Language Development Stages: Sample Behaviors in the Classroom
ESOL Level
1 – Entering
Students know little or no
English.
Sample Student Behaviors
 Points to or provides
other non-verbal
responses
 Actively listens
 Responds to commands,
statements and simple
questions
 May be reluctant to
speak
 Understands more than
can produce
 One or two words
utterances
Sample Teacher Behaviors
 Language focuses on
conveying meanings and
vocabulary development
 Repetition
 Do not force student to
speak
 Provide text with
illustrations
 Emphasize hands-on
activities, manipulative,
props, drama, ample use
of visuals
 Integrate constant
modeling with the use of
both verbal/nonverbal
clues, including gestures
to communicate message
 Aim for the same content
objectives as native
students, while matching
instruction to ELLs’
learning needs
Questioning Techniques
 Point to…
 Find the…
 Put the __next to
the___.
 Do you have the___?
 Is this a ___?
 Who wants the___?
 Who has the___?
 Which one ___?
 Which is the best
answer? (point)
 List the parts of …
ESOL Level
2 – Beginner
Student knows some
conversational English.
Academic English is
developing, but is still
lacking.
Sample Student Behaviors Sample Teacher Behaviors
 Acquires words, short
 Ask questions that can be
phrases, and chunks of
answered by yes/no and
language
either/or responses
 Tends to rehearse prior
 Model correct responses
to speaking
 Ensure a supportive, low
anxiety environment
 Uses non native order
 Has improved general
 Do not overtly call
comprehension
attention to grammar
errors
 Uses routine expressions
independently
 Continue to embed
language in context
 Provide explicit
instruction of
comprehension strategies
 Create a stimulating
language rich
environment- planning
for participation in both
listening and speaking
opportunities
 Model strategies,
demonstrate activities
step-by- step, and use
think-alouds
 Same objectives as all
students, while matching
instruction to ELLs needs
Questioning Techniques
 Yes / no (Is the
trouble light on?)
 Either / or (Is this a
screwdriver or a
hammer?
 One word response
(What utensil am I
holding in my hand?)
 General questions
which encourages
lists of words (What
do you see on the tool
board?)
 Two – word response
(Where did he go? To
work.)
 Can you select ____?
 Which is the best
answer?
ESOL Level
Sample Student Behaviors
3 – Developing

Students are early
intermediates. Students
know conversation English
and a fair amount of
academic English.
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Participates in small
group activities
Demonstrates
comprehension in a
variety of ways
Speaks in short phrases
and sentences
Begins to use language
more freely
Begins to acquire more
standard word order
When topic is too
abstract, may talk
around, mix with native
language
Paraphrases what they
hear, often confirming
comprehension with
peers
Shows difficulties
adjusting language for
different situations
Sample Teacher Behaviors
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Focuses content on key
concepts
Provides frequent
comprehension checks
Uses performance-based
assessments
Asks open-ended
questions that stimulate
language production
Allows for much writing
and reading practice and
experimentation
Aims for the same
content objectives as
native students, while
matching instruction to
ELLs’ learning needs
Questioning Techniques
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Why?
How?
How is this like that?
Tell me about…
Talk about…
Describe…
How would you
change this part?
What is the main
idea?
How are these similar
/ different?
ESOL Level
Sample Student Behaviors
4 – Expanding

Students are intermediate.
Students know
conversational English and
a large amount of academic
English.
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Language skills are
adequate for most dayto-day communication
needs
Have occasional
difficulty with complex
structures and abstract
academic concepts
Can read with
considerably fluency
and are able to identify
specific facts within the
text
Can read independently,
but may have occasional
comprehension
problems
Overall organization
begins to approximate
the writing of native
speakers of English,
errors however may
persist
Sample Teacher Behaviors
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Fosters conceptual
development and
expanded literacy
through content
Continues to make
lessons comprehensible
and interactive
Teaches thinking and
study skills
Continues to be alert to
individual differences in
language and culture
Questioning Techniques
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What would you
recommend /
suggest?
How do you think
this story will end?
What is the story
mainly about?
What is your opinion
on this matter?
Describe / compare…
What would happen
if…?
Which do you prefer?
Why?
Can you explain what
is happening?
Can you predict?
ESOL Level
5 – Bridging
Sample Student Behaviors

Students are advanced.
Student’s abilities can be
compared to native English
speaking students.
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Sample Teacher Behaviors
Can express themselves

fluently and spontaneously
on a wide range of personal,
general, academic, or social
topics in a variety of
contexts
Able to work at grade-level 
materials with some
accommodations
They have a good command
of technical and academic

vocabulary
Can produce clear, smoothly
flowing, and well
constructed text. Errors are
minimal
Aim for the same
challenging content
objectives as native students,
but continue to match
instruction to ELLs’ learning
needs
Continue to use a variety of
teaching strategies to be able
to reach all types of learners
in the classroom
Continue to monitor
students’ progress in both
language and academic
development
Questioning Techniques
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Can you select__?
How would you
classify …?
Which statements
support…?
How would you
summarize …?
How would you solve
…?
What evidence can
you find …?