Reflection on skit

1. Language Acquisition:
Preproduction:
- Students comprehension is lacking significantly.
- The student usually does not verbalize.
- The student uses nodding gestures to affirm or deny
Effective Strategy: Give the student brief but direct
instructions to complete a task, in a way so that the student
can use gestures to show comprehension.
Early Production:
- The students comprehension is limited.
- The student can only use one and two-word responses
- The student can use some key words or phrases
o Effective Strategy: The teacher can ask yes or no
questions, so that there are only a few options for the
student to choose from.
Speech Emergence:
- The comprehension of the student is good during this stage.
- Simple sentences can be created and produced.
- This student will make pronunciation and grammatical errors.
- Not familiar with common informal speaking.
o Effective Strategy: The teacher can ask the student to
explain an answer in a short phrase or sentence.
Intermediate Fluency:
- The students comprehension is very good.
- Grammatical errors are still present, but not as prevalent.
- The student can explain answers in more detail.
o Effective strategy: The teacher can get the student to
think more abstractly by asking what if questions.
Advanced Fluency:
- The students comprehension is on grade level.
- The students speech is almost as accurate as, if not identical
to, students raised in the country.
- Students are just about ready to graduate from their ESL
program.
o Effective Strategy: Teacher can ask a student in this
stage to read a story and then retell the story.
2. Styles of Co-Teaching

Parallel teaching is when two teachers split the class into two
groups and the teachers simultaneously teach the came information to
both groups. This method can be effective if some students learn
better from a different style of teaching. One group could learn the
information using one method of instruction, while the other group
could learn using a different method. The teachers could also switch
after the information is taught so that the whole class receives two
different styles of learning the information. This could be helpful for ELL
students because the ELL students can be strategically placed in a
group for more effective learning.
Team teaching involves two or more instructors that teach the
same course or lesson. The teachers work collaboratively throughout
the lesson in a tag-team-like manner. ELL students can benefit from
this style of teaching because it can involve a teacher specifically
explaining a concept while another teacher is demonstrating the
concept. This can allow ELL students, and all students the comprehend
information more effectively.
Complementary teaching involves a member or the co-teaching
team to do something that complements the instruction of the other
teacher. ELL students can benefit from this type of co-teaching
because it can involve one teacher paraphrasing a statement said by
the other teacher. Perhaps the ELL student did not understand the way
one teacher explained a concept, the other teacher can paraphrase in
a way that allows the ELL student to understand.
Supportive teaching involves one member to take the lead role of
teaching while the other member moves around the room to provide
more private instruction to students that may need it. ELL students
often dont comprehend concepts and do not let the teachers know.
The monitoring teacher could be aware of such students and provide
support if the student does not understand, and this would avoid
disrupting the flow of the lesson.