Level+2

**Level 2- Early Intermediate Stage**

 * Duration:** 3 months- 1 year


 * **Overview:**
 * **Behaviors:**
 * speak in simple complete sentences
 * talk about own experiences
 * retell events in order
 * respond orally to open ended questions
 * begin to read simple predictable books
 * recognize key vocabulary in sentences


 * **Teach Strategies**
 * Collaborative Chart Stories
 * Selecting books with vivid illustrations to enhance meaning
 * providing simple books with predictable sentence patterns
 * Model writing using students own words
 * Direct instruction of key vocabulary in stories and content area lessons.


 * **Indicators**
 * Listening
 * Follow oral directions without modeling
 * responds to an open-ended question
 * Speaking
 * Speaks simple sentences
 * limited to simple presence and past tense
 * Retells events
 * From personal experience or in stories
 * Frequent grammatical errors in speech
 * Confuses he/she, him/her
 * infrequent use of irregular verbs
 * Reading
 * Read basic vocabulary
 * May read simple sentences
 * May read picture books
 * May read pattern books
 * Writing
 * Copies words or simple sentences
 * May label items in a drawing

question i.e., (Did you go to the grocery store or to the library?) -One/two word responses / some phrases -Limited proficiency to communicate ideas -Some comprehension of contextualized information
 * Language Acquisition Descriptors:CELDT Level 2: Early Intermediate**
 * Key Strategy**:* Beginning vocabulary is best understood and learned when taught thematically * Appropriate questioning techniques will increase student oral production i.e., using the answer as part of the
 * What Students Have:**

-All of what student can do at the Beginning level, plus: -List and categorize -Repeat sentences, mimic intonationand phrasing and reproduce familiar phrases -Attempt to talk, making extensive pronunciation and grammatical errors -Generate and speak in simple sentences -Begin to acquire some grammatical elements -Read some basic vocabulary and write simple sentences -Give short answers to simple questions
 * What Students Can Do:**

All of the above, plus: -Vocabulary Development ♦Continue to expand student’s understanding of concrete words ♦Have students learn vocabulary and sentence structure from patterned picture books -Expand students’ responses by asking who, what, where (literal questions) -Expect short answers. Give students a chance to produce language in situations where they are comfortable -Ask questions requiring simple comparisons and descriptions -Provide activities designed to encourage students to produce simple sentences -Use the language experience approach for reading and writing -Give students a chance to produce language in comfortable situations
 * What Teachers Should Do:**


 * Remember: While Early intermediate students are still developing basic communication skills they are at the same time capable** **of higher level-thinking skills. It is the teacher's responsibility to implement strategies into lessons that will build and strengthen these types of skills.**