IRIS MODULE: TEACHING ELL 2
IRIS Module: Teaching English Language Learners: Effective Instructional Practices
1. Compare and contrast BICS and CALP. (2 – 3 paragraphs)
Basic Interpersonal Communicative Skills or BICS, according to the IRIS Center is the
idea of “a student’s ability to understand basic conversational English” (Teaching English
language learners: Effective instructional practices, 2023). This is the idea that students can
socially interact with their peers through talking or verbally expressing themselves to their
peers. Typically students are proficient within a few years of speaking English (Teaching
English language learners: Effective instructional practices, 2023). Students pick up on BICS
quickly because English speakers tend to repeat themselves daily and use gestures to help the
non-English speaker understand (Teaching English language learners: Effective instructional
practices 2023). Non-English speaking students acquire their BICS through peers, family
members, playmates, etc. (Teaching English language learners: Effective instructional
practices, 2023).
Cognitive Academic Language Proficiency or CALP, according to the IRIS Center is
“the ability to effectively understand and use the more advanced and complex language
necessary for success in academic endeavors” (Teaching English language learners: Effective
instructional practices, 2023). English Language Learners (ELL) usually gain CALP by year
five to seven (Teaching English language learners: Effective instructional practices, 2023).
CALP does not come easy at all for ELLs due to the fact that they spend most of the five to
seven years struggling with academic concepts (Teaching English language learners: Effective
instructional practices, 2023).
Although most people think that ELL students have to become proficient in BICS
before they can be successful in CALP, the truth is they happen at the same time (Teaching
English language learners: Effective instructional practices, 2023). It just takes longer for
IRIS MODULE: TEACHING ELL 3
CALP to happen. It is important that ELL students are exposed to academic language as soon
as possible (Teaching English language learners: Effective instructional practices, 2023).
2. Name one point that you think teachers should know about second language
acquisition. (1 paragraph)
A major point that I feel is important about second language acquisition is the idea of
inappropriate referrals to special education. As educators, we have to be aware that it will take
students anywhere from five to seven years for ELL students to show academic proficiency
(Teaching English language learners: Effective instructional practices, 2023). Only when the
ELL students have fully emerged into the learning process that is taking place in a classroom
in the United States for that time frame should not refer them to special education just because
they appear to be struggling. Instead, we should offer them grace and help them practice the
vocabulary being used inside the classroom. We need to help them understand the language
used in our lessons beyond the surface level before referring them to special