Site Header Region
Page Header
Main Content Region

Early Intermediate Stage

Students performing at this level of English language proficiency start to respond with increasing ease to more varied communication tasks. Speech at this stage is sometimes called telegraphic speech and may contain many mistakes. The teacher still does not force speech. This is often called the Early Production stage.

Characteristics of this stage:

  • This stage lasts from a few months to two years
  • Progress during this stage will vary

Characteristics of the learner:

1. The learner has limited understanding

  • Have parent volunteer tape difficult concepts in native language
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Have students retell the story using puppets
  • Use active voice
  • Make checklist for classroom schedule
  • Have students retell the story using puppets
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Give students positive feedback when they use language that links to the learning
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Help students to reduce anxiety by reminding them of their progress
  • Use Franklin speaking dictionaries
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Make picture dictionaries with labels of the word in English and in the native language
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Use ball and stick printing the most resemble printed text
  • Use stories on tapes and CDs
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Rephrase when students do not understand the first time
  • Frequently check for understanding
  • Provide picture dictionaries
  • Use props and costumes frequently
  • Tap students prior knowledge and experiences
  • Help the student find the starting place in the textbook
  • Get images from the internet
  • Pronounce words clearly
  • Restate complex sentences as a sequence of simple sentences
  • Use visual illustrate and pictorial diagrams for key points
  • Use group discussion of prior experience
  • Give clear simple direction and ask students to retell in their own words
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Ask students to "read around the room". Students can wear a safari hat
  • Create cooperative groups that have English Learners and English Speakers
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Identify and define words with double meanings
  • Make cross-curricular connections
  • Do not restrict use of students' home languages
  • Smile! This is universally understood
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Provide walking filed trips
  • Used Cued Retelling
  • Use some words from children's home languages in the classroom
  • Use thematic units
  • Limit use of idioms and slang
  • Use paired learning
  • Provide field trips
  • Have students illustrate their understanding
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Provide opportunities for cooperative learning groups
  • Monitor by walking around
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Personalize the context by using the names and places familiar to students

2. The learner can produce single words within a known context

  • Ask students to "read around the room". Students can wear a safari hat
  • Make picture dictionaries with labels of the word in English and in the native language
  • Use ball and stick printing the most resemble printed text
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Play bingo with high frequency words and word families
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Get illustrations from old textbooks
  • Identify and teach essential vocabulary that is in the textbook
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Have students retell the story using puppets
  • Provide picture dictionaries
  • Provide opportunities for cooperative learning groups
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Limit use of idioms and slang
  • Give students positive feedback when they use language that links to the learning
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Use group discussion of prior experience
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Present concepts orally, visually, graphically and audibly
  • Use hands-on activities
  • Have students illustrate their understanding
  • Pronounce words clearly
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Ask students to keep word lists
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Help students to reduce anxiety by reminding them of their progress
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Help the student find the starting place in the textbook
  • Use Franklin speaking dictionaries
  • Rephrase when students do not understand the first time
  • Use stories on tapes and CDs
  • Tap students prior knowledge and experiences
  • Use thematic units
  • Give clear simple direction and ask students to retell in their own words
  • Frequently check for understanding
  • Create cooperative groups that have English Learners and English Speakers
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Make checklist for classroom schedule
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Identify and define words with double meanings
  • Smile! This is universally understood
  • Use props and costumes frequently
  • Use active voice

