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head: ANALYZING ACADEMIC TEXTS 1

Analyzing Academic Texts within Content Areas

Yvette Picon

ITL 520: Academic Language and Literacy

October 6, 2019

Professor Alfonso Denegri

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Abstract

In the following document, I will be presenting my knowledge and understanding of the

three Proficiency Level Descriptors(PLD’s), which describe the below basic, basic,

proficient, and advanced levels for English Speakers. In this document, I will demonstrate

my understanding of the special aspects of emerging, expanding and bridging Proficiency

Level Descriptors (PLDs) for English Language Learners. I will also explain about the

academic content texts that I currently incorporate in my classroom. It will be explained

how students might encounter some difficulties as they come across with these materials.
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The journey of every English learner is filled with obstacles as they are heading

towards the becoming of a fluent and successful English speaker. As they begin to learn a

new language, they come in with their primary language and the skills that they have

developed since they learned that language. This is where they face difficulties. Verbs,

nouns, grammar, punctuation, and the way that you may hold a conversation with someone

might be quite different from the primary language. At the emerging level of every English

learner, they are able to communicate with others in short and simple conversations, where

they will use easy learned English words. Usually, they will include some words in their

primary language here and there because they have only developed oral and written English

skills at the very minimum level.

There exist three levels that represent different areas or stages of the EL

development: Emerging, Expanding and Bridging level. These levels give a clear picture of

the student’s understanding, vocabulary and academic language’s development. The first

stage is the Emerging level, which is where you will find the below basic and basic

students. Students’ progress at their emerging level grows quickly. This occurs because this

is where they are trying to learn how to use English language in a fast manner. Whatever is

their instant need, such as reading an article on something they really want to understand,

or understanding the instructions on an exam that they are about to take, students will push

themselves to understand easy key English vocabulary that can help them understand what

the topic is about.

Students’ progress at the Expanding level is not as quick as the Emerging level. This

is where students are at a Proficiency level. In this level, students are challenged to go

above their minimum English level skills. They are being pushed into learning a wider

context vocabulary range and linguistic structures. Here, students apply the skills that they
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have been developing since the Emerging level into more rigorous ways according to the

grade level that they’re in and age. This level varies for all students. It all depends how far

they gone and learned. For example, many students might stay in the Emerging level for

three years, while others might get through that level in less than a year. It all depends on

the student’s performance. As an English Learner, it really helped me that I was eager to

learn more about math. Even though I hadn’t mastered the English language yet, I was able

to push myself to understand key words about math that connected with words in my

primary language(Spanish).

Students that are in the Bridging level(advanced level) are developing their

language and reading skills in a higher context level. They are constantly engaged and

looking to widen their English knowledge and skills. In this area, students don’t need ELD

assistance as they would in the Emerging and Expanding levels. They are able to explore

and grow in their understanding on their own. These students use critical thinking to make

reasonable arguments. In reading, these students are performing in their according grade

level.

The first mathematical academic text I currently use in my classroom is a common

state standards class textbook called “Glencoe Geometry” by McGraw-Hill Education. I use

this textbook with 10th to 11th graders at Central Union High School. Our curriculum and

pacing guide is based on this textbook. It has step-by-step lessons for teachers and students

to follow. This textbook also includes a review lesson and an exam at the end of each

lesson. It incorporates a glossary for students’ reference. The second mathematical

academic text I use for my students is the resource worksheet center. This is a valuable tool

that Glencoe Geometry provides for teachers. This is a great resource for teachers and

teachers because it provides worksheets that have study guides, lesson practices,
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enrichment activities and more. Both academic texts are easy to understand through the

practice activities incorporated, visual aids, diagrams, drawings and tables. Every section

has specific objectives that students will meet towards the end of each lesson. If students

and teachers need extra help, there are notes on the sides of each worksheet that can

facilitate the reading.

Academic Text 2:
Academic Text 1:
Levels of Reading Glencoe Geometry Resource
Glencoe Geometry Textbook
Worksheet Center
Students in these levels will have Students will have to work on their
difficulties in regards of comprehension terminology understanding in order to
of the terminology. The key main points follow through this text. However,
of the text might not be understood by something amazing about the
these students because of the lack of worksheets given through the resource
needed skills to follow through the center is that most of my students that
reading. This is where the teacher needs are at any level can follow through
Emerging
to facilitate more. In my classroom, in and understand the activities. This
Proficiency Level
addition to the book, I incorporate center provides teachers with editable
(Below basic &
foldables for an interactive notebook that worksheets. I always edit the
Basic)
students use to take notes. Through these worksheets to make them more
interactive foldables, I cover the same appealing for students and for them to
material that the book explains, but easier find it easier to follow. I change the
for students who are at the emerging font, make pictures bigger, add or
proficiency level to follow. remove problems, etc. Examples of
some worksheets will be attached
below.
For the most part, students shouldn’t Most students at this level will find
have much difficulty with following the that these worksheets will be the most
textbook’s information. There are teacher fitting for them. They are created for
examples followed by problems that are them to understand the lesson in a
Expanding almost identical to the previous ones in quicker manner. It will push students
Proficiency Level order for students to easily complete. In at this level to deepen their knowledge
(Proficient) this level, students will be able to follow and understanding of the lesson.
through, but will have questions for the
teacher in terms of rigorous terminology.
The visual aids and diagrams will help
guide the student.
Most students, if not all, will have no At this level, students will be able to
difficulties following through the text. complete the worksheets without any
Bridging
Like mentioned before, this text provides assistance. These worksheets will be
Proficiency Level
many notes and tips on the worksheets an aid for them to grow in their
that can answer students’ questions as understanding.
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they go through the text. Students will be

able to read through instructions and
word problems easily.

Final Reflection

It is crucial for me as a teacher to understand the level that my English learners are

at in order to differentiate my instruction. Not all students are learning at the same pace. As

I worked through this assignment, I realized how important it is to me to make my

materials as detailed, rigorous, yet easy to follow for all of my students. Even if I have to

follow a required class textbook, I am aware that I can and should make modifications for

students that might need additional resources. Visual aids and math word walls are

important factors in my classroom to help all of my students in their English Language

skills.
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References

McGraw-Hill Education. ConnectED, connected.mcgraw-hill.com/connected/.

[John A. Carter ... and others]. (2014). Geometry. Columbus, OH: Glencoe/McGraw-Hill

Education, 2014.