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Intermediate Stage

Students performing at this level of English language proficiency begin to tailor the English language skills they have been taught to meet their immediate communication and learning needs, but still make many mistakes. There is a noticeable increase in listening comprehension. This is often called the Speech Emergence stage.

Characteristics of this stage:

  • This stage may last for two to four years
  • Progress during this stage will vary
  • Error correction is limited to modeling and elaboration

Characteristics of the learner:

1. The learner has less hesitation in speak and sometimes rephrases to make self clear

  • Use group discussion of prior experience
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Provide increased "wait time" to allow students time to process
  • Monitor by walking around
  • Provide extra time for taking tests
  • Use word sort games and activities
  • Provide opportunities for cooperative learning groups
  • Pronounce words clearly
  • Encourage students to correspond with an English speaking pal
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Introduce strategies incrementally with a few at a time
  • Review students' work for evidence that they understand the directions and assignment
  • Use thematic units
  • Ask students to work with a partner to write a story or a report
  • Use props and costumes frequently
  • Get images from the internet
  • Use some words from children's home languages in the classroom
  • Use cartons to support literacy
  • Exploit previously used language and link to pupils' experience
  • Use experience grouping
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Smile! This is universally understood
  • Encourage students to rehearse before giving oral reports or responses

2. The learner understands more, but is still dependent on context

  • Make cross-curricular connections
  • Provide opportunities for cooperative learning groups
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Introduce strategies incrementally with a few at a time
  • Use group discussion of prior experience
  • Use thematic units
  • Support vocabulary development with visuals
  • Limit use of idioms and slang
  • Ask students to work with a partner to write a story or a report
  • Provide field trips
  • Teach the language of the subject
  • Review students' work for evidence that they understand the directions and assignment
  • Use retelling for assessment
  • Use props and costumes frequently
  • Bring in objects, photographs or other materials as examples
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use interviews instead of written exam
  • Pronounce words clearly
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Use word sort games and activities
  • Encourage students to rehearse before giving oral reports or responses
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Provide increased "wait time" to allow students time to process
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Exploit previously used language and link to pupils' experience
  • Provide extra time for taking tests
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use cartons to support literacy
  • Get illustrations from old textbooks
  • Provide walking filed trips
  • Model the pronouncing of difficult words
  • Present concepts orally, visually, graphically and audibly
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Smile! This is universally understood
  • Encourage students to correspond with an English speaking pal
  • Make checklist for completion of assignment
  • Restate complex sentences as a sequence of simple sentences

3. The learner is comfortable with social language

  • Introduce strategies incrementally with a few at a time
  • Provide increased "wait time" to allow students time to process
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Rephrase idioms and teach their meaning
  • Provide opportunities for cooperative learning groups
  • Review students' work for evidence that they understand the directions and assignment
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use experience grouping
  • Make checklist for completion of assignment
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Use group discussion of prior experience
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Smile! This is universally understood
  • Encourage students to rehearse before giving oral reports or responses
  • Allow students to think aloud in primary language or English
  • Provide extra time for taking tests
  • Use thematic units
  • Use word sort games and activities
  • Pronounce words clearly
  • Restate complex sentences as a sequence of simple sentences
  • Use paired learning
  • Use cartons to support literacy
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Use props and costumes frequently
  • Encourage students to correspond with an English speaking pal
  • Ask students to work with a partner to write a story or a report

4. The learner follows classroom instructions

  • Encourage students to rehearse before giving oral reports or responses
  • Break task down into sequentially developed parts using simple language
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Use props and costumes frequently
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Provide extra time for taking tests
  • Introduce strategies incrementally with a few at a time
  • Make checklist for completion of assignment
  • Use role play and simulate
  • Provide use of manipulatives
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Pronounce words clearly
  • Review students' work for evidence that they understand the directions and assignment
  • Ask students to work with a partner to write a story or a report
  • Smile! This is universally understood
  • Use cartons to support literacy
  • Restate complex sentences as a sequence of simple sentences
  • Use group discussion of prior experience
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Use word sort games and activities
  • Use thematic units
  • Encourage students to correspond with an English speaking pal

