Proficiency Level Analysis Vocabulary Strategies This activity builds upon the Proficiency Level Analysis assignment from Topic 3. You will use the groups that you created in that topic for this assignment.Select a passage appropriate for seventh grade students to utilize within this assignment. Create a 5-8 slide PowerPoint that could be used to demonstrate vocabulary strategies to your colleagues. Your PowerPoint should include the following:Key vocabulary that you would pre-teach the students in Ms. Jensen’s class;One strategy you would use to pre-teach this vocabulary to this group of students; andOne strategy to practice this vocabulary later in the lesson.In addition, include a reference slide with 3-5 references from the required readings or other sources to support the reasons for choosing these strategies.While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
rubric_print_format__14_.xlsx
esl_433n_rs_ms_jensens_class_azella_scores_t3__2_.docx
students_grouping_task.docx
Unformatted Attachment Preview
Course Code
ESL-433N
Class Code
ESL-433N-O500
Criteria
Category
Percentage
100.0%
Vocabulary
10.0%
Pre-Teaching Strategy
30.0%
Practice Strategy
30.0%
Visual Appeal
10.0%
Organization
5.0%
Research Citations and Format
5.0%
Mechanics (spelling, punctuation, grammar, and
language use)
10.0%
Total Weightage
100%
Assignment Title
Vocabulary Strategies
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
50.0
Insufficient (65.00%)
The vocabulary is not from one of the seventh grade passages
or is inappropriate for the task.
The strategy to pre-teach the vocabulary to the class could be
presented more clearly or accurately or is inadequate for the
task.
The strategy to practice the vocabulary later in the lesson is
not presented accurately or is inadequate for the task.
There are few or no graphic elements. No variation in layout
or typography is evident.
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.
Many citations are missing where needed; or many of the
sources are inappropriate for the submission; or APA is
attempted where required, but many aspects are missing or
mistaken.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Approaching (75.00%)
The vocabulary from one of the seventh grade passages that
is presented could be better suited for the task.
The strategy to pre-teach the vocabulary to the class could be
presented more clearly or accurately or better suited for the
task.
The strategy to practice the vocabulary later in the lesson
could be presented more clearly or accurately or better
suited for the task.
Minimal use of graphic elements is evident. Some elements
may not contribute to the understanding of concepts, ideas,
and relationships. There is some variation in type size, color,
and layout.
The content could be organized better even though it
provides the audience with a sense of the main idea.
Some citations may be missing or do not completely support
the submission. References page may include errors. Some
sources may not be appropriate for the submission.
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.
Acceptable (85.00%)
Key vocabulary from one of the seventh grade passages is
identified.
A strategy to pre-teach the vocabulary to the class is
presented.
A strategy to practice the vocabulary later in the lesson is
presented.
Thematic graphic elements are used, but not always in
context. Visual connections mostly contribute to the
understanding of concepts, ideas, and relationships.
Differences in type size or color are used well and
consistently.
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.
All sources are credible, adequate, and support the
submission. All required aspects of APA format are correct
within the submission.
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 contentrelated language.
Target (100.00%)
Includes key vocabulary from one of the seventh grade
passages that is well chosen for the task.
A strategy is presented that would be ideally suited to preteach the vocabulary to the class.
A strategy is presented that would be ideally suited to
practice the vocabulary later in the lesson.
Appropriate and thematic graphic elements are used to make
visual connections that contribute to the understanding of
concepts, ideas, and relationships. Differences in type size
and color are used well and consistently.
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.
All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct
within the submission.
Comments
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.
Points Earned
Ms. Jensen’s 7th Grade Class AZELLA Scores
Student Name
Aryanna
Carlos
Corynn
Desiree
Gabriel
Hailey
Jade
Jakob
Jerry
Michael
Noah
Petie
Ramon
Rebecca
Suzanne
Reading Label
Writing Label
Listening Label
Speaking Label
Proficient
Intermediate
Basic
Basic
Proficient
Basic
Basic
Intermediate
Intermediate
Intermediate
Basic
Proficient
Emergent
Basic
Proficient
Intermediate
Basic
Basic
Intermediate
Intermediate
Emergent
Basic
Basic
Intermediate
Proficient
Intermediate
Intermediate
Emergent
Emergent
intermediate
Intermediate
Basic
Emergent
Basic
Intermediate
Emergent
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate
Pre-Emergent
Basic
Intermediate
Proficient
Intermediate
Basic
Intermediate
Proficient
Basic
Intermediate
Intermediate
Intermediate
Proficient
Intermediate
Intermediate
Emergent
Basic
Proficient
© 2015. Grand Canyon University. All Rights Reserved.
Running Head: STUDENTS GROUPING
1
Students Grouping
Christy Raven
Grand Canyon University
May 26, 2020
2
Increasing evidence shows that student’s participation in group works helps them achieve
a lot in their studies. As they say, two heads are better than one; group work allows students to
verbalize their concepts, share genuine discussion, pay attention to one another, and have a
common goal. Similarly, when students are in group work, they are most likely to be more
engaged in the learning process than when the teacher is actively engaging them during class
time (Zheng et al., 2015). Moreover, the magic of group discussion is that as students engage
with one another, they have an opportunity to apply some of the numerous language skills they
learn in class.
However, the success of any group work depends on the criteria that are employed in
placing different students with unique abilities in a group. Scholars argue that the methodology
of grouping students is even more important than the real activities they do. For instance, I would
place the students in two unique groups. Group 1 would consist of Aryana, Carlos, Petie,
Corynn, Noah, Gabriel, Suzanne, jerry Ramon, Michael, and Rebecca. This group consists of
students who relatively different skill levels in different areas. Therefore, by mixing skills,
students who are proficient in one area and not so good in another, they will have a chance to
learn from others who are good in that area. Thus students can achieve a lot in this group. Group
2 would be comprised of students such as Corynn, Hailey, Desiree, Jade, Hailey, Jerry, Ramon,
Noah, and Rebecca. Group 2 consists of a majority of students who have the same level in
language skills (Park & Datnow, 2017). This group will help in identifying different challenges
for each student and address them accordingly, and they don’t get lost in the way during
discussions. Thus grouping students according to one’s skill level can be a perfect way of
learning.
3
References
Zheng, Z., Vogelsang, T., & Pinkwart, N. (2015). The impact of small learning group
composition on student engagement and success in a MOOC. In Proceedings of the 8th
International Conference of Educational Data Mining (pp. 500-503).
Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era
of data-driven decision making. American Journal of Education, 123(2), 000-000.
…
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