Preproduction STUDENTS

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Preproduction

In this stage, students may not respond orally in the second language but there is receptive processing (listening). Students should be ACTIVELY included in ALL class activities but not forced to speak. As students progress they will begin to participate using non-verbal means and one-word responses. Adopted from Project Talk and Title VII

Characteristics of Students:

v Are often verbally unresponsive

v Are often hesitant and unsure

v _{May use one word responses} v Are developing listening skills

v _{Need time to adjust to}

environment, procedures and activities

v Respond non-verbally

Strategies for Teachers to use:

v Encourage listening/do not force speech

v _{Annunciate and emphasize key}

words

v _{Model and demonstrate activities} v Use visuals, graphic organizers

v _{Use gestures/body language} v Use multimedia

v _{Use TPR}

v Modify work by time and content

Learning Tasks

Listen Draw Point Select Move Choose Mime Act Match Identify

Assessing Comprehension

R. Show me the… U. Draw/Illustrate a… Ap. Point to examples of…

An. Can you draw the parts of…? E. Show me what would happen if… C. Move (object) if you agree…

STUDENTS

1. 6.

2. 7.

3. 8.

4. 9.

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Early Production

Students begin to respond verbally using one or two words and begin to understand high frequency words in familiar contexts. Students develop listening skills and build listening vocabulary. They will begin to group words together in short phrases to respond to a question or express an idea. Adopted from Project Talk and Title VII

v Relate words to their environment

v _{Begin to grasp main ideas of}

message

v _{Begin to focus on context and clues}

v Use routine expressions

independently

v Demonstrate improved

comprehension

v Will repeat, or recite memorable

lang.

v Will use one or two word responses,

advancing to two or three words

v May not tell you if they do not

understand

v Will mispronounce words (Be a

model)

v Use cooperative learning and scaffolding techniques

v _{Ask yes/no and directed choice}

questions

v _{Ask “wh” questions}

v Ask for or give listing tasks

v _{Use Think-Pair-Share techniques}

in whole group activities

v _{Allow students to show}

knowledge using labeling and diagramming in illustration

v Modify work by time and content

Learning Tasks

Name List Label Answer Discriminate Categorize Group Tell/Say Respond Chant

R. Where is the…?

U. Draw and label the…? Ap. Show me how you know…? An. Show how you would sort…? E. Predict what comes next…? C. Why did ______ choose…?

STUDENTS

1. 6.

2. 7.

3. 8.

4. 9.

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Speech Emergence

Students begin to use simple sentences in safe environments where they are engaged in activities they understand. Ensure comprehensible input during instruction. Interaction with and between students should focus on

communication more than form (but don’t forget structure all together!). Encourage all attempts to communicate-verbal and non-verbal. Model correct usage, but do not correct errors. Adopted from Project Talk and Title VII

v Begin to speak in simple sentences

v _{Demonstrate expanded vocabulary}

v Show improved comprehension

v May ask for clarification or meaning

v _{Participate in small group}

discussions

v _{May rely on native language to}

communicate complex ideas

v _{Start to acquire basic}

communication skills and social language

v May not tell you if they don’t understand

v Use cooperative grouping for

instruction

v Encourage efforts to communicate

v Ask How and Why questions

v _{Emphasize content area vocabulary}

v Provide picture rich content area

text, trade books and magazine at level

v _{Provide frequent opportunities to}

use Second Language

v Provide opportunities for early

reading and writing

v Modify word based in need

Learning Tasks

Recall Role play Retell Select Define Describe Explain Organize Compare Make up

R. Can you recall…?

U. Can you explain what is happening…?

Ap. How would you use…? An. How would you organize…? E. What would happen if…? C. What choice would you have made?

STUDENTS

1. 6.

2. 7.

3. 8.

4. 9.

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Intermediate Fluency

Students generally make the transition to more elaborate speech. Students may begin to link familiar phrases and generate sentences to express their ideas. Teachers need to continually model language usage, extend receptive

vocabulary, and provide frequent opportunities for students to produce language in comfortable situations. Adopted from Project Talk and Title VII

v _{Begin to speak in more complex}

sentences

v _{May use incorrect grammar and}

verb forms

v Participate more often in large groups

v Need context clues in content area instruction

v Exhibit greater vocabulary development

v Begin to think in the new

language instead of translating from the native language

v _{Provide visually rich content}

instruction

v _{Design content activities that}

focus on speech production, not grammatical form

v Have students take on larger roles in cooperative group activities

v Provide extra time or modify assignments

v Introduce colloquialisms and idioms

Learning Tasks

Summarize Classify Restate Extend Contract Evaluate Predict Support Create Examine

R. How would you describe…? U. Which statements support…? Ap. What questions would you ask about…?

An. What is the relationship between…?

E. Can you predict the outcome if…?

C. Compare and contrast the…?

STUDENTS

1. 6.

2. 7.

3. 8.

4. 9.

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Advanced Fluency

Students in this stage begin to engage in non-prompted conversation and to speak fluently using social and academic language. It is appropriate to begin to expect students to use correct grammar, idiomatic expressions, and reading comprehension skills. Activities should be designed to develop skills in higher order thinking, vocabulary development and cognitive processing. Students in this stage need deliberate instruction on reading and writing skills and frequent opportunities to practice them. Adopted from Project Talk and Title VII

v _{Can interact extensively with}

native speakers

v Make few grammatical errors

v Participate in English literacy programs

v Have high levels of comprehension but not

understand all academic language

v Read and write for a variety of purposes

v Continue to need extensive vocabulary development in content areas

v _{Emphasize content area}

vocabulary

v Provide grammar instruction

v Focus on reading and writing skills

v Have students take on

advanced cooperative learning roles

v Continue to support content area instruction with visuals, realia and active learning strategies

Learning Tasks

Construct Debate Hypothesize Elaborate Justify Conclude Analyze Influence Defend Persuade

R. How would you explain…? U. Will you interpret in your own words?

Ap. What other way would you…? An. What ideas justify…?

E. Can you think of an original way for…?

C. What would you cite to defend…?

STUDENTS

1. 6.

2. 7.

3. 8.

4. 9.

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