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Beginning Stage

Students performing at this level of English language proficiency may demonstrate little or no receptive or productive English skills. They may be able to respond to some communication tasks. The teacher uses what is called "care taker speech". This is often called the Pre- Production stage.

Characteristics of this stage:

This stage last from several months to more than a year of instruction . This is a time for receptive language acquisition.

Learners in this develop listening skills and show comprehension by using gestures.

During this stage it is not necessary for learners to speak - speech production is not forced, but activities that encourage children to talk if they are ready are provided.

Characteristics of the learner:

1. The learner is a non-English speaker

  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Use jazz chants
  • Have students find the objects that you have displayed when you name the objects
  • Monitor by walking around
  • Use choral reading
  • Talk more slowly, but not unnaturally
  • Provide field trips
  • Use group discussion of prior experience
  • 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
  • Use active voice
  • Use pictures from magazines and newspapers
  • Sit the pupil near the board and your teaching station
  • Encourage students to respond by making drawings if they are not ready to use written English Language
  • Use thematic units
  • Help the student find the starting place in the textbook
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Get images from the internet
  • Use paired learning
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Pronounce words clearly
  • Smile! This is universally understood
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Use pocket charts for picture cards and vocabulary
  • Do not force students to speak
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use bilingual dictionaries in classroom
  • Have students illustrate their understanding
  • Read predictable story books and sing songs that repeat the same line over and over
  • Demonstrate words like jumping, reading, and writing
  • Tap students prior knowledge and experiences
  • Limit use of idioms and slang
  • Provide walking filed trips
  • Pantomime words for actions (e.g., eating and sleeping)
  • Give students positive feedback when they use language that links to the learning
  • Give clear simple direction and ask students to retell in their own words
  • Provide picture dictionaries
  • Have parent volunteer tape difficult concepts in native language
  • Use Total Physical Response
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Label the objects in the room
  • Do not restrict use of students' home languages
  • Model where to put backpacks, jackets and belongings
  • Frequently check for understanding
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Use some words from children's home languages in the classroom
  • Use Think Pair Share
  • Use movement and dance

2. The learner will use primary language to express needs

  • Pronounce words clearly
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Allow students to think aloud in primary language or English
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Help the student find the starting place in the textbook
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use bilingual dictionaries in classroom
  • Pantomime words for actions (e.g., eating and sleeping)
  • Get illustrations from old textbooks
  • Do not restrict use of students' home languages
  • Have students illustrate their understanding
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Give clear simple direction and ask students to retell in their own words
  • Smile! This is universally understood
  • Demonstrate words like jumping, reading, and writing
  • Create cooperative groups that have English Learners and English Speakers
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Have students find the objects that you have displayed when you name the objects
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Present concepts orally, visually, graphically and audibly
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Provide picture dictionaries
  • Use group discussion of prior experience
  • Talk more slowly, but not unnaturally
  • Use choral reading
  • Provide opportunities for cooperative learning groups
  • Use jazz chants
  • Give students positive feedback when they use language that links to the learning
  • Use thematic units
  • Use pictures from magazines and newspapers
  • Use movement and dance
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Use Total Physical Response
  • Ask students to keep word lists
  • Label the objects in the room
  • Tap students prior knowledge and experiences
  • Have parent volunteer tape difficult concepts in native language
  • Use active voice
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Model where to put backpacks, jackets and belongings
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Do not force students to speak
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Use hands-on activities
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Frequently check for understanding
  • Provide opportunities for cooperative learning groups
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use paired learning
  • Make available primary language materials that relate to the topic
  • Use electronic translators
  • Sit the pupil near the board and your teaching station
  • Use pocket charts for picture cards and vocabulary

3. The learner may have some understanding, but does not speak yet

  • Tap students prior knowledge and experiences
  • Take photos with a digital camera to match to vocabulary
  • Talk more slowly, but not unnaturally
  • Use active voice
  • Restate complex sentences as a sequence of simple sentences
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Smile! This is universally understood
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Use thematic units
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Create cooperative groups that have English Learners and English Speakers
  • Use pocket charts for picture cards and vocabulary
  • Sit the pupil near the board and your teaching station
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Provide picture dictionaries
  • Use pictures from magazines and newspapers
  • Help the student find the starting place in the textbook
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Pronounce words clearly
  • When you say "Take out your books" hold it up and write the page on the board
  • Frequently check for understanding
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use group discussion of prior experience
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Encourage students to respond by making drawings if they are not ready to use written English Language
  • Model where to put backpacks, jackets and belongings
  • Use choral reading
  • Use jazz chants
  • Give students positive feedback when they use language that links to the learning
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use movement and dance
  • Use Total Physical Response
  • Limit use of idioms and slang
  • Label the objects in the room
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Do not force students to speak
  • Pantomime words for actions (e.g., eating and sleeping)
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Give clear simple direction and ask students to retell in their own words
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Have students illustrate their understanding
  • Make cross-curricular connections
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Have students find the objects that you have displayed when you name the objects
  • Demonstrate words like jumping, reading, and writing
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture

