RTI ELL EDU 3341
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RTI: Teaching English Language Leaners: Effective Instructional Practices
Vanessa Soberon Central State University: EDU 3341 Dr. Katy Brock-Worman
February 11, 2024
1.
Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition.
English Language Learners (ELLs) develop second-language competency at two levels. Basic interpersonal communication skills (BICS) states that a student’s ability to understand basic conversational English, sometimes called social language. At this level of proficiency, students are able to understand face-to-face social interactions and can converse in everyday social contexts. These social language skills generally acquired in approximately two years are sufficient for early educational experiences but are inadequate for the linguistic demands of upper elementary school and beyond. Cognitive academic language proficiency (CALP) states that a student’s ability to effectively understand and use the more advanced and complex language necessary for success in academic endeavors, sometimes referred to as academic language. Students typically acquire CALP in five
to seven years, a period during which they spend a significant amount of time struggling with academic concepts in the classroom. Teachers should be aware that in order for ELL to become proficient in academic areas of their second language, they also need
to be proficient in their
everyday communication
skills/vocabulary of that language, such as in everyday greetings or conversations that are common to be had
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.
A lesson that I might teach to TK students is “colors”. The four types of sheltered instructional support that I would use are terms in English and in the home language and provide visual materials and use interactive activities that can be use on classroom TV. I would also make sure how I can connect the lesson to students lives.
I would provide color words in English and in the student’s home language and this can help ELL students understand the words better. I will create a color chart with both languages.
I would use visual aids that can help students understand the color words better.
I would use real life connections to students’ life. I will ask students if they are wearing white shoes to stand up and etc.. I would repeat this activity till all students have stand up.
I would teach interactive activities on the classroom TV. Using interactive activities on the TV can provide hands on experience and support learning.
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I believe that this lesson will support and designed to make the lesson more accessible and comprehensible for ELL students. 3.
Watch the video below to see a second-grade teacher introduce the properties of matter (time: 3:11)
a.
Identify four contextual supports that the teacher used to help her ELL students better understand the lesson.
The teacher showed the students a ruler and she explained how to use a ruler.
The teacher showed the students objects that are properties of matter and describe the properties of the object.
The teacher showed picture cards to describe properties.
The teacher had the students say what their five senses where as she pointed to herself. b.
Identify four contextual supports the teacher can change or add to improve her lesson.
I think the teacher could have used something else other than rolling pin. Some students may not know what is rolling. She should had used something that students can relate too.
The teacher could have asked students questions about what was a solid, liquid, and a gas after she talked about.
The teacher should have had students repeat the vocabulary words solid, liquid, and gas and check for understanding.
When the said let’s review our vocabulary words. I think she should have worked with groups at the listening center instead of letting students go themselves. In case students didn’t understand the teacher could have been
there to assist students with their vocabulary words.
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 has students answer questions, summarize and retell information about the book. By answering questions, it allows students to use what they listened to and though of and speak out loud what they have learned. It also allows students to practice speaking out loud.
The teacher taught the word simmering. This is where she used simple language to explain what the word means. This allows students to better understand the words and create a better connection. The teacher also used the word in a sentence to help the students understand the word better.
The teacher reads the passage a first time then ask questions to help students retell the story in their own words. In these excerpts, we see how students’ language skills are limited early in the year.
5.
List at least three things’ teachers can do when assessing ELL students to allow them to demonstrate their knowledge more fully.
Teachers might allow students to use their own methods of evaluation. Students might use posters or write about what they have learned.
When students don’t know words or how to express themselves, teachers may allow them to use dictionaries or ask peers for help.
Teachers may go over what students learn before the test to refresh their memory. Reference:
New Light on Literacy: Story Retell,” created by the Meadows Center for Preventing Educational Risk, The University of Texas at Austin ©. This work is made available under the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International License:
https://creativecommons.org/licenses/by-nc-nd/4.0/
Teaching English language learners: Effective instructional practices. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/module/ell/#content
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