Differentiation Between Stages

Differentiation by activity
Early stages	More advanced stages
concrete experientially known reduced number of steps required in activity simple, highly controlled linguistic features	becoming more abstract experientially new increasing number of steps increasingly complex linguistic features

Differentiation by text – spoken and written
Early stages	More advanced stages
student/teacher-developed texts, shorter, more basic mainstream texts texts using simple familiar subject matter frequent use of non-linguistic cues reduced speed and/or number of speakers	accessible mainstream texts, more extended texts texts using less familiar and more complex subject matter, including mainstream texts appropriate to the year level less reliance on non-linguistic cues greater speed and/or number of speakers

Differentiation by conditions
Early stages	More advanced stages
extensive support by the teacher little time restriction placed on completion of activities extensive preliminary work to introduce activities extensive opportunity for reworking material produced	reduced support by the teacher time limits imposed on activities reduced preliminary work reduced opportunity for reworking

Differentiation by expectations
Early stages	More advanced stages
response short and simple less concern with accuracy and fluency high acceptance of error high acceptance of attempt to communicate in English	longer, more complex response expected increased expectations of accuracy and fluency less tolerance for error increased demand for use of standard English