EL week 5 assignment
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School
Grand Canyon University *
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Course
523
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by DukeEchidnaMaster1028
1.
Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition.When looking at BICS and CALP they both entail the skills of language learning. BICS is what works on “everyday” skills like holding a conversation with a peer. This will focus on what is
required for language skills when communicating but not necessarily for academics. When looking at CALP it will focus more on the academic skills obtained through language development. CALP will focus more on academic skills such as reading and writing. While BICS will focus on more casual conversations. As a teacher it is important to remember that these skills from both will develop simultaneously. However, CALP skills may take longer to develop than BICS. As a teacher it is essential to work on language acquisition everyday in the classroom when it comes to English Learner’s. 2.
Think about a lesson that you might teach. Briefly describe it and at least four types of sheltered instructional supports you might provide for your ELL students.
When it comes to developing a lesson that will bring success to EL learner’s it is essential to ensure you are including sheltered instructional support that will allow students to obtain content being taught. I commonly use these supports in my classroom providing/monitoring essential vocabulary for the lesson, student centered learning, flip grid to allow students language practice, and monitored reading and comprehension checks. 3.
Watch the video below to see a second-grade teacher introduce the properties of
matter
a.
Identify four contextual supports that the teacher used to help her ELL students better understand the lesson. The teacher in this lesson uses reaffirmation, flashcards, physical objects, and slight repetition. This allowed the students to learn through visuals aides as well as audible aids to reach the objective.
b.
Identify four contextual supports the teacher can change or add to improve her lesson. As a teacher I would like to take short breaks that allow students to answer the questions. I also think a great addition would be to have students create their own flash cards. When it comes to having students work in groups a
brief discussion at the beginning would be beneficial. Lasly, at the end ask if there are any additional questions. 4. The video below—courtesy of the Vaughn Gross Center for Reading and Language Arts—demonstrates ongoing research with ELLs. Identify three instructional supports used by the researchers in the video and explain why they are helpful to ELLs (time: 2:33). The teacher asked questions to see prior knowledge, introduced 3 new words, and used it in a sentence followed by the students doing it on their own. This allows the students' oral language to improve as they are seeing the sentence, having it read to them, and finally practicing the oral speech themselves. 5. List at least three things teachers can do when assessing ELL students to allow them to more fully demonstrate their knowledge. The teacher can first ask the students to answer the questions orally and see how they do without any aids. If they seem to be struggling with the question the teacher can aid the student by giving cues that allow the student to activate knowledge and answer successfully. Lastly the teacher can have the students practice their writing skills by having them write their answer. This answer may be brief as long as it is accurate.
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