# data[].attributes.body
Teacher should

Provide listening opportunities

Create a classroom full of language

Use mixed ability groups

Create high context for shared reading

Use physical movement

Use art, mime, and music

# data[].attributes.body
-Create a language-rich environment in the classroom

labels, reference books, word walls, student work

-Be aware of the relationship between English and the student's native language
-Simplify your language, but do not "dumb it down"

no slang, speak clearly and naturally, encourage raising hand for clarity

-Support development of academic language
-Teach word families and different word forms
-Use cooperative learning
-Use effective and specific feedback
-Collaborate with colleagues and parents with ELL experience

# data[].attributes.body
Teacher should

Ask yes no, Who? What? Where? questions

Provide listening opportunities with rich context

Have students: complete sentences with 1-2 words label, manipulate pictures/objects

Do shared reading with props, building on prior knowledge

Use predictable & patterned books

Introduce dialogue journals (Journal that the teacher and student can write back and forth to each other)

# data[].attributes.body
Pre-Production
Student Actions

Vocabulary: 500 words

"The silent period"

Listen attentively

Parrot words

Respond to pictures or other viusals

Exhausted and overwhelmed

Students score level 0-5 on the Student Oral Language Observation Matrix (SOLOM)

# data[].attributes.body
Teacher should

Ask open-ended questions

Model, expand, restate, & enrich student language

Use patterned & predictable books

Support the use of content-area texts with retelling, role-play, etc

Have students: describe personal experiences , create books through language arts experience activities

# data[].attributes.body
Teacher should

Structure group discussions

Guide use of reference materials

Provide more advanced literature

Ask students to create narratives

Provide for a variety of realistic writing opportunities

Publish students’ writing

# data[].attributes.body
Early Production
Student Actions

Vocabulary: 1000 words

Stage lasts up to six months

one- or two-word stages

Memorize short sentences in chunks, but may use them incorrectly

Students score level 6-10 on SOLOM

# data[].attributes.body
Teacher should

Continue on-going language development through integrating language arts and content-area activities

# data[].attributes.body
Speech Emergent
Student Actions

Vocabulary: 3000

Good comprehension, enough to make simple sentences with errors.

Describe events, places, and people

Recall facts

Explain academic concepts

Define new vocabulary

Retell information from text

Summarize

Compare & contrast

Students score level 11-15 on SOLOM

# data[].attributes.body
Intermediate Fluency
Student Actions

Vocabulary: 6000 words

Complex sentences in speech and writing

Willing to express thoughts and ask questions in class

Grade level Math and Science class with teacher support

Increased comprehension in Literature and Social Studies

Writing will have many errors

Can understand more complex concepts

Students score level 16-20 on SOLOM

# data[].attributes.body
Advanced Fluency
Student Actions

Take 4-10 years

Near-native in their ability to perform in content area learning

Most have been exited from ELL programs

Students at this stage score between a level 21 and 25 on SOLOM