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    Scottreillyreflection

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    This document summarizes the 5 stages of language acquisition for ELL students and provides an effective strategy for each stage. It also outlines the 4 methods of co-teaching and provides a brief description and classroom example for each method. The 5 stages of language acquisition are: 1) Silent/Receptive, 2) Early Production, 3) Speech Emergence, 4) Intermediate Fluency, and 5) Advanced Fluency. The 4 methods of co-teaching are: 1) Parallel teaching, 2) Team teaching, 3) Complementary teaching, and 4) Supportive teaching.

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    Scottreillyreflection

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    This document summarizes the 5 stages of language acquisition for ELL students and provides an effective strategy for each stage. It also outlines the 4 methods of co-teaching and provides a brief description and classroom example for each method. The 5 stages of language acquisition are: 1) Silent/Receptive, 2) Early Production, 3) Speech Emergence, 4) Intermediate Fluency, and 5) Advanced Fluency. The 4 methods of co-teaching are: 1) Parallel teaching, 2) Team teaching, 3) Complementary teaching, and 4) Supportive teaching.

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    This document summarizes the 5 stages of language acquisition for ELL students and provides an effective strategy for each stage. It also outlines the 4 methods of co-teaching and provides a brief description and classroom example for each method. The 5 stages of language acquisition are: 1) Silent/Receptive, 2) Early Production, 3) Speech Emergence, 4) Intermediate Fluency, and 5) Advanced Fluency. The 4 methods of co-teaching are: 1) Parallel teaching, 2) Team teaching, 3) Complementary teaching, and 4) Supportive teaching.

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    67 views3 pages

    Scottreillyreflection

    Uploaded by

    api-328213504
    This document summarizes the 5 stages of language acquisition for ELL students and provides an effective strategy for each stage. It also outlines the 4 methods of co-teaching and provides a brief description and classroom example for each method. The 5 stages of language acquisition are: 1) Silent/Receptive, 2) Early Production, 3) Speech Emergence, 4) Intermediate Fluency, and 5) Advanced Fluency. The 4 methods of co-teaching are: 1) Parallel teaching, 2) Team teaching, 3) Complementary teaching, and 4) Supportive teaching.

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    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.

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