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Question:

Create a graphic organizer, to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency level. You may use strategies from your required readings or your research. Include a justification as to why each strategy is applicable to the specific ELL proficiency label.

Answer:

Pre-emergent strategies

Content Area	Strategy and Description	Justification
Speaking and Listening	The instructor will have the learner sit close to him or her. The instructor will provide important information in fundamental language. The instructor may also activate the learner by asking a few questions.	Speaking and learning will be essential as the learner are not yet able to understand the language. The learner cannot verbalize in English.
Reading	The learner will decipher multisyllabic and compound words. The learner will also participate in reading paragraphs, headings, questions.	At this stage, the learner does not know how to read the English word and sentence.
Writing	The trainer will teach the learners about sentence structuring, vocabulary and punctuation	In this stage, the learner does not know how to write English, but they are able to copy answer written down by the instructor or teacher.

Emergent strategies

Content area	Strategy and Description	Justification
Speaking and Listening	The trainer will make use of some speeches. He goes to use facial expression, eye contact, gesture, visual aids. The trainer will allow for sufficient time for the learner to respond.	In this stage, the learner can put some words in English collectively. They will also be able to identify some English words in speech.
Reading	The trainer will provide study materials and then teach the learner on figuring out the component of terms. The teacher will also remove unimportant pieces of information through improving the textual content (Hill and Miller 2013).	The learners are able to set their minds to form of questions through viewing graphical aids, heading and subheadings.
Writing	The teacher or instructor will supervise the learners in group discussion, and all the student take part in group discussion round.	At the stage, the learners are able to communicate among themselves in English.

Basic strategies

Content area	Strategy and Description	Justification
Speaking and Listening	The learners will initiate greetings and provide essential individual facts associated with the context of dialogue with core words and shorts terms.	The learners are able to spoke better English as well as have adequate knowledge to engage other individuals about his/her life.
Reading	The trainer will help the learner discover the meaning of terms with multiple meaning.	The learner has the abilities to know that numerous English phrases could have a couple of meaning.
Writing	The trainer will help to improve the learner’s vocabulary by teaching them different words and their synonyms (Pang 2013).	The instructor will introduce the learners to different words and terms, which have the same meaning.

Intermediate strategies

Content area	Strategy and Description	Justification
Speaking and Listening	The learner will respond appropriately to social exchanges, such as- self introducing, placing query about another person, after which give responses to several questions about their personal information.	The learner will quickly understand the spoken English words and they will be fluent in English.
Reading	The trainer will coach the learners in interpreting different signs and symbols.	The learner will participate in reading the signs and symbols which are found outside of the lecture room.
Writing	The trainer will allow the learners to revise their task after preliminary correction had been made. The learner can also study transition terms.	The learner will be able to teach from their previous errors and mistake.

References

Hill, J. and Miller, K.B., 2013. Classroom instruction that works with English language learners. ASCD.

Pang, Y., 2013. Graphic organizers and other visual strategies to improve young ELLs’ reading comprehension. New England Reading Association Journal, 48(2), p.52.

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