3. The learner speaks some basic words and simple phrases. and the tense is usually present

  • Use active voice
  • Give clear simple direction and ask students to retell in their own words
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Ask students to "read around the room". Students can wear a safari hat
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Make checklist for classroom schedule
  • Help students to reduce anxiety by reminding them of their progress
  • Ask students to keep word lists
  • Use props and costumes frequently
  • Use thematic units
  • Pronounce words clearly
  • Frequently check for understanding
  • Help the student find the starting place in the textbook
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Use stories on tapes and CDs
  • Use group discussion of prior experience
  • Provide opportunity for peer tutoring
  • Smile! This is universally understood
  • Identify and define words with double meanings
  • Make picture dictionaries with labels of the word in English and in the native language
  • Provide picture dictionaries
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use Franklin speaking dictionaries
  • Use ball and stick printing the most resemble printed text
  • Tap students prior knowledge and experiences
  • Create cooperative groups that have English Learners and English Speakers
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Have students retell the story using puppets
  • Take photos with a digital camera to match to vocabulary
  • Give students positive feedback when they use language that links to the learning
  • Rephrase when students do not understand the first time
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Play bingo with high frequency words and word families
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Limit use of idioms and slang
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Have students illustrate their understanding

4. The learner continues to use the primary language to satisfy needs

  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Provide picture dictionaries
  • Smile! This is universally understood
  • Help the student find the starting place in the textbook
  • Use props and costumes frequently
  • Do not restrict use of students' home languages
  • Frequently check for understanding
  • Tap students prior knowledge and experiences
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Allow students to think aloud in primary language or English
  • Use visual illustrate and pictorial diagrams for key points
  • Use active voice
  • Create cooperative groups that have English Learners and English Speakers
  • Give clear simple direction and ask students to retell in their own words
  • Provide opportunity for peer tutoring
  • Have students illustrate their understanding
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Give students positive feedback when they use language that links to the learning
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Use bilingual dictionaries in classroom
  • Make checklist for classroom schedule
  • Use ball and stick printing the most resemble printed text
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use electronic translators
  • Ask students to "read around the room". Students can wear a safari hat
  • Provide opportunities for cooperative learning groups
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Make picture dictionaries with labels of the word in English and in the native language
  • Use paired learning
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Identify and define words with double meanings
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Pronounce words clearly
  • Have students retell the story using puppets
  • Rephrase when students do not understand the first time
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Have parent volunteer tape difficult concepts in native language
  • Use Franklin speaking dictionaries
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Play bingo with high frequency words and word families
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Help students to reduce anxiety by reminding them of their progress
  • Use group discussion of prior experience
  • Use stories on tapes and CDs
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Use thematic units

5. The learner may use memorized key phrases and words in English to meet needs

  • Create cooperative groups that have English Learners and English Speakers
  • Limit use of idioms and slang
  • Provide picture dictionaries
  • Have students illustrate their understanding
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Give students positive feedback when they use language that links to the learning
  • Rephrase when students do not understand the first time
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Have Students create their own dictionaries throughout the lesson
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Use thematic units
  • Help students to reduce anxiety by reminding them of their progress
  • Use Franklin speaking dictionaries
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Summarize main ideas of the text by using outlines and study guides
  • Tap students prior knowledge and experiences
  • Use stories on tapes and CDs
  • Use ball and stick printing the most resemble printed text
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Play bingo with high frequency words and word families
  • Use concept examples
  • Have students retell the story using puppets
  • Ask students to "read around the room". Students can wear a safari hat
  • Help the student find the starting place in the textbook
  • Identify and define words with double meanings
  • Smile! This is universally understood
  • Frequently check for understanding
  • Ask students to keep word lists
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use active voice
  • Use group discussion of prior experience
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Give clear simple direction and ask students to retell in their own words
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Pronounce words clearly
  • Make picture dictionaries with labels of the word in English and in the native language