5. The learner responds to simple sentences

  • Ask students to work with a partner to write a story or a report
  • Use group discussion of prior experience
  • Provide opportunities for cooperative learning groups
  • Break task down into sequentially developed parts using simple language
  • Allow students to think aloud in primary language or English
  • Use many examples
  • Exploit previously used language and link to pupils' experience
  • Pronounce words clearly
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use cartons to support literacy
  • Restate complex sentences as a sequence of simple sentences
  • Model responses that provide appropriate information using correct grammar
  • Encourage students to rehearse before giving oral reports or responses
  • Provide extra time for taking tests
  • Use demonstrations
  • Encourage students to correspond with an English speaking pal
  • Take photos with a digital camera to match to vocabulary
  • Introduce strategies incrementally with a few at a time
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use hands-on activities
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Review students' work for evidence that they understand the directions and assignment
  • Use word sort games and activities
  • Use props and costumes frequently
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Smile! This is universally understood
  • Summarize main ideas of the text by using outlines and study guides
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Use thematic units
  • Limit use of idioms and slang
  • Use a highlighter or a post-it note to identify keywords and phrases

6. The learner will participate in everyday conversations about familiar topics

  • Use visual illustrate and pictorial diagrams for key points
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use thematic units
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Use word sort games and activities
  • Do not restrict use of students' home languages
  • Use props and costumes frequently
  • Ask students to work with a partner to write a story or a report
  • Use demonstrations
  • Provide extra time for taking tests
  • Make cross-curricular connections
  • Encourage students to correspond with an English speaking pal
  • Review students' work for evidence that they understand the directions and assignment
  • Use Grand Conversation
  • Use cartons to support literacy
  • Introduce strategies incrementally with a few at a time
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Encourage students to rehearse before giving oral reports or responses
  • Use paired learning
  • Provide increased "wait time" to allow students time to process
  • Pronounce words clearly
  • Exploit previously used language and link to pupils' experience
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Use group discussion of prior experience
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Provide opportunities for cooperative learning groups
  • Allow students to think aloud in primary language or English
  • Smile! This is universally understood

7. The learner produces longer, complete phrases and sentences with grammatical inaccuracy that hinder comprehension

  • Use many examples
  • Allow students to think aloud in primary language or English
  • Ask questions using Bloom's taxonomy
  • Provide extra time for taking tests
  • Pronounce words clearly
  • Provide written notes and summaries,
  • Introduce strategies incrementally with a few at a time
  • Exploit previously used language and link to pupils' experience
  • Use word sort games and activities
  • Use group discussion of prior experience
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Provide increased "wait time" to allow students time to process
  • Use Attribute Charting
  • Smile! This is universally understood
  • Have students rewrite a play or story
  • Review students' work for evidence that they understand the directions and assignment
  • Model the pronouncing of difficult words
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Ask students to work with a partner to write a story or a report
  • Use thematic units
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Use pictures, objects, symbols, body language and actions
  • Model responses that provide appropriate information using correct grammar
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Allow for multiple right answers
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Use cartons to support literacy
  • Encourage students to correspond with an English speaking pal
  • Encourage students to rehearse before giving oral reports or responses

8. The learner responds to how and why questions that elicit short responses

  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Review students' work for evidence that they understand the directions and assignment
  • Allow students to think aloud in primary language or English
  • Allow for multiple right answers
  • Pronounce words clearly
  • Use thematic units
  • Provide opportunities for cooperative learning groups
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Monitor by asking clarifying questions
  • Exploit previously used language and link to pupils' experience
  • Use visual charts and lists that enable students to show what they know
  • Encourage students to correspond with an English speaking pal
  • Encourage students to rehearse before giving oral reports or responses
  • Include cultural knowledge to clarify concepts
  • Use cartons to support literacy
  • Provide increased "wait time" to allow students time to process
  • Ask students to work with a partner to write a story or a report
  • Introduce strategies incrementally with a few at a time
  • Smile! This is universally understood
  • Use group discussion of prior experience
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Use word sort games and activities
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Encourage student to self-evaluation
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Provide extra time for taking tests

