Stages of Second
Language Acquisition
Introduction to SIOP
Factors that affect second language
acquisitionactivity
Stages of Second
Language Acquisition
Introduction to SIOP
Language Acquisition
• There are five stages of language acquisition:
1. Preproduction-Entering
2. Early production-Beginning
3. Speech Emergence-Developing
4. Intermediate-Expanding
5. Advanced-Bridging
6. Reaching
Preproduction-Entering
ELDA Level 1
• The student:
• Has minimal comprehension
• Does not verbalize
• Nods “Yes” and “No”
• Draws and points
Approximate Time Frame: 0-6 months
Question Prompts: Show me, Circle the, Where is, Who has?
Early Production-Beginning
ELDA Level 2
• The Student:
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Has limited comprehension
Produces one or two word responses
Participates using key words and phrases
Uses present-tense verbs
Approximate Time Frame: 6 months-1 year
Question Prompts: Yes/no questions, Either or questions,
Who, what and how many questions
Speech Emergence-Developing
ELDA Level 3
• The student:
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Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
Approximate Time Frame: 1-3 years
Question Prompts: Why, How, Explain, Questions requiring
a phrase or short-sentence answers
Intermediate Fluency-Expanding
ELDA Level 4
• The student:
• Has excellent comprehension
• Makes few grammatical errors
Approximate Time Frame: 3-5 years
Question Prompts: What would happen if..?
Why do you think…? Questions requiring more than a one
sentence response
Advanced FluencyBridging/Reaching
ELDA Level 5/6
• The students has a near-native level of speech
• Approximate Time Frame: 5-7 years
• Question Prompts: Decide if…Retell…
Cummin’s Model of Academic Language
Cognitively
Undemanding
Cognitively
Demanding
(Cummin’s 1981, as cited in Echevarria & Graves SIOP, 2011)
Continuum of Conversational and
Academic Language
(Cummin’s 1981, as cited in Echevarria & Graves SIOP, 2011)
ELDA Data
BIO Cards
ELDA data and
BIO Cards
(Biography Cards ELD Students Created by Tori Mills, 2013)
Language and Content Objectives
ELDA data and
BIO Cards
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)
Verbs for Content Objectives
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Analyze
Apply
Arrange
Build a
model
Demonstrate
Design
Determine
Divide
Combine
Compute
Conclude
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Construct
Convert
Create
Decide
Locate
Make
Match
Order
Draw
Draw
conclusion
• Find
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)
• Give
examples
• Hypothesize
• Identify
• Select
• Separate
• Show
• Show
relationship
• Illustrate
• Paint
• Produce
• Put in order
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Rearrange
Reconstruct
Reorganize
Calculate
Categorize
Choose best
response
Classify
Solve
Support
Use
Language Skills Associated with Content Lessons
Listening
• Draw a picture
• Role play
• Answer
questions
• Listen and
retell
• Follow
directions
• Demonstrate
• Distinguish
between
• Record
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Speaking
Reading
Writing
Name
Discuss
Explain
Ask and
Answer
Questions
Summarize
Evaluate
Clarify
Justify
• Preview and
predict
• Find specific
information
• Read fluently
• Identify main
idea
• Determine
fact vs.
opinion
• Scan
• Infer
• Identify
vocabulary
• Create
complete
sentences
• Summarize
• List
• Compare
• Explain
• Write
questions and
answers
• Create a poem
• Diagram
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)
Let’s Write Some
Objectives!
Working with table partners or team, think of a standard
you are teaching, will teach or have taught
1. Think of the content that will be covered- CCSS
2. Use the content verb list sheet to create the content
objective
3. Use the language verb list sheet to create a language
objective
(Biography Cards ELD Students Created by Tori Mills, 2013)