6. The learner continues to expand receptive vocabulary

  • Use active voice
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Use concept examples
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Personalize the context by using the names and places familiar to students
  • Smile! This is universally understood
  • Tap students prior knowledge and experiences
  • Ask students to keep word lists
  • Restate complex sentences as a sequence of simple sentences
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Use thematic units
  • Provide picture dictionaries
  • Rephrase when students do not understand the first time
  • Have Students create their own dictionaries throughout the lesson
  • Provide opportunities for cooperative learning groups
  • Give students positive feedback when they use language that links to the learning
  • Pronounce words clearly
  • Identify and define words with double meanings
  • Create cooperative groups that have English Learners and English Speakers
  • Limit use of idioms and slang
  • Make picture dictionaries with labels of the word in English and in the native language
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Have students illustrate their understanding
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Give clear simple direction and ask students to retell in their own words
  • Use ball and stick printing the most resemble printed text
  • Use bilingual dictionaries in classroom
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Ask students to "read around the room". Students can wear a safari hat
  • Help the student find the starting place in the textbook
  • Help students to reduce anxiety by reminding them of their progress
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Use group discussion of prior experience
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Frequently check for understanding
  • Have parent volunteer tape difficult concepts in native language
  • Provide increased "wait time" to allow students time to process
  • Play bingo with high frequency words and word families
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use Franklin speaking dictionaries
  • Identify and teach essential vocabulary that is in the textbook
  • Have students retell the story using puppets
  • Use demonstrations
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Prepare for read-aloud by preteaching vocabulary during reading instruction
  • Use stories on tapes and CDs
  • Make cross-curricular connections
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary

7. The learner continues to demonstrate comprehension through action rather than speech

  • Use stories on tapes and CDs
  • Use demonstrations
  • When you say "Take out your books" hold it up and write the page on the board
  • Use ball and stick printing the most resemble printed text
  • Prepare for read-aloud by preteaching vocabulary during reading instruction
  • Make picture dictionaries with labels of the word in English and in the native language
  • Use thematic units
  • Pronounce words clearly
  • Provide picture dictionaries
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Play bingo with high frequency words and word families
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Bring in objects, photographs or other materials as examples
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Have students retell the story using puppets
  • Ask students to "read around the room". Students can wear a safari hat
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Use group discussion of prior experience
  • Rephrase when students do not understand the first time
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Help students to reduce anxiety by reminding them of their progress
  • Identify and define words with double meanings
  • Help the student find the starting place in the textbook
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Tap students prior knowledge and experiences
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Give students positive feedback when they use language that links to the learning
  • Frequently check for understanding
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Create cooperative groups that have English Learners and English Speakers
  • Use active voice
  • Have students illustrate their understanding
  • Use Franklin speaking dictionaries
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Give clear simple direction and ask students to retell in their own words
  • Use role play and simulate
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Smile! This is universally understood
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Teach students to visualize what they're trying to learn. Have them create a mental image
  • Write language experience stories after sharing an experience and reviewing the sequence of events

8. The learner begins to identify people, places and objects when named in English

  • Use ball and stick printing the most resemble printed text
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Use Franklin speaking dictionaries
  • Play bingo with high frequency words and word families
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Give students positive feedback when they use language that links to the learning
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Have students illustrate their understanding
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Provide increased "wait time" to allow students time to process
  • Provide use of manipulatives
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Rephrase when students do not understand the first time
  • Support vocabulary development with visuals
  • Have students retell the story using puppets
  • Tap students prior knowledge and experiences
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Create cooperative groups that have English Learners and English Speakers
  • Help students to reduce anxiety by reminding them of their progress
  • Use stories on tapes and CDs
  • Give clear simple direction and ask students to retell in their own words
  • Provide picture dictionaries
  • Smile! This is universally understood
  • Ask students to keep word lists
  • Make picture dictionaries with labels of the word in English and in the native language
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use active voice
  • Use group discussion of prior experience
  • Frequently check for understanding
  • Use thematic units
  • Pronounce words clearly
  • Identify and define words with double meanings
  • Use many examples
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Help the student find the starting place in the textbook
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Prepare for read-aloud by preteaching vocabulary during reading instruction
  • Ask students to "read around the room". Students can wear a safari hat