4. The learner will manipulate objects or things to communicate

  • Use demonstrations
  • Use thematic units
  • Use jazz chants
  • Give students positive feedback when they use language that links to the learning
  • Provide picture dictionaries
  • Pantomime words for actions (e.g., eating and sleeping)
  • Use pocket charts for picture cards and vocabulary
  • Use Total Physical Response
  • Use active voice
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Label the objects in the room
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Frequently check for understanding
  • Use movement and dance
  • Bring in objects, photographs or other materials as examples
  • 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
  • Pronounce words clearly
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Model where to put backpacks, jackets and belongings
  • Have students find the objects that you have displayed when you name the objects
  • Smile! This is universally understood
  • Use pictures from magazines and newspapers
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use choral reading
  • Use visual illustrate and pictorial diagrams for key points
  • Sit the pupil near the board and your teaching station
  • Do not force students to speak
  • Demonstrate words like jumping, reading, and writing
  • Encourage students to respond by making drawings if they are not ready to use written English Language
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Have students illustrate their understanding
  • Provide use of manipulatives
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Support vocabulary development with visuals
  • 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 group discussion of prior experience
  • Create cooperative groups that have English Learners and English Speakers
  • Talk more slowly, but not unnaturally
  • Give clear simple direction and ask students to retell in their own words
  • Use role play and simulate
  • Tap students prior knowledge and experiences

5. The learner will try to make sense out of messages

  • Model where to put backpacks, jackets and belongings
  • Allow students to think aloud in primary language or English
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Talk more slowly, but not unnaturally
  • Model classroom routines for getting paper, scissors, stapler
  • Break task down into sequentially developed parts using simple language
  • Read predictable story books and sing songs that repeat the same line over and over
  • Sit the pupil near the board and your teaching station
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Make available primary language materials that relate to the topic
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Encourage students to respond by making drawings if they are not ready to use written English Language
  • Use pocket charts for picture cards and vocabulary
  • Do not force students to speak
  • Provide opportunities for cooperative learning groups
  • Communicate with gestures and be aware of cultural awareness acceptance of gestures
  • Have students illustrate their understanding
  • Pantomime words for actions (e.g., eating and sleeping)
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Give clear simple direction and ask students to retell in their own words
  • Frequently check for understanding
  • Demonstrate words like jumping, reading, and writing
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Have students find the objects that you have displayed when you name the objects
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Smile! This is universally understood
  • Allow time for students to discuss what they learn and generate questions in areas that require clarification
  • Use demonstrations
  • When you say "Take out your books" hold it up and write the page on the board
  • Use bilingual dictionaries in classroom
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Help the student find the starting place in the textbook
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Create cooperative groups that have English Learners and English Speakers
  • Pronounce words clearly
  • Use concept examples
  • Have Students create their own dictionaries throughout the lesson
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • Use thematic units
  • Make cross-curricular connections
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Tap students prior knowledge and experiences
  • Use active voice
  • Model responses that provide appropriate information using correct grammar
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Label the objects in the room
  • Provide picture dictionaries
  • Limit use of idioms and slang
  • Use Total Physical Response
  • Use movement and dance
  • Use Gallery Walk
  • Give students positive feedback when they use language that links to the learning
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use jazz chants
  • Provide written notes and summaries,
  • Use paired learning
  • Use choral reading
  • Use props, dolls, toys, costumes and food

6. The learner gain familiarity with the sounds, rhythm and patterns of English

  • Frequently check for understanding
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Label the objects in the room
  • Demonstrate words like jumping, reading, and writing
  • Help the student find the starting place in the textbook
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Have students find the objects that you have displayed when you name the objects
  • Do not force students to speak
  • Smile! This is universally understood
  • Give clear simple direction and ask students to retell in their own words
  • Pronounce words clearly
  • Model responses that provide appropriate information using correct grammar
  • Tap students prior knowledge and experiences
  • Provide picture dictionaries
  • Use thematic units
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Create cooperative groups that have English Learners and English Speakers
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Talk more slowly, but not unnaturally
  • Pantomime words for actions (e.g., eating and sleeping)
  • Read predictable story books and sing songs that repeat the same line over and over
  • Sit the pupil near the board and your teaching station
  • Use group discussion of prior experience
  • Use active voice
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Have students illustrate their understanding
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use Vocabulary Tea Party
  • Give students positive feedback when they use language that links to the learning
  • Limit use of idioms and slang
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain

