Proficiency Level Analysis

Proficiency Level Analysis

Grand Canyon University: ESL 533

Proficiency Level Analysis

The concept of grouping students by ability once was a common feature in most school across America. It was once common for teachers to arrange their classrooms by ability, placing the high-level learners together and the lower learners in the other. However, in the late 1980’s and early 1990’s this practice became the uncommon feature. Schools in today’s educational world have made a turn back to grouping students by ability levels again. The reasoning for this was that when schools were not grouping students by ability levels, it forces the teacher to teach in the middle, which was leaving out the low level learners and the high level gifted students. Teachers group students so all can be successful.

After looking through Ms. Jensen’s AZELLA scores, I determined I could divide the class into three groups according to their ability levels. Group one had the top six students who had the most intermediate scores recorded. Group two was the middle range of basic and intermediate, and group three had the most emergent students who will need the most help and guidance. Group three is also the smallest so the teacher can give them more one on more guidance. “When working with ELLs to improve their literacy, it is important that teachers choose interventions that target the specific difficulties each student is experiencing.

One targeted approach to helping struggling ELLs is daily small-group instruction for students with similar needs” . Research has shown if a teacher groups students that are emergent with proficient, the lower group will get frustrated and learning will not take place. On the other side of the coin, the proficient learners will get bored and cause behavioral issues. I was pretty confident on the placement of all students but Michael. I decided to place him in the higher group and push him a little but with the understanding I might have to move him down if issues arise.

I place Aryana, Gabriel, Jerry, Michael, Petie, and Suzanne in group one. The rationale behind this is that all were intermediate in at least two of the four labels. I also determined their placement by looking at the listening label. All the students in this group were intermediate in listening. I believe this is an important label to have.

I placed in group two Carlos, Desiree, Jade, Jakob, and Noah. The rationale behind the determination was that all students intermediate in the speaking label. This will allow the students to interact and help one another where each might be struggling in. The other reason for this was that all struggled with writing. This will allow the teacher to focus on the writing aspect and help all develop their writing skills.

I placed Corynn, Hailey, Ramon, and Rebecca in group three. All students in this group were emergent in some of the labels. This group I made smaller so there could be more one on one time with student so each could get the extra help they needed to become proficient in all categories. This group could be taught at a slower place so all could feel successful.

The advantages out way the disadvantages when grouping students by their ability levels. “The 2013 National Bureau of Economic Research study of students who were grouped by ability found that the performance of both high and low performing students significantly improved in math and reading, demonstrating the universal utility of this tool, particularly as our classrooms become more academically diverse” . This practice will ensure that all students will be successful and ensure that all will have a positive educational experience.

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