Vocabulary Strategies – nursing writers

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; and
One strategy to practice this vocabulary later in the lesson.

In addition, include a reference slide with 3-5 references

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Running head: PROFICIENCY LEVEL ANALYSIS 1

PROFICIENCY LEVEL ANALYSIS 4

Proficiency level Analysis
Vanessa Gonzalez
ESL-433

In Ms Jensen’s 7th grade class, students can be placed into different groups depending on their proficiency levels. Considering her class, there are 5 levels of the proficiency which when placed from highest to lowest level are Pre-Emergent, Emergent, Basic, Intermediate and lastly Proficient level. When I look at the AZELLA scores, the method that I would use would be placing students with highest proficient levels with those who have the lower levels (ELL) so that those who better understand how to listen, read, speak and write can teach those are not well versed with these English art activities.
Considering the score sheet, student such as Rebecca with Basic and Emergent would be classified with the student such as Aryanna with Proficient and Intermediate where Aryanna would teach, train and help Rebecca to write, speak, listen and write English Language art activities. This process of grouping student is what is commonly referred to as Cross-ability where students with different level of the proficiency level are paired together (Van Steendam et al…, 2014). This means students in higher levels are paired with students in the lower levels so that they can help them and support them to master English art activities.
In the roster, there are 15 students and using this number and how they are spread depending on their proficiency levels, I would create 5 groups where each group have 3 students. Group 1 would contain Aryanna, Hailey and Desiree; group 2 would contain Roman, Carlos and Gabriel; Group 3 would contain Jacob, Noah and Suzanne, Group 4 would contain Jude, Petie and Rebecca and Group 5 would contain Corynn, Jerry and Michael. In each of the five groups, it would contain students with higher levels (Proficient, Intermediate) and lower levels (Pre-Emergent, Emergent, Basic). This kind of pairing is very important because students with higher levels would offer necessary support to the students with lower levels (ELL) and also act as their role models. Similarly, smaller groups of 3s are manageable and teacher can easily identify areas that need assistance and ultimately ensure students in lower levels get adequate knowledge and understanding.

References
Van Steendam, E., Rijlaarsdam, G. C. W., Van den Bergh, H. H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, 42(6), 905-927.

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