9. The learner listens with greater understanding

  • Use Franklin speaking dictionaries
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Smile! This is universally understood
  • Identify and define words with double meanings
  • Play bingo with high frequency words and word families
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Create cooperative groups that have English Learners and English Speakers
  • Use group discussion of prior experience
  • Frequently check for understanding
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Ask students to "read around the room". Students can wear a safari hat
  • Tap students prior knowledge and experiences
  • Have students illustrate their understanding
  • Give students positive feedback when they use language that links to the learning
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Use many examples
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Give clear simple direction and ask students to retell in their own words
  • Make cross-curricular connections
  • Help the student find the starting place in the textbook
  • Break task down into sequentially developed parts using simple language
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Use stories on tapes and CDs
  • Prepare for read-aloud by preteaching vocabulary during reading instruction
  • Make picture dictionaries with labels of the word in English and in the native language
  • Use ball and stick printing the most resemble printed text
  • When you say "Take out your books" hold it up and write the page on the board
  • Provide increased "wait time" to allow students time to process
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Restate complex sentences as a sequence of simple sentences
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Provide opportunities for cooperative learning groups
  • Pronounce words clearly
  • Rephrase when students do not understand the first time
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Use thematic units
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Provide picture dictionaries
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Ask students to keep word lists
  • Include cultural knowledge to clarify concepts
  • Use analogs - this is like …
  • Use transparencies with drawings and graphics
  • Use active voice
  • Have students retell the story using puppets

10. The learner uses routine expressions independently

  • Allow students to think aloud in primary language or English
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Help the student find the starting place in the textbook
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use Franklin speaking dictionaries
  • Use group discussion of prior experience
  • Give clear simple direction and ask students to retell in their own words
  • Create cooperative groups that have English Learners and English Speakers
  • Have students illustrate their understanding
  • Tap students prior knowledge and experiences
  • Use active voice
  • Provide picture dictionaries
  • Use thematic units
  • Have students rewrite a play or story
  • Rephrase when students do not understand the first time
  • Provide opportunities for cooperative learning groups
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Frequently check for understanding
  • Identify and define words with double meanings
  • Use ball and stick printing the most resemble printed text
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Give students positive feedback when they use language that links to the learning
  • Use stories on tapes and CDs
  • Make picture dictionaries with labels of the word in English and in the native language
  • Smile! This is universally understood
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Ask students to "read around the room". Students can wear a safari hat
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Play bingo with high frequency words and word families
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Have students retell the story using puppets
  • Pronounce words clearly

11. The learner repeats, memorable language

  • Give students positive feedback when they use language that links to the learning
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Provide opportunities for cooperative learning groups
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Provide picture dictionaries
  • Incorporate songs, choral, and poems that complement and reinforce the vocabulary and themes of the lesson
  • Use thematic units
  • Use active voice
  • Pronounce words clearly
  • Rephrase when students do not understand the first time
  • Allow students to think aloud in primary language or English
  • Have students rewrite a play or story
  • Tap students prior knowledge and experiences
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Support vocabulary development with visuals
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Play bingo with high frequency words and word families
  • Summarize main ideas of the text by using outlines and study guides
  • Have students retell the story using puppets
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Help the student find the starting place in the textbook
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Make picture dictionaries with labels of the word in English and in the native language
  • Use group discussion of prior experience
  • Use stories on tapes and CDs
  • Give clear simple direction and ask students to retell in their own words
  • Make cross-curricular connections
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Create cooperative groups that have English Learners and English Speakers
  • Use ball and stick printing the most resemble printed text
  • Have students illustrate their understanding
  • Ask students to "read around the room". Students can wear a safari hat
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Smile! This is universally understood
  • Use Franklin speaking dictionaries
  • Identify and define words with double meanings
  • Frequently check for understanding

