Proficiency level analysis

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PROFICIENCY LEVEL ANALYSIS 2

The students in Ms. Jensen’s class have varying proficiency levelsin terms of writing levels, reading, speaking and listening levels.The 15 students have varying levels of proficiency ranging fromemergent, basic, intermediate and proficient. In grouping thesestudents for in-class English language arts activities, it is crucialto group students with high proficiency levels with the students withlow proficiency levels in the various aspects.

When developing language skills, listening is normally the firstskill that one acquires as he progresses to acquiring the speakingskills (Van Allen &amp Allen, 2011). Reading follows before finallythe student can start writing. Therefore, it would be prudent toplace students who are effective in speaking together with thestudents who at the emergent or the basic level of listening. Thiswill give the students an opportunity to learn the listening skillfrom the other students speaking the language and also to learn howto speak easily. It is also essential to place the students who areat high levels of writing with the students at the intermediate levelof writing and the ones at the proficient level of reading. Studentsprogress from reading into writing and therefore they will learn fromthe rest how to write.

With regards to the reading aspect, it is essential to have thestudents who are proficient in reading being placed in one group withstudents who are at the basic or emergent level of reading. This willoffer these students an opportunity to learn the reading skill fromthe students at the proficient level. Therefore, the basic criterionof placing students into groups in Ms. Jensen’s class of 15students is having students at high levels being grouped withstudents at lower levels and at intermediate levels. This willenhance the aspect of students learning from each other (Chamot &ampO`Malley, 2010).

References

Chamot, A.U. &amp O`Malley, J.M. (2010). The cognitive academiclanguage learning

Approach: A bridge to the mainstream. TESOL Quarterly, 21(2). Washington, DC: TESOL.

Van Allen, R. &amp Allen, C. (2011). Language experienceactivities. Boston: Houghton Mifflin.