Students performing at this level of English language proficiency begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas. This is often called Intermediate Fluency.
Characteristics of this stage:
- The student is considered to be at age level fluency
- Literacy proficiency varies considerably depending upon familiarity and prior experience with themes, concepts, and genre
Characteristics of the learner:
1. The learner has no hesitancy to speak
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Allow time for students to discuss what they learn and generate questions in areas that require clarification
- Use thematic units
- Allow students to think aloud in primary language or English
- Preview the chapter by connecting to previous lesson
- Exploit previously used language and link to pupils' experience
- Use cartons to support literacy
- Use group discussion of prior experience
- Ask students to work with a partner to write a story or a report
- Allow for multiple right answers
- Use Readers' Theater to develop fluency
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Encourage students to correspond with an English speaking pal
- Use some words from children's home languages in the classroom
- Smile! This is universally understood
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Introduce strategies incrementally with a few at a time
2. The learner speaks with some fluency but lacks specific vocabulary in some areas
- Use group discussion of prior experience
- Provide increased "wait time" to allow students time to process
- Use Readers' Theater to develop fluency
- Support vocabulary development with visuals
- Use cartons to support literacy
- Ask students to work with a partner to write a story or a report
- Use Fishbowl Discussion
- Use thematic units
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Smile! This is universally understood
- Teach the language of the subject
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Allow for multiple right answers
- Use visual illustrate and pictorial diagrams for key points
- Allow students to think aloud in primary language or English
- Exploit previously used language and link to pupils' experience
- Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Do not restrict use of students' home languages
- Ask questions using Bloom's taxonomy
- Introduce strategies incrementally with a few at a time
- Allow time for students to discuss what they learn and generate questions in areas that require clarification
- Make cross-curricular connections
- Preview the chapter by connecting to previous lesson
- Encourage students to correspond with an English speaking pal
3. The learner understandings has expanded beyond communicative competence
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Use cartons to support literacy
- Use DRTA
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Use Readers' Theater to develop fluency
- Provide opportunity for cross-age tutoring
- Ask students to work with a partner to write a story or a report
- Use Grand Conversation
- Encourage students to correspond with an English speaking pal
- Use SQ3R
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Use thematic units
- Teach the language of the subject
- Model the pronouncing of difficult words
- Provide walking filed trips
- Preview the chapter by connecting to previous lesson
- Smile! This is universally understood
- Use group discussion of prior experience
- Exploit previously used language and link to pupils' experience
- Introduce strategies incrementally with a few at a time
- Provide field trips
- Always focus on content first before giving feedback or correcting grammar or pronunciation
4. The learner does not always get the nuances of the English language
- Use visual illustrate and pictorial diagrams for key points
- Do not restrict use of students' home languages
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Use Question Answer Response
- Ask students to work with a partner to write a story or a report
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Encourage students to correspond with an English speaking pal
- Provide increased "wait time" to allow students time to process
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Post a list of the week's idioms for students to see
- Use interviews instead of written exam
- Explore Greek and Latin roots that appear frequently in English words. Select the words from content area books
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Model responses that provide appropriate information using correct grammar
- Focus on meaning rather than form, keeping error correction of structure to a minimum
- Support vocabulary development with visuals
- Use Readers' Theater to develop fluency
- Make cross-curricular connections
- Break task down into sequentially developed parts using simple language
- Preview the chapter by connecting to previous lesson
- Use thematic units
- Use cartons to support literacy
- Restate complex sentences as a sequence of simple sentences
- Smile! This is universally understood
- Introduce strategies incrementally with a few at a time
- Use group discussion of prior experience
- Rephrase idioms and teach their meaning
- Model the pronouncing of difficult words
- Provide opportunity for cross-age tutoring
5. The learner may have trouble following unpredictable shifts in thought and conversation
- Use timelines
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Introduce strategies incrementally with a few at a time
- Use Readers' Theater to develop fluency
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Use maps
- Provide increased "wait time" to allow students time to process
- Use interviews instead of written exam
- Smile! This is universally understood
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Communicate with gestures and be aware of cultural awareness acceptance of gestures
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Use group discussion of prior experience
- Use thematic units
- Encourage students to correspond with an English speaking pal
- Preview the chapter by connecting to previous lesson
- Use cartons to support literacy
- Ask students to work with a partner to write a story or a report
- Provide opportunity for cross-age tutoring
- Break task down into sequentially developed parts using simple language
6. The learner reads a wider range of texts with increasing comprehension
- Smile! This is universally understood
- Exploit previously used language and link to pupils' experience
- Use KWLH
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
- Use thematic units