9. The learner can participate more fully in discussion, including those with academic content

  • Use group discussion of prior experience
  • Provide opportunities for cooperative learning groups
  • Use thematic units
  • Smile! This is universally understood
  • Use KWLH
  • Use paired learning
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Ask students to work with a partner to write a story or a report
  • Limit use of idioms and slang
  • Provide extra time for taking tests
  • Summarize main ideas of the text by using outlines and study guides
  • Use Readers' Theater to develop fluency
  • Teach the language of the subject
  • Provide increased "wait time" to allow students time to process
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Review students' work for evidence that they understand the directions and assignment
  • Use interviews instead of written exam
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Ask questions using Bloom's taxonomy
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Pronounce words clearly
  • Include cultural knowledge to clarify concepts
  • Encourage students to correspond with an English speaking pal
  • Exploit previously used language and link to pupils' experience
  • Introduce strategies incrementally with a few at a time
  • Use power points with drawings and graphics
  • Encourage students to rehearse before giving oral reports or responses
  • Use experience grouping
  • Use word sort games and activities
  • Allow for multiple right answers
  • Use cartons to support literacy
  • Use analogs - this is like …
  • Allow students to think aloud in primary language or English
  • Write language experience stories after sharing an experience and reviewing the sequence of events

10. The learner uses newly-acquired receptive vocabulary to experiment and form messages in English

  • Use word sort games and activities
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Pronounce words clearly
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Review students' work for evidence that they understand the directions and assignment
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Use Readers' Theater to develop fluency
  • Use electronic translators
  • Double handouts
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Ask students to work with a partner to write a story or a report
  • Encourage students to correspond with an English speaking pal
  • Use power points with drawings and graphics
  • Smile! This is universally understood
  • Introduce seven or fewer new vocabulary words per lesson
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use cartons to support literacy
  • Provide opportunities for cooperative learning groups
  • Introduce strategies incrementally with a few at a time
  • Use group discussion of prior experience
  • Ask questions using Bloom's taxonomy
  • Exploit previously used language and link to pupils' experience
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Provide increased "wait time" to allow students time to process
  • Allow students to think aloud in primary language or English
  • Allow for multiple right answers
  • Ask students to keep word lists
  • Use thematic units
  • Provide extra time for taking tests
  • Make cross-curricular connections
  • Encourage students to rehearse before giving oral reports or responses
  • Use paired learning

11. The learner engages in independent reading based on oral fluency and prior experience with print

  • Model expanded language. Say the sentence without adjective, adverbs, and added
  • phrases, then add these parts
  • Use high interest/low reading level materials
  • Summarize main ideas of the text by using outlines and study guides
  • Use group discussion of prior experience
  • Use word sort games and activities
  • Ask students to work with a partner to write a story or a report
  • Introduce strategies incrementally with a few at a time
  • Encourage students to rehearse before giving oral reports or responses
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Provide extra time for taking tests
  • Use thematic units
  • Exploit previously used language and link to pupils' experience
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Encourage students to correspond with an English speaking pal
  • Use power points with drawings and graphics
  • Pronounce words clearly
  • Make step-by-step direction checklist
  • Use Readers' Theater to develop fluency
  • Use cartons to support literacy
  • Review students' work for evidence that they understand the directions and assignment
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Smile! This is universally understood

