Colette Daibes

September 12, 2016

EDUC 359
Skit Reflection
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
1. Silent Receptive
Very few oral skills
May only respond non-verbally by pointing,
gesturing, nodding, or drawing
New language learners typically spend time
learning vocabulary and practice pronouncing new words
EFFECTIVE STRATEGY: pointing to an object,
picture, or person; performing an act, such as standing up or closing a
door; gesturing or nodding; or responding with a simple "yes" or "no."
Teachers should not force students to speak until they are ready to do so.
2. Early Production
Students listen with greater understanding
Can produce limited number of words, phrases, or
simple sentences
Typically acquire an understanding of up to 1,000
words
EFFECTIVE STRATEGY: The use of role play or
charades; Reading and writing conferences with support from teachers and
peers.
3. Speech Emergence
Students have better comprehensions
Can produce simple sentences
Make common pronunciation errors
EFFECTIVE STRATEGY: Having students
completing journals (containing charts, graphs, tables); Writing basic
paragraphs; book talks with peers; stating predictions.
4. Intermediate Fluency
Students demonstrate increased levels of accuracy
and correctness
Students are able to express thoughts and feelings
Learners begin actually thinking in their second
language
EFFECTIVE STRATEGY: Paraphrasing,
Outlining/webbing/mapping; oral discussions/debates; compare/contrast
charts; or analyzing and interpreting data.

5. Advanced Fluency
Students produce language utilizing varied
grammatical structures and vocabulary comparable to native speakers of
the same age
Engage in discussions and express themselves in
their new language
Takes most learners at least two years to reach this
stage
EFFECTIVE STRATEGY: All previously
mentioned activities and grade level expectations, with adaptations and
supports as needed.
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.
1. Parallel co-teaching
Where support personnel and the classroom teacher
instruct different heterogeneous groups of students.
i.
Ex. One teacher can work with the
regular education students while the second teacher can work in a
smaller group with the ELL students in order for them to get the
more hands on attention they need.
2. Team teaching
Where the members of the team co-teach alongside
one another and share responsibility for planning, teaching, and assessing
the progress of all students in the class.
i.
Ex. This method is very effective
because it gives each teacher the opportunity to split the content
and teach what they are most familiar and confident in. This is also
helpful for the students because if the teacher if well versed in the
content students are able to gain a better understanding from their
lesson.
3. Complementary co-teaching
The co-teachers share responsibility for teaching the
whole class. One takes a lead content role and the other facilitates access
to the curriculum.
i.
Ex. While one teacher is teaching the
lesson the second teacher will clarify, paraphrase and simplify the
content for students who are having a difficult time comprehending
the lesson.

4. Supportive co-teaching
Where the one member of the team takes the lead
role and the other member rotates among students to provide support.
i.
Ex. This can be used in the
classroom where one teacher can be teaching the majority of the
lesson while the other teacher can be used as a support for ELL
students.