Description
Analyze the proficiency
level data in the “Ms. Jensen’s 7th Grade Class AZELLA Scores” document to
place the students into appropriate groups for in-class activities.
In a 500-750-word essay, describe how you would group these
students for in-class English language arts activities. Include a rationale for
your choices.
Support this assignment with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the
APA Style Guide. An abstract is not required.
This assignment uses a grading rubric.
WEBSITE THAT MIGHT HELP WITH ASSIGNMENTS:
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
© 2017. Grand Canyon University. All Rights Reserved.
Course Code
ESL-533
Class Code
ESL-533-O500
Criteria
Category
Percentage
100.0%
Grouping for In-class English Language Arts
Activities
40.0%
Rationale
40.0%
Organization
5.0%
APA Format and Style Requirements
5.0%
Mechanics (spelling, punctuation, grammar, and
language use)
10.0%
Total Weightage
100%
Proficiency Level Analysis
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
75.0
Insufficient (69.00%)
The description of the grouping strategy for the students on
the class list is not presented clearly or the grouping strategy
is inadequate for in-class English language arts activities.
The rationale regarding the grouping strategy for the in-class
activities is not presented well.
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.
References page is present, but citations are inconsistently
used.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Approaching (74.00%)
The description of the grouping strategy for the students on
the class list could be presented more clearly or the grouping
strategy could be more adequate for in-class English language
arts activities.
The rationale regarding the grouping strategy for the in-class
activities could be more fully developed.
The content could be organized better even though it
provides the audience with a sense of the main idea.
References page is included. Sources are appropriately
documented, although some errors may be present.
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 (87.00%)
Includes a description of a grouping strategy for the students
on the class list that would be adequate for in-class English
language arts activities.
Includes rationale regarding the grouping strategy for the inclass activities.
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.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
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 a well-informed description of a grouping strategy
for the students on the class list that would be ideally suited
for in-class English language arts activities.
Includes an insightful rationale regarding the grouping
strategy for the in-class activities.
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.
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
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.
Comments
Points Earned
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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
© 2017. Grand Canyon University. All Rights Reserved.
Course Code
ESL-533
Class Code
ESL-533-O500
Criteria
Category
Percentage
100.0%
Grouping for In-class English Language Arts
Activities
40.0%
Rationale
40.0%
Organization
5.0%
APA Format and Style Requirements
5.0%
Mechanics (spelling, punctuation, grammar, and
language use)
10.0%
Total Weightage
100%
Proficiency Level Analysis
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
75.0
Insufficient (69.00%)
The description of the grouping strategy for the students on
the class list is not presented clearly or the grouping strategy
is inadequate for in-class English language arts activities.
The rationale regarding the grouping strategy for the in-class
activities is not presented well.
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.
References page is present, but citations are inconsistently
used.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Approaching (74.00%)
The description of the grouping strategy for the students on
the class list could be presented more clearly or the grouping
strategy could be more adequate for in-class English language
arts activities.
The rationale regarding the grouping strategy for the in-class
activities could be more fully developed.
The content could be organized better even though it
provides the audience with a sense of the main idea.
References page is included. Sources are appropriately
documented, although some errors may be present.
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 (87.00%)
Includes a description of a grouping strategy for the students
on the class list that would be adequate for in-class English
language arts activities.
Includes rationale regarding the grouping strategy for the inclass activities.
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.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
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 a well-informed description of a grouping strategy
for the students on the class list that would be ideally suited
for in-class English language arts activities.
Includes an insightful rationale regarding the grouping
strategy for the in-class activities.
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.
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
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.
Comments
Points Earned
Purchase answer to see full
attachment
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