12. The learner uses writing for a variety of purposes

  • Use thematic units
  • Use cartons to support literacy
  • Double handouts
  • Encourage students to rehearse before giving oral reports or responses
  • Encourage students to correspond with an English speaking pal
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Introduce strategies incrementally with a few at a time
  • Use group discussion of prior experience
  • Encourage student to self-evaluation
  • Make step-by-step direction checklist
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Provide written notes and summaries
  • Use pictures, objects, symbols, body language and actions
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Review students' work for evidence that they understand the directions and assignment
  • Use Readers' Theater to develop fluency
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Write student answers in sentence form on the board
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Provide extra time for taking tests
  • Ask students to work with a partner to write a story or a report
  • Use word sort games and activities
  • Have students create their own examples when trying to understand and remember a general concept
  • Smile! This is universally understood
  • Model responses that provide appropriate information using correct grammar
  • Use chunking by breakiing into small manageable parts
  • Pronounce words clearly

13. The learner constructs more meaning from the words

  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Double handouts
  • Exploit previously used language and link to pupils' experience
  • Use word sort games and activities
  • Introduce strategies incrementally with a few at a time
  • Pronounce words clearly
  • Provide extra time for taking tests
  • Use chunking by breakiing into small manageable parts
  • Encourage students to rehearse before giving oral reports or responses
  • Use Word Sorts
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Review students' work for evidence that they understand the directions and assignment
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Use Readers' Theater to develop fluency
  • Use teacher-student conferences instead of written exam
  • Ask students to work with a partner to write a story or a report
  • Use paired learning
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Smile! This is universally understood
  • Ask students to keep word lists
  • Use cartons to support literacy
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Encourage students to correspond with an English speaking pal
  • Use high interest/low reading level materials
  • Use thematic units
  • Use group discussion of prior experience
  • Restate complex sentences as a sequence of simple sentences

14. The learner is able to write simple texts

  • Model responses that provide appropriate information using correct grammar
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Encourage students to correspond with an English speaking pal
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Use group discussion of prior experience
  • Introduce strategies incrementally with a few at a time
  • Use response journals and respond to their thinking
  • Provide extra time for taking tests
  • Allow phonetic spelling in first drafts
  • Write student answers in sentence form on the board
  • Ask students to work with a partner to write a story or a report
  • Use cartons to support literacy
  • Encourage students to rehearse before giving oral reports or responses
  • Use word sort games and activities
  • Use chunking by breakiing into small manageable parts
  • Smile! This is universally understood
  • Use visual charts and lists that enable students to show what they know
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Use portfolios that show progress over time for assessment
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Use teacher-student conferences instead of written exam
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use pictures, objects, symbols, body language and actions
  • Provide written notes and summaries
  • Use high interest/low reading level materials
  • Pronounce words clearly
  • Exploit previously used language and link to pupils' experience
  • Review students' work for evidence that they understand the directions and assignment
  • Use thematic units

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

  • Encourage students to correspond with an English speaking pal
  • Smile! This is universally understood
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Model expanded language. Say the sentence without adjective, adverbs, and added phrases, then add these parts
  • Write student answers in sentence form on the board
  • Introduce strategies incrementally with a few at a time
  • Allow phonetic spelling in first drafts
  • Use response journals and respond to their thinking
  • Encourage students to rehearse before giving oral reports or responses
  • Use portfolios that show progress over time for assessment
  • Use group discussion of prior experience
  • Ask students to work with a partner to write a story or a report
  • Use pictures, objects, symbols, body language and actions
  • Use thematic units
  • Use cartons to support literacy
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Show students how to peel off prefixes and suffixes and look for words within words
  • Exploit previously used language and link to pupils' experience
  • Provide extra time for taking tests
  • Write language experience stories after sharing an experience and reviewing the sequence of events
  • Make step-by-step direction checklist
  • Pronounce words clearly
  • Encourage student to self-evaluation
  • Model responses that provide appropriate information using correct grammar
  • Review students' work for evidence that they understand the directions and assignment
  • Focus on meaning rather than form, keeping error correction of structure to a minimum
  • Teach students to study actively by writing down lists and and saying it out loud.
  • Provide written notes and summaries
  • Use word sort games and activities
  • Use chunking by breakiing into small manageable parts