7. The learner shows limited comprehension of "chunks" and gist of language

  • Use thematic units
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Have students illustrate their understanding
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Make cross-curricular connections
  • Label the objects in the room
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Frequently check for understanding
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Smile! This is universally understood
  • Pantomime words for actions (e.g., eating and sleeping)
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Do not force students to speak
  • Demonstrate words like jumping, reading, and writing
  • Use active voice
  • Have students create a word bank
  • Give clear simple direction and ask students to retell in their own words
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Provide picture dictionaries
  • Tap students prior knowledge and experiences
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use Language Experience Approach
  • Have students find the objects that you have displayed when you name the objects
  • Sit the pupil near the board and your teaching station
  • Write key words on flip chart
  • Use group discussion of prior experience
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • 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
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Pronounce words clearly
  • Provide opportunities for cooperative learning groups
  • Use concept examples
  • Talk more slowly, but not unnaturally
  • Allow students to talk to themselves
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Create cooperative groups that have English Learners and English Speakers
  • Limit use of idioms and slang
  • Help the student find the starting place in the textbook
  • Make available primary language materials that relate to the topic
  • Use role play and simulate

8. The learner responds non-verbally by pointing, gesturing, nodding or drawing

  • Have students create a word bank
  • Pantomime words for actions (e.g., eating and sleeping)
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Do not force students to speak
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use visual charts and lists that enable students to show what they know
  • 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
  • Label the objects in the room
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Use props, dolls, toys, costumes and food
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Demonstrate words like jumping, reading, and writing
  • Smile! This is universally understood
  • Use group discussion of prior experience
  • Have students find the objects that you have displayed when you name the objects
  • Use Language Experience Approach
  • Support vocabulary development with visuals
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • 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
  • Model classroom routines for getting paper, scissors, stapler
  • Pronounce words clearly
  • Bring in objects, photographs or other materials as examples
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Sit the pupil near the board and your teaching station
  • Talk more slowly, but not unnaturally
  • Use thematic units
  • Frequently check for understanding
  • Ask questions using Bloom's taxonomy
  • Use KWLH
  • Provide use of manipulatives
  • Encourage student to self-evaluation
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Provide picture dictionaries
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use active voice
  • Create cooperative groups that have English Learners and English Speakers
  • Tap students prior knowledge and experiences
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Have students illustrate their understanding

9. The learner may use memorized phrased for specific uses or

  • Talk more slowly, but not unnaturally
  • Use close-caption video or TV
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Pronounce words clearly
  • Use group discussion of prior experience
  • Create cooperative groups that have English Learners and English Speakers
  • Sit the pupil near the board and your teaching station
  • Help the student find the starting place in the textbook
  • Incorporate songs, choral, and poems that complement and reinforce the vocabulary and themes of the lesson
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Provide picture dictionaries
  • Model responses that provide appropriate information using correct grammar
  • Use active voice
  • Have students create a word bank
  • Ask students to keep word lists
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Label the objects in the room
  • Tap students prior knowledge and experiences
  • Have students retell by making puppet shows in small groups
  • Give students positive feedback when they use language that links to the learning
  • Have students find the objects that you have displayed when you name the objects
  • Use Language Experience Approach
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Use KWLH
  • Use thematic units
  • Do not force students to speak
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Smile! This is universally understood
  • Read predictable story books and sing songs that repeat the same line over and over
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Pantomime words for actions (e.g., eating and sleeping)
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Give clear simple direction and ask students to retell in their own words
  • Have students illustrate their understanding
  • Frequently check for understanding
  • Demonstrate words like jumping, reading, and writing
  • Use physical movement and actions to help children learn the English words that name familiar concepts

10. The learner may repeat words or phrases without understanding

  • Demonstrate words like jumping, reading, and writing
  • Label the objects in the room
  • Read predictable story books and sing songs that repeat the same line over and over
  • Talk more slowly, but not unnaturally
  • Write key words on flip chart
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Use close-caption video or TV
  • Use group discussion of prior experience
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Sit the pupil near the board and your teaching station
  • Ask students to keep word lists
  • Allow students to think aloud in primary language or English
  • Pronounce words clearly
  • Frequently check for understanding
  • Use thematic units
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Provide picture dictionaries
  • Use Language Experience Approach
  • Have students illustrate their understanding
  • Pantomime words for actions (e.g., eating and sleeping)
  • Allow students to talk to themselves
  • Give students positive feedback when they use language that links to the learning
  • Have students retell by making puppet shows in small groups
  • Limit use of idioms and slang
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Turn yes/ no answers into complete verbal and written sentences
  • Use props, dolls, toys, costumes and food
  • Tap students prior knowledge and experiences
  • Do not force students to speak
  • Have students find the objects that you have displayed when you name the objects
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Give clear simple direction and ask students to retell in their own words
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Provide written notes and summaries
  • Have students create a word bank
  • Smile! This is universally understood
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Create cooperative groups that have English Learners and English Speakers
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Ask questions using Bloom's taxonomy
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Use active voice
  • Help the student find the starting place in the textbook
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction

