English proficiency is grouped into the following ELP standard levels.
Basic
The learners at this level have minimal English understanding knowledge. It is in rare circumstances that the learners communicate using English due to their understanding of just a few phrases and words. The learners at the primary level use simple English phrases and non-verbal cues to communicate. ” English Language Learners - ELL Proficiency Levels” 2017.
Low Intermediate
Learners at this level use Basic English words and simple phrases to communicate and engage simple dialogues. Learners are capable of comprehending short and simple passages and stories. Using visual cues for the learners improves their level of understanding. At this level, learners can be assigned simple English tasks such as taking short notes, writing journal entries and reading vocabulary charts ” English Language Learners - ELL Proficiency Levels” 2017.
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High Intermediate
Learners at this level have the capability of understanding simple speeches in a different setting. They can write compositions, journal articles, or literature for amusement. Learner at the level has an organized manner of expressing their thoughts in written form but with some errors in the structure of their sentences” English Language Learners - ELL Proficiency Levels” 2017.
Proficient
At this level, the learners have significant skill in the English language that they can use for their daily communication. However, they face some challenges in identifying and differentiating idiomatic expressions from complex English structures. Learners at this level can engage in academic tests using English” English Language Learners - ELL Proficiency Levels” 2017.
Advanced Proficient
Learners at this level can be engaged in English art design and participate in group work. Learners' proficiency in reading, writing, listening, and writing is assessed at this ELP standard level” English Language Learners - ELL Proficiency Levels” 2017.
Applicable Language Acquisition Stages of Development
Following are the applicable language acquisition stages of development needed in the ELLs proficiency: Listening, Speaking, Writing, Reading, SIOP aspects, and Preparation.
The preparation feature for the plan includes the teacher beginning the ELP standard objectives at the state and national level,” English Language Learners - ELL Proficiency Levels” 2017.
During the preparation time, the teachers plan significant art activities to accomplish the set of ELP objectives and goals. The teacher also sets language goals for each class regarding the language art standard. The planned lessons by the teacher include reading, writing, speaking, and listening” English Language Learners - ELL Proficiency Levels” 2017.
The specified ESL standard content is posted for the learners and teachers to grasp an idea of their goals and focus on improving on areas that are more important ” English Language Learners - ELL Proficiency Levels” 2017.
Building backgrounds.
This SIOP design allows the teacher to create a relationship between the background and the experience of the learner in the new learning process of the English language. The paramount vocabulary is taught to the learner to enable them to comprehend the Basic English required to engage in simple conversations. The building of vocabularies is based on the natural environment, ecosystem, and exploitation (Wu, 2016).
Academic vocabulary such as calculate, predict, and compare should also be taught to the learners to build their background. Teachers at this SIOP can maximize instructional ways to enhance the learners' performance. By making practical and efficient use different approaches, learners can understand English language and develop their content (Wu, 2016). The main rationale behind building background is to enable the student gather the Basic English vocabulary to familiarize themselves with the language.
Comprehensive input
This SIOP plan requires the teacher to create detailed and comprehensive vocabulary for learners to comprehend. At this plan, the teacher equips the learners with prediction guides, visual aids and guidance practice based on various art activities to enable learners to understand ( Hanson , 2006 ). The primary logic behind comprehensive input is to advance the learner in their proficiency in the English language through building visual aids which helps better understanding.
Strategies
This SIOP plan engages the teacher in using detailed instructional ways such as questioning, problem-solving, thinking, self-monitoring, creative thinking, evaluating and analyzing. Either of the instructional strategy used by the teacher is meant to enhance the outcome of the learner and improve them to the next proficiency level. These instructional strategies are given to learners in groups or peers and given time to practice them. Visual learning and interpretation are also improved using graphic organizers’ strategy ( Hanson , 2006 ). Strategic plan enables the learner to advance in their skills regarding English language that will enable them get engaged in detailed analysis in different fields of the language.
Interaction
Learners at this SIOP plan are provided with chances for communication and involvement in peer activities that enhance the proficiency performance. Learners can come together in small peer pairs and handle simple English art activities. Teachers encounter minimal interaction with students to maximize the interaction between the learners, which makes them share experiences ( Hanson , 2006 ). Interaction enables the learner to engage in conversation with peers which will enable them build confidence while using the language. Peers can correct each other while learning which would enhance proficiency.
Practice and application
This involves the use of hands-on solving problems which provide the learners with information that is sensible concerning a particular activity or topic. Learning materials are manipulated to different forms to enable the learner to connect what they learn in class ( Hanson , 2006 ). Practice and application will enable the learner to widen their scope on activities surrounding their basic lives which brings English language to a level they can relate to in their daily activities.
Lesson delivery
This plan enables the teacher to concentrate more on the content and actual English language objective. The delivery of the lesson always makes sure the learners understand and still engaged in the teaching by delivering the lesson in a considerable pace and organized manner. The lesson involves discussions where the teacher joins the students to share ideas and experience ( Hanson , 2006 ). This ensures the students grasp the content being taught by the teacher through follow up of the systematic mode of delivery.
Review/ assessment
This SIOP aspect considers the learner's proficiency ability and performance as the teacher provides feedback. The consideration of the learners' proficiency enables the learners to grow and correct their errors. Learners are also equipped with a permanent learning process and keep track of their progress ( Hanson , 2006 ). Review/ assessment enables the teacher to rate the proficiency of the students in the English language and the level of understanding of the student.
References
English Language Learners - ELL Proficiency Levels . (2017). Ells.wiki.farmington.k12.mi.us . Retrieved 19 December 2017, from https://ells.wiki.farmington.k12.mi.us/ELL+Proficiency+Levels
Hanson, S., & Filibert, C. (2006). Teaching English Learners the SIOP Way, 1-4.
Wu, C., & Lin, H. (2016). Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP). English Language Teaching , 9 (9), 52. http://dx.doi.org/10.5539/elt.v9n9p52