12. The learner grasps the main ideas and focuses on key words, not the details

  • Use visual charts and lists that enable students to show what they know
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Teach the language of the subject
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Ask students to "read around the room". Students can wear a safari hat
  • Use transparencies with drawings and graphics
  • Ask students to keep word lists
  • Play bingo with high frequency words and word families
  • Personalize the context by using the names and places familiar to students
  • Have students create their own examples when trying to understand and remember a general concept
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Have students retell the story using puppets
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Use many examples
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Provide written notes and summaries
  • Provide picture dictionaries
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Use thematic units
  • Use active voice
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Break task down into sequentially developed parts using simple language
  • Use stories on tapes and CDs
  • Give clear simple direction and ask students to retell in their own words
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Create cooperative groups that have English Learners and English Speakers
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Use group discussion of prior experience
  • Frequently check for understanding
  • Use ball and stick printing the most resemble printed text
  • Turn yes/ no answers into complete verbal and written sentences
  • Provide use of manipulatives
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Make picture dictionaries with labels of the word in English and in the native language
  • Allow students to think aloud in primary language or English
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Tap students prior knowledge and experiences
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Help the student find the starting place in the textbook
  • Give students positive feedback when they use language that links to the learning
  • Smile! This is universally understood
  • Use analogs - this is like …
  • Have students illustrate their understanding
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use Franklin speaking dictionaries
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Identify and define words with double meanings
  • Pronounce words clearly
  • Provide increased "wait time" to allow students time to process
  • Summarize main ideas of the text by using outlines and study guides
  • Monitor by asking clarifying questions
  • Rephrase when students do not understand the first time
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except

13. The learner can respond to short yes/no questions and either/or questions and can respond to simple who, what, when, where questions

  • Provide picture dictionaries
  • Allow students to think aloud in primary language or English
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Tap students prior knowledge and experiences
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Give students positive feedback when they use language that links to the learning
  • Use visual charts and lists that enable students to show what they know
  • Use thematic units
  • Pronounce words clearly
  • Allow for multiple right answers
  • Monitor by asking clarifying questions
  • Shorten sentences
  • Ask students to "read around the room". Students can wear a safari hat
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Identify and define words with double meanings
  • Smile! This is universally understood
  • Have students retell the story using puppets
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Provide increased "wait time" to allow students time to process
  • Provide opportunities for cooperative learning groups
  • Use active voice
  • Help the student find the starting place in the textbook
  • Use Franklin speaking dictionaries
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Turn yes/ no answers into complete verbal and written sentences
  • Use individual white boards
  • Use stories on tapes and CDs
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Give clear simple direction and ask students to retell in their own words
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use group discussion of prior experience
  • Play bingo with high frequency words and word families
  • Ask questions using Bloom's taxonomy
  • Create cooperative groups that have English Learners and English Speakers
  • Use individual chalk boards
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Use ball and stick printing the most resemble printed text
  • Frequently check for understanding
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Make picture dictionaries with labels of the word in English and in the native language
  • Have students illustrate their understanding
  • Rephrase when students do not understand the first time
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Encourage student to self-evaluation
  • Provide picture dictionaries
  • Allow students to think aloud in primary language or English
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Tap students prior knowledge and experiences
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Give students positive feedback when they use language that links to the learning
  • Use visual charts and lists that enable students to show what they know
  • Use thematic units
  • Pronounce words clearly
  • Allow for multiple right answers
  • Monitor by asking clarifying questions
  • Shorten sentences
  • Ask students to "read around the room". Students can wear a safari hat
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Identify and define words with double meanings
  • Smile! This is universally understood
  • Have students retell the story using puppets
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Provide increased "wait time" to allow students time to process
  • Provide opportunities for cooperative learning groups
  • Use active voice
  • Help the student find the starting place in the textbook
  • Use Franklin speaking dictionaries
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Turn yes/ no answers into complete verbal and written sentences
  • Use individual white boards
  • Use stories on tapes and CDs
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Give clear simple direction and ask students to retell in their own words
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use group discussion of prior experience
  • Play bingo with high frequency words and word families
  • Ask questions using Bloom's taxonomy
  • Create cooperative groups that have English Learners and English Speakers
  • Use individual chalk boards
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Use ball and stick printing the most resemble printed text
  • Frequently check for understanding
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Make picture dictionaries with labels of the word in English and in the native language
  • Have students illustrate their understanding
  • Rephrase when students do not understand the first time
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Encourage student to self-evaluation