11. The learner constructs meaning from text primarily through illustrations, graphs, maps and tables

  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Read predictable story books and sing songs that repeat the same line over and over
  • Label the objects in the room
  • Talk more slowly, but not unnaturally
  • Demonstrate words like jumping, reading, and writing
  • Provide visual support through artifacts, pictures, videos, computer programs, and the internet.
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Help the student find the starting place in the textbook
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Frequently check for understanding
  • Create cooperative groups that have English Learners and English Speakers
  • Have students create a word bank
  • Give students positive feedback when they use language that links to the learning
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Smile! This is universally understood
  • Provide picture dictionaries
  • Pantomime words for actions (e.g., eating and sleeping)
  • Have students illustrate their understanding
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Tap students prior knowledge and experiences
  • Have students find the objects that you have displayed when you name the objects
  • Use visual charts and lists that enable students to show what they know
  • Use thematic units
  • Point out pictures, graphs, and other illustrations in the textbook to help the students visualize and understand concepts
  • Do not force students to speak
  • Make cross-curricular connections
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Make a list of the technical vocabulary essential for teaching the lesson. Do not substitute these words with easier ones
  • Use active voice
  • Use pie charts, graphs, pictograms, tables, and grids to present content with reduced language input
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Use close-caption video or TV
  • Provide specific explanations of keywords and special or technical vocabulary, using examples and nonlinguistic props when possible
  • 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
  • Use props and costumes frequently
  • Support vocabulary development with visuals
  • Sit the pupil near the board and your teaching station
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Pronounce words clearly
  • Use group discussion of prior experience

12. The learner may be able to generate very simple text

  • Sit the pupil near the board and your teaching station
  • Use thematic units
  • Talk more slowly, but not unnaturally
  • Provide picture dictionaries
  • Pantomime words for actions (e.g., eating and sleeping)
  • Use a highlighter or a post-it note to identify keywords and phrases
  • Do not force students to speak
  • Use mini lessons of 10 minutes instead of 30-40 minutes of direct instruction
  • Use visual charts and lists that enable students to show what they know
  • Avoid using questioning techniques that contain negative structures, such as "all but", "everything is _________ except
  • Write student answers in sentence form on the board
  • Give students positive feedback when they use language that links to the learning
  • Create cooperative groups that have English Learners and English Speakers
  • Accept single word or phrases as correct answers. Do not insist that students speak in full sentences
  • Provide written notes and summaries
  • Tap students prior knowledge and experiences
  • Use active voice
  • Allow students to talk to themselves
  • Use visual illustrate and pictorial diagrams for key points
  • Have students illustrate their understanding
  • Use props and costumes frequently
  • Ask questions using Bloom's taxonomy
  • Use physical movement and actions to help children learn the English words that name familiar concepts
  • Read aloud and during the lesson use facial expressions to enhance meaning
  • Frequently check for understanding
  • Copy illustrations from the textbook to overhead or scan to PowerPoint to clarify or explain
  • Label the objects in the room
  • Demonstrate words like jumping, reading, and writing
  • Display real objects, miniature objects; miniature farm and zoo play sets, cooking and dishes toy sets as well as doll house furniture
  • Clearly designate transitions during the lesson. Use signals, timer, bell or props such as high stool or Captain's Chair
  • Read predictable story books and sing songs that repeat the same line over and over
  • Have students create a word bank
  • Have students find the objects that you have displayed when you name the objects
  • Encourage student to self-evaluation
  • Turn yes/ no answers into complete verbal and written sentences
  • Pronounce words clearly
  • Simplify sentence structure and repeat verbatim before trying to rephrase
  • Use group discussion of prior experience
  • Provide opportunities for pupils to repeat and produce language in context in well planned pairs
  • Ask students to keep word lists
  • Smile! This is universally understood
  • Encourage the use of home language for content learning, discussion and development of new concepts
  • Give clear simple direction and ask students to retell in their own words
  • Have students read poems or short passages aloud with appropriate voice intonation
  • Present language that is just slightly beyond the learner's current level of comprehension
  • Help the student find the starting place in the textbook