Proficiency Level Analysis
Skilllevels are score levels which show the extent to which learners havemastered the language. They range from pre-emergent, emergent,primary, intermediate to proficient which are available in Ms.Jensen`s grade 7 class. Teaching this kind of quality can be trickyand tiresome because it is a multi-level one.
Accordingto Sevy (2016), students can be paired, grouped or teamed-up. Pairingstudents will make the class have many random groups, and since theclass has one teacher, then it is not logical. On the other hand,teaming-up many not be ideal for maximum utilization of the groupsfor learning. Therefore, grouping per likeability or cross ability isa better idea. Likeability is where the students of similarproficiency level are placed together while in cross ability,different levels are set together. In this set case study, I havechosen cross ability for this class, and grouped the students ingroups of 3 which will total to 5 groups.
Thefirst group will comprise of Aryanna, Jerry, and Ramon. My secondgroup Gabriel, Jakob and Corynn. Third Petie, Desiree, and, Rebecca.Fourth Suzanne, Hailey, and Jade. The fifth Michael, Noah, andCarlos. Each consists of an individual in basic, intermediate andproficient. For example, a learner like Ramon, his levels are basicand below so I placed him in a group with levels in intermediate andproficient. In this grouping, those in proficient levels will havemore confidence and increase competency by helping those in lowerlevels (TU, 2012)
Duringlesson delivery, for this to work efficiently and effective a wholeclass warm up is introduced before the students go to their groups.The student can present crossword puzzles because they cover alllevels. Through this, language objectives are supported in lessondelivery. Also, self-access materials as well as student engagementthroughout the period are essential. For example TOEIC practicesheets, audial equipment, and games like word up. The student shouldgo to each group to assist. This practice paces the students (Greene,2013).
Afterthe lesson, review and assessment are done for evaluation purposes.In this section, key vocabularies that were used during the lessonare reviewed. When students respond to questions duringteacher-student interaction, immediate feedback should be providedwhich provides a positive reinforcement for learning. An evaluationis finally given to the students to assess their level ofcomprehension and learning. This is done throughout the lesson.
Greene,Rebecca. (2013). “5 Key Strategies for ELL Instruction”. TChers’Voice. Retrieved fromhttps://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
Sevy,J. (2016). Teaching a Large Multi-Level Class Using DifferentStrategies and Activities to Motivate English Language Learning.Studies in English Language and Education, 3(2), 93-102.
Tu,D. T. C. (2012). An investigation into the application of mixed-leveltasks in reading classes. Journal of Science, 70, 265-274.
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