Power point

profileEmiy.B1
proficiency_levels.docx

1

1

Running Head: PROFICIENCY LEVEL 1

Emily Belleu

January 18, 2015

Proficiency Level Analysis

Based on the score results of the Arizona English Language Learners Assessment (AZELLA) from Ms. Jensen’s classroom she has all five proficiency levels (Pre-Emergent, Emergent, Basic, Intermediate, and Proficient) in her classroom. Therefore Ms. Johnson needs to group her students in appropriate groupings so all students can succeed. “Students can be paired or grouped as either ‘likeability’ or ‘cross-ability’. Cross-ability is where students of different proficiency levels work together and the benefit of cross-ability matching is that the higher-level students can help the lower-help students” (Roberts, 2007).

After looking at the class Ms. Johnsons should be able to see that she can make five small groups of three with her fifteen students as the can be grouped in a way that each proficiency level(Pre-Emergent, Emergent, Basic, Intermediate, and Proficient ) is within the group. The reason that creating small groups of three is important for this classroom is because it is easier than creating a group of five. As ELL students would achieve more knowledge and understanding as they are able to focus more and gain more help as there is less possibility of conflict within the group.

Another reason this is a good way to group students is because having each proficiency level within one group makes it so the students are assisting each other. For example; when the students are working on a class activity the more advanced levels (Intermediate/Proficient) students will assist the less advanced levels (Emergent/Basic) students comprehend, and complete the assignment by offering extra support. For this classroom setting to really make a difference for the lower level students Ms. Jensen will need the Intermediate and Proficient students to be willing to assist the less advanced ELL students. Ms. Jensen would still need to conduct the class as normal and provide guidance as usual for assignments and still walk around each group to see who may still need help as she is the teacher and needs to help as needed.

References

Roberts, Melinda. (2007). “Teaching in the Multilevel Classroom”. Pearson Education, Inc. Retrieved from http://www.pearsonlongman.com/ae/download/adulted/multilevel_ monograph.pdf