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Stages of Language Acquisition and Questioning Techniques
SERC, Compiled by Carrillo and Zarchen, 2012
Stages of Language ...
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Helping Vs. Hovering: When Paraeducators work with Students HANDOUT

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Helping Vs. Hovering: When Paraeducators work with Students HANDOUT By Anthony Brisson and Michelle LeBrun-Griffin

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Helping Vs. Hovering: When Paraeducators work with Students HANDOUT

  1. 1. Stages of Language Acquisition and Questioning Techniques SERC, Compiled by Carrillo and Zarchen, 2012 Stages of Language Acquisition Types of Questions to Ask Examples of Questions Stage I: Pre-production • Try to make sense out of messages • Use non-verbal communication or home language • Gain familiarity with the sounds, rhythm and patterns of English • Attend to shared reading, but rely on picture clues for understanding • Ask multiple choice questions • Focus on simple concepts/vocabulary • Allow answering through gestures, labeling, drawing • Provide visual/contextual support • Provide opportunities for participation, rather than require participation • Point to the . . . . • Find the . . . . • Put the ____ next to the _____. • Do you have the ____? • Is this a ____? • Who wants the ____? Stage 2: Early Production • Demonstrate increased confidence • Listen with greater understanding • Identify people, places and objects • Use routine expressions independently • Repeat, recite memorable language • Ask yes/no and either/or questions • Ask questions requiring one or two word responses • Ask questions that elicit word lists • Focus on who, what, when and where • Provide visual/contextual support • Expect participation in a safe environment • Did the main character ___? • Was the setting ____ or ____? • Who was the main character? • Where were some of the places he visited? • Who are the members of the family? • Where did it happen? Stage 3: Speech Emergence • Speak with less hesitation and demonstrate increasing understanding • Produce longer phrases or sentences (with grammatical inaccuracy) • Participate more fully in discussion, including those with academic content • Explain, describe, compare and retell in response to literature • Engage in independent reading • Use writing for a variety of purposes • Ask questions requiring short answers or simple sentences • Focus on how and why questions, literal interpretations of text, retelling, explaining, defining, comparing, summarizing • Provide visual/contextual support as needed • Expect participation in a safe environment • Why? • How? • How is ____ like ____? • Tell me about . . . . • Describe . . . . • How would you change _____? Stage 4: Intermediate Fluency • Produce connected discourse and narrative • Use extensive vocabulary • Demonstrate increased levels of accuracy • Demonstrate use of higher order language (persuade, evaluate, etc.) • Read a wider range of texts with increased comprehension • Explore content concepts in greater depth • Write with greater accuracy • Conduct research projects • Ask open-ended questions and/or questions requiring more detailed answers • Focus on inferential interpretations of text, opinions, judgment, figurative language • Provide visual/contextual support as needed • Provide opportunities for metacognition/reflection • Develop academic vocabulary • What do you recommend? • How do you think ____ will ____? • What is _____ mainly about? • What is your opinion? • How are ____ and ____ similar/different? • What would happen if . . . ? • Which do you prefer? Why? Stage 5: Advanced Fluency • At this stage, students have comprehension and production skills comparable to native speakers of the same age • Ask the same types of questions that you would a native speaker, but be ready to support students with questions from another level.

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