Teachers love to see the spark of engagement when students eagerly engage in learning. But when teachers work with English language learners in the earliest stages of language acquisition, they're often unsure how to foster challenge and engagement with students who know such sparse English. Hill shares six key do's and don'ts for classroom teachers who have many students in early stages of language learning. At the heart of the list is understanding which of Krashen and Terrell's five stages of language acquisition an ELL falls into; grouping language learners by their stage of language learning; and matching the way we question a student-and what kind of work we expect that student to produce to show thinking and knowledge--to just how a learner in that stage would be capable of performing in English.