion or preference using phrases about a familiar topic or story.

Alice, a first-grade student at the Basic level of English language proficiency, is progressing with her writing skills as evidenced in her daily writing journal. The upcoming classroom writing assignment will be answering the question, "Do you like the school's pizza? Why or why not?" Addressing the standard and performance indicator, which strategy can you use to help Alice create well-written sentences to express her opinion? Why did you select this strategy?

Scenario 2: Morphology

AZ ELP Standard 2: Receptive Communication - Listening and Reading

By the end of each language proficiency level, an English learner can determine the meaning of words and phrases in oral presentations and literary and informational text. With substantial support, apply an emerging set of strategies to:

Performance Indicator PE/E-3: Apply information from visual aids, reference materials, and a developing knowledge of grade-appropriate English morphology to determine meaning of unknown words.

A second-grade student, Ana, is a recent arrival English learner (RAEL) from Guatemala. She has been identified as a Pre-Emergent/Emergent speaker as per the AZELLA. While she has some basic knowledge of letters and letter sounds, as there are similarities between her native language and English, much explicit instruction will be needed. Addressing the standard and performance indicator, which strategy can you use to teach grade-level English morphology for determining the meaning of unknown words? Why did you select this strategy?

Scenario 3: Semantics

AZ ELP Standard 3: Productive Communication - Speaking and Writing

By the end of each language proficiency level, an English learner can speak and write about grade-appropriate complex literary and informational texts and topics. With light support, apply a wide range of strategies to:

Performance Indicator I-5: Use precise language and domain-specific vocabulary to inform about or explain the topic.

A fourth-grade student, Tuyet, comfortably communicates with her classmates socially and her conversational English is comparable to her peers. She tested at the Intermediate level of English language proficiency on her most recent spring AZELLA reassessment and has been doing very well in class. Although she is still identified as an EL student, she is working on and/or very close to grade level in all content areas, except writing. She struggles with expository writing, which requires factual writing and writing to inform readers on a topic. Addressing the standard and performance indicator, which strategy can you use to enhance her writing skills and move her closer to attaining a score of Proficient on her next reassessment? Why did you select this strategy?

Scenario 4: Lexicon

AZ ELP Standard 2: Receptive Communication - Listening and Reading

By the end of each language proficiency level, an English learner can determine the meaning of words and phrases in oral presentations and literary and informational text. With substantial support, apply an emerging set of strategies to:

Performance Indicator PE/E-1: Recognize the meaning of frequently occurring words, phrases, and expressions.

A sixth-grade boy, Arjun, has recently moved to the U.S. from India. He is at the Pre-Emergent/Emergent level of English language proficiency and is in much need of increasing the number of words and phrases he can comprehend in English. Addressing the standard and performance indicator, which strategy can you use to enhance his knowledge of English vocabulary and promote student practice? Why did you select this strategy?