STAGES OF LANGUAGE ACQUISITION
Pre-Production-A student in pre-production usually exhibit these behaviors: verbally unresponsive, indicates comprehension by nodding, drawing, gesturing, comprehends key words only, and depends heavily on context, visuals/gestures. "Silent Period"
Early Production-A student at this level responds with one/two-word answers or short phrases, depends heavily on context, repeats key words “heard”, approximates words, and grasps main ideas of message with support
Speech Emergence-Here the student begins to produce simple sentences, makes basic level grammatical errors, and shows good comprehension (given rich context), expands familiar vocabulary
Intermediate Fluency-The student can now produce more complex vocabulary and sentences, make complex grammatical errors, and show good comprehension (given supported context).
Advanced Fluency-The student makes few grammatical errors, uses grade level vocabulary with ease, and has high levels of comprehension but may not understand some idioms and slang. "Near English Proficiency."
Early Production-A student at this level responds with one/two-word answers or short phrases, depends heavily on context, repeats key words “heard”, approximates words, and grasps main ideas of message with support
Speech Emergence-Here the student begins to produce simple sentences, makes basic level grammatical errors, and shows good comprehension (given rich context), expands familiar vocabulary
Intermediate Fluency-The student can now produce more complex vocabulary and sentences, make complex grammatical errors, and show good comprehension (given supported context).
Advanced Fluency-The student makes few grammatical errors, uses grade level vocabulary with ease, and has high levels of comprehension but may not understand some idioms and slang. "Near English Proficiency."
Here is something I found on the internet to help see what students and teachers can do and strategies for stage of acquisition. You may find it helpful. It was made by Dr. Catherine Collier and taken from this website. http://www.crosscultured.com/documents/Cognitive,%20Learning%20Strategies/Leveled%20Language%20Strategies.pdf
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The Tiered Thinking Matrix below was taken from Classroom Instruction that works with English Language Learners. It is Adapted by permission of McREL International. Copyright 2013.
Hill, J., & Flynn, K. (2008). Thinking Language Matrix from Appendix B . Classroom instruction that works with English language learners (pp. 162-163). Alexandria, Va.: Association for Supervision and Curriculum Development. (Original work published 2006)
Hill, J., & Flynn, K. (2008). Thinking Language Matrix from Appendix B . Classroom instruction that works with English language learners (pp. 162-163). Alexandria, Va.: Association for Supervision and Curriculum Development. (Original work published 2006)
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Below is the link to WIDA website to get the Can Do Descriptors. These are things that ELL students can do in the four domains at the different levels of language acquisition. I have also put the CAN DO Descriptors for each grade level below. They were downloaded from the WIDA website. WIDA also has other free resources you can use. Click here for the website: wida.us Remember that ELLs can work in every level of Bloom's. Do not assume that because they can't speak English that they can't do higher level work. You just have to differentiate.
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