14. The learner usually leaves off inflectional endings when speaking

  • Allow students to think aloud in primary language or English
  • Give clear simple direction and ask students to retell in their own words
  • Make picture dictionaries with labels of the word in English and in the native language
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use group discussion of prior experience
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Identify and define words with double meanings
  • Give students positive feedback when they use language that links to the learning
  • Use ball and stick printing the most resemble printed text
  • Create cooperative groups that have English Learners and English Speakers
  • Tap students prior knowledge and experiences
  • Have students illustrate their understanding
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Smile! This is universally understood
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Allow for multiple right answers
  • Frequently check for understanding
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Help the student find the starting place in the textbook
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Rephrase when students do not understand the first time
  • Use thematic units
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use active voice
  • Play bingo with high frequency words and word families
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Pronounce words clearly
  • Use stories on tapes and CDs
  • Provide picture dictionaries
  • Ask students to "read around the room". Students can wear a safari hat
  • Use Franklin speaking dictionaries
  • Have students retell the story using puppets
  • Allow students to think aloud in primary language or English
  • Give clear simple direction and ask students to retell in their own words
  • Make picture dictionaries with labels of the word in English and in the native language
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use group discussion of prior experience
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Identify and define words with double meanings
  • Give students positive feedback when they use language that links to the learning
  • Use ball and stick printing the most resemble printed text
  • Create cooperative groups that have English Learners and English Speakers
  • Tap students prior knowledge and experiences
  • Have students illustrate their understanding
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Smile! This is universally understood
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Allow for multiple right answers
  • Frequently check for understanding
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Help the student find the starting place in the textbook
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Rephrase when students do not understand the first time
  • Use thematic units
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use active voice
  • Play bingo with high frequency words and word families
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Pronounce words clearly
  • Use stories on tapes and CDs
  • Provide picture dictionaries
  • Ask students to "read around the room". Students can wear a safari hat
  • Use Franklin speaking dictionaries
  • Have students retell the story using puppets

15. The learner is beginning to construct more meaning from the words, but is incomplete

  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Pronounce words clearly
  • Allow students to think aloud in primary language or English
  • Make picture dictionaries with labels of the word in English and in the native language
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Have students illustrate their understanding
  • Provide written notes and summaries
  • Give students positive feedback when they use language that links to the learning
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Ask questions using Bloom's taxonomy
  • Give clear simple direction and ask students to retell in their own words
  • Rephrase when students do not understand the first time
  • Use Franklin speaking dictionaries
  • Use group discussion of prior experience
  • Make cross-curricular connections
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Use stories on tapes and CDs
  • Use ball and stick printing the most resemble printed text
  • Use retelling for assessment
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Create cooperative groups that have English Learners and English Speakers
  • Use interviews instead of written exam
  • Monitor by asking clarifying questions
  • Use individual chalk boards
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Turn yes/ no answers into complete verbal and written sentences
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Have students retell the story using puppets
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Provide increased "wait time" to allow students time to process
  • Identify and define words with double meanings
  • Help the student find the starting place in the textbook
  • Tap students prior knowledge and experiences
  • Play bingo with high frequency words and word families
  • Ask students to keep word lists
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use thematic units
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Use active voice
  • Allow phonetic spelling in first drafts
  • Frequently check for understanding
  • Smile! This is universally understood
  • Ask students to "read around the room". Students can wear a safari hat
  • Provide picture dictionaries
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Pronounce words clearly
  • Allow students to think aloud in primary language or English
  • Make picture dictionaries with labels of the word in English and in the native language
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Have students illustrate their understanding
  • Provide written notes and summaries
  • Give students positive feedback when they use language that links to the learning
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Ask questions using Bloom's taxonomy
  • Give clear simple direction and ask students to retell in their own words
  • Rephrase when students do not understand the first time
  • Use Franklin speaking dictionaries
  • Use group discussion of prior experience
  • Make cross-curricular connections
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Use stories on tapes and CDs
  • Use ball and stick printing the most resemble printed text
  • Use retelling for assessment
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Create cooperative groups that have English Learners and English Speakers
  • Use interviews instead of written exam
  • Monitor by asking clarifying questions
  • Use individual chalk boards
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Turn yes/ no answers into complete verbal and written sentences
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Have students retell the story using puppets
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Provide increased "wait time" to allow students time to process
  • Identify and define words with double meanings
  • Help the student find the starting place in the textbook
  • Tap students prior knowledge and experiences
  • Play bingo with high frequency words and word families
  • Ask students to keep word lists
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use thematic units
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Use active voice
  • Allow phonetic spelling in first drafts
  • Frequently check for understanding
  • Smile! This is universally understood
  • Ask students to "read around the room". Students can wear a safari hat
  • Provide picture dictionaries

