1) Identify the 5 stages of language acquisition, key factors (3-4) about each

stage, and at least one effective strategy that can be used with ELL students
from that stage

2) Identify the 4 methods of co-teaching, a brief description of each method,

and an example of how each method of co-teaching can be used effectively
for classrooms with ELL students
5 stages
1. Pre-Production
Factors:- Fewer Oral Skills
- May only respond non-verbally (pointing, drawing)
- Repeat what teacher says, without understanding the meaning
(parroting)
Strategy: Use concrete physical objects and use more visuals/graphics,
ask mostly yes/no questions.
2. Early Production
Factors:- Listen with more understanding.
- Limited vocabulary (knows cake but not red velvet cake)
- Use common (Good morning! How are you!) 2-5 word
sentences/phrases
Strategy: Continue using visuals. Avoid binary (yes/no, either/or)
questions, but do still ask simple one to two word answer questions.
3. Speech Emergence
Factors:- Can understand written English with concrete images or
sounds
- Understand things theyve personally experience.
- Speak in full (but simple) sentences
Strategy: Give the student chances to express themselves using
speech or writing. Avoid binary questions outright, unless necessary for the context
(How was your day vs, did you have a good day)
4. Intermediate Fluency
Factors:- Can form independent ideas and phrases verbally
- Struggle somewhat in writing
- Able to have extended conversations
Strategy: Encourage elaboration and collaboration with questions and
other students respectively, and have the student practice reading and writing.

5. Advanced Fluency
Factors:- Likely surpasses non ELL students in communication skills
- Strong understanding of grammar and sentence structure
- Able to understand complex sentences and narratives
Strategy: Implement more content activities
4 Methods
Parallel Teaching: Uses multiple teachers, teaching the same material to smaller
groups. Allows for more focus on each child (effectively reducing class size) and
quicker, easier assistance in case of confusion. In an ELL class, this could be used in
two ways, either by separating ELL students, so each teacher can more directly
identify and assist the student in need, or you can separate the ELL students with a
teacher/teachers who speak their language.
Supportive Teaching: Assistant teacher walks around and assists struggling
students while the primarily teacher delivers the lesson. Allows lessons to flow with
fewer interruptions while questions can be answered without stopping the lesson. In
an ELL situation, the assistant could be a familiar with the students language, and
could attempt to translate concepts.
Team Teaching: Each teacher has a specialty in the setting, e.g. in a history class,
one teacher may know more about the people, while another can more succinctly
describe events. To an ELL student, the greater knowledge base allows for clearer
explanations and more angles at explaining different concepts in case others fall flat
Complementary Teaching: The co-teacher provides alternate methods to perform or
interpret the lesson. In an ELL student, the co-teacher can create visual aids while
the teacher speaks to convey information.