ELL Write Up



University of Washington, Tacoma *

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Dec 6, 2023





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Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition. The key difference between the two language acquisition is that BICS focus on the conversational, social aspect of english. On the other hand, CALP refers to the language learner’s ability to captivate academic language. For example, free community ELL programs targeted towards immigrants are often educating students on BICS. In contrast, english language tests such as TOEFL and IELTS test a person’s likelihood of success in an academic setting where the medium of instruction is english. Another key point about the two language acquisition modes is that BICS typically come before CALP, and one can put into perspective thinking that BICS is for conversational language (survival skills) where as CALP is for academics. It is necessary to obtain BICS before CALP, as BICS is the fundamentals of english. 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. Lesson: Transformations (Dilations) Overview and Objective: Student will be able to identify properties of dilations, including being able to graph and compare the pre-image and after image Lesson Part Type of Sheltered Instructional Support in Focus Rationale Direct Instruction Use Multimodal Techniques Speak Slowly Instead of speaking fast, I will be using an increased amount of hand gestures and using pointing tools to point out visually what I am referring to. Using visuals, graphics, hand gestures while presenting the information will help students understand the material. I will also repeat words within the key concept portion to stress the pronunciations. I will speak slower, but not to a point where I am being extra slow such that it is
hard to understand and dry for other students to learn. In addition, words that I use to explain key concepts will be clear and concise. Guided Practice Simplify Syntax To facilitate and ensure the ELL student have an opportunity to express their thought through using brief, simple, concise language Homework Monitor Vocabulary Students can be provided with many different form of assessments, including the use of oral assessment where students will be provided with an opportunity to explain 1) Dilations (what is it) attempting to foster an increase in the use of CALP Watch the video provided for you. Identify four contextual supports that the teacher used to help her ELL students better understand the lesson.
1. Visual Cues (E.g Word Cards, Body Gestures e.g smell good/bad ). The teacher used a visual word card whenever she says a key vocabulary. She also use facial expression (smelly / smells good) to further enhance her instruction 2. Providing real life objects and demonstration in class (e.g Holding the ruler and measuring things). Teacher shook heads implying “no” and nodded implying “yes” 3. Listening to the textbook on tape where students can catch up at their own pace. This is a very important modification as some ELL students may need to hear the words multiple times before understanding fully. 4. Speaking slow and clear (Teacher spoke slow enough for everyone to understand and used eye contact). She repeated questions, and checked for understanding many times to scaffold student knowledge. She also activated previous student knowledge to enhance the scaffolding, giving an opportunity for students to connect with previous understandings with new materials Identify four contextual supports the teacher can change or add to improve her lesson. Current Contextual Supports New Contextual Supports English Flash Cards Bilingual Flashcards: The teacher can provide an english flash card to the student, and on the bottom, has a line where student has an option to write their own translation. Graphic Organizers Visual organizers; Use pictures/ allowing the student to draw what they think the word looks like when they hear “simmering” e.g draw a rice bowl Reading Processes To enhance the reading process, students can use a highlighter to underline nouns/verbs and circle the words that they don’t understand, and create a word list to further supplement the lesson Enhancing manipulatives Allow students to keep small objects of manipulatives by their shapes. For example if we are learning about the word “Smell”, students can draw their favorite cultural food and cut it out. Front side says “smell”, back side writes the
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