- Explore Greek and Latin roots that appear frequently in English words. Select the words from content area books
- Introduce strategies incrementally with a few at a time
- Use timelines
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Ask students to work with a partner to write a story or a report
- Encourage students to correspond with an English speaking pal
- Use cartons to support literacy
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Use group discussion of prior experience
- Use maps
- Preview the chapter by connecting to previous lesson
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Teach underlining and note taking
- Provide written notes and summaries
- Summarize main ideas of the text by using outlines and study guides
7. The learner demonstrates use of higher order language and explores concepts in greater depth
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Smile! This is universally understood
- Preview the chapter by connecting to previous lesson
- Use thematic units
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Introduce strategies incrementally with a few at a time
- Sequence strategies according to their observable applicability. Outlining, note taking, and webbing are more concrete and observable
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Present language that is just slightly beyond the learner's current level of comprehension
- Explore Greek and Latin roots that appear frequently in English words. Select the words from content area books
- Use cartons to support literacy
- Use timelines
- Teach the language of the subject
- Exploit previously used language and link to pupils' experience
- Use interest grouping
- Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
- Ask questions using Bloom's taxonomy
- Ask students to work with a partner to write a story or a report
- Encourage students to correspond with an English speaking pal
- Use maps
- Use group discussion of prior experience
- Teach underlining and note taking
- Ask students to use the cloze procedure by supplying the words that fit meaning
8. The learner produces connected discourse and narrative
- Smile! This is universally understood
- Ask students to work with a partner to write a story or a report
- Preview the chapter by connecting to previous lesson
- Teach underlining and note taking
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Introduce strategies incrementally with a few at a time
- Use cartons to support literacy
- Present language that is just slightly beyond the learner's current level of comprehension
- Use portfolios that show progress over time for assessment
- Sequence strategies according to their observable applicability. Outlining, note taking, and webbing are more concrete and observable
- Encourage students to correspond with an English speaking pal
- Encourage student to self-evaluation
- Model responses that provide appropriate information using correct grammar
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Use group discussion of prior experience
- Provide written notes and summaries
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Exploit previously used language and link to pupils' experience
- Use thematic units
- Use pictures, objects, symbols, body language and actions
- Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
9. The learner demonstrates increased levels of accuracy and correctness
- Provide written notes and summaries
- Introduce strategies incrementally with a few at a time
- Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Model responses that provide appropriate information using correct grammar
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Write student answers in sentence form on the board
- Use group discussion of prior experience
- Preview the chapter by connecting to previous lesson
- Present language that is just slightly beyond the learner's current level of comprehension
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Focus on meaning rather than form, keeping error correction of structure to a minimum
- Use pictures, objects, symbols, body language and actions
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Use thematic units
- Exploit previously used language and link to pupils' experience
- Smile! This is universally understood
- Make definition webs that need examples or characteristics of the word
- Encourage students to correspond with an English speaking pal
- Use response journals and respond to their thinking
- Explore Greek and Latin roots that appear frequently in English words. Select the words from content area books
- Sequence strategies according to their observable applicability. Outlining, note taking, and webbing are more concrete and observable
- Use cartons to support literacy
- Ask students to work with a partner to write a story or a report
10. The learner generates more coherent, complex, varied texts
- Provide written notes and summaries
- Use response journals and respond to their thinking
- Use portfolios that show progress over time for assessment
- Present language that is just slightly beyond the learner's current level of comprehension
- Use group discussion of prior experience
- Teach the language of the subject
- Explore Greek and Latin roots that appear frequently in English words. Select the words from content area books
- Always focus on content first before giving feedback or correcting grammar or pronunciation
- Encourage students to correspond with an English speaking pal
- Write student answers in sentence form on the board
- Encourage student to self-evaluation
- Teach metacognitive strategies like Think Aloud and Question-Answer Relationships (QAR)
- Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
- Use Muddiest Point
- Ask students to work with a partner to write a story or a report
- Make definition webs that need examples or characteristics of the word
- Use pictures, objects, symbols, body language and actions
- Exploit previously used language and link to pupils' experience
- Reduce the number of questions on the exam
- Use thematic units
- Use cartons to support literacy
- In response to students' written errors, try to focus on consistent errors of a specific type (e.g. lack of plural endings). Be gentle
- Sequence strategies according to their observable applicability. Outlining, note taking, and webbing are more concrete and observable
- Smile! This is universally understood
- Preview the chapter by connecting to previous lesson
- Ask students to use the cloze procedure by supplying the words that fit meaning
- Model responses that provide appropriate information using correct grammar
- Introduce strategies incrementally with a few at a time