RTI ELL EDU 3341

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Central State University *

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3341

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Linguistics

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Apr 3, 2024

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docx

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6

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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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