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Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition.Similarities: BICS and CALP both need time to acquire. BICS and CALP both influence students’ lives in the future.Differences: BICS is social language. CALP is academic language. BICS needs shorter time to acquire than CALP. BICS can be learned from students’ daily lives, like family, classmates, and playmates. CALP can be learned from textbooks, assigned materials, and specific disciplines.I think teachers should know that BICS and CALP could be taught simultaneously. It takes longer time for students to learn CALP than BICS, so teachers need to teach students both of them together. Teachers can let students talk in groups, with peers, and with teachers to improve their BICS in school. Teachers also can give students appropriate difficulty reading, which is focus on specific area, to read. Thus, students’ CALP can be improved.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.For example, I might teach students different phrases of doing housework, like, sweep the floor, wash the clothes, water the flowers, and wash the dishes. I will write down the phrases in English on the board and write down the phrases in Chinese on the board, too. I will paste relevant pictures next to the phrases. I will bring real objects to class. When I teach those phrases, I will use real objects to demonstrate what the phrases mean. I will also simplify the action of using real objects to demonstrate, without real objects, so that I can teach students the relevant actions of those phrases. Thus, students will remember phrases through the action I taught.Watch the video below to see a second-grade teacher introduce the properties of matter (time: 3:11).Identify four contextual supports that the teacher used to help her ELL students better understand the lesson.?Cue cards (word cards), pictures, real objects, demonstration.Identify four contextual supports the teacher can change or add to improve her lesson.?Use a chart to organize the matric system and U.S. system. Use body language to show the size difference. Use pictures to explain three key words: solid, liquid, gas. Use graphic organizer to categorize what words can describe solid, liquid, and gas.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).First, the teacher asked students prior experience with grandfather before reading the story. Activate background knowledge can help students to connect their experiences with the story. It could help students understand the content of the story easier. It also increases the motivation of reading/listening the story. Second, the teacher asked students to answer questions (summarizing/retelling). The purpose of answering questions is to help students generate what they listened/learned in their mind and use their words to speak the answer out. It helps students to practice their oral language, too. Moreover, it helps teachers to check for students’ understanding. Third, when the teacher taught “simmering”, she did not use pictures to explain the meaning of the word. Conversely, she used simple and student-friendly language to explain the word. It helps students to understand the word easily and directly. Later, the teacher made a sentence with the new word. The sentence was related to students’ prior experiences, or maybe some students’ prior experiences. Thus, it helps students to understand the word in context and know how to use the word correctly.List at least three things teachers can do when assessing ELL students to allow them to more fully demonstrate their knowledge.Teachers can allow students to choose their favorite forms of assessment to show what they learned, like graphic organizers, posters, and presentations. Teachers also let students to use dictionary or ask teachers and peers when they do not know the words and do not know use what words to express. Teachers can preview the test with students, to make sure that students know different forms of test questions and what they need to do with those test questions. Moreover, teachers can review what students learned before the test, so that students’ memory will be refreshed and will be more solid. ................
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