16. The learner can write, however has significant amount of invented spelling, grammatical inaccuracies, picture representations and rhetorical patterns of the native language

  • Use stories on tapes and CDs
  • Use pictures, objects, symbols, body language and actions
  • Use chunking by breakiing into small manageable parts
  • Create cooperative groups that have English Learners and English Speakers
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Help the student find the starting place in the textbook
  • Play bingo with high frequency words and word families
  • Allow phonetic spelling in first drafts
  • Turn yes/ no answers into complete verbal and written sentences
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use group discussion of prior experience
  • Frequently check for understanding
  • Rephrase when students do not understand the first time
  • Identify and define words with double meanings
  • Give clear simple direction and ask students to retell in their own words
  • Bring in objects, photographs or other materials as examples
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Provide picture dictionaries
  • Make picture dictionaries with labels of the word in English and in the native language
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Encourage student to self-evaluation
  • Smile! This is universally understood
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Tap students prior knowledge and experiences
  • Use Franklin speaking dictionaries
  • Ask students to "read around the room". Students can wear a safari hat
  • Have students retell the story using puppets
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Pronounce words clearly
  • Use thematic units
  • Write student answers in sentence form on the board
  • Provide written notes and summaries
  • Give students positive feedback when they use language that links to the learning
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Have students illustrate their understanding
  • Use ball and stick printing the most resemble printed text
  • Use active voice
  • Use individual white boards
  • Use pictures, objects, symbols, body language and actions
  • Use chunking by breakiing into small manageable parts
  • Create cooperative groups that have English Learners and English Speakers
  • Use clue word and picture as mnemonics for learning letter name and sound
  • Make simple picture-word puzzles. Place a number of objects on a table and have students match English word cards to the objects
  • Help the student find the starting place in the textbook
  • Play bingo with high frequency words and word families
  • Allow phonetic spelling in first drafts
  • Turn yes/ no answers into complete verbal and written sentences
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use group discussion of prior experience
  • Frequently check for understanding
  • Rephrase when students do not understand the first time
  • Identify and define words with double meanings
  • Give clear simple direction and ask students to retell in their own words
  • Bring in objects, photographs or other materials as examples
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Make large word murals. Vocabulary words from the textbook can be added to the mural with or without illustrations
  • Provide picture dictionaries
  • Make picture dictionaries with labels of the word in English and in the native language
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Encourage student to self-evaluation
  • Smile! This is universally understood
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Help students to reduce anxiety by reminding them of the resources available to them
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Tap students prior knowledge and experiences
  • Use Franklin speaking dictionaries
  • Ask students to "read around the room". Students can wear a safari hat
  • Have students retell the story using puppets
  • Use alphabet books with easy to recognize pictures. Use pictures to develop speaking vocabulary
  • Pronounce words clearly
  • Use thematic units
  • Write student answers in sentence form on the board
  • Provide written notes and summaries
  • Give students positive feedback when they use language that links to the learning
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Have students illustrate their understanding
  • Use ball and stick printing the most resemble printed text
  • Use active voice
  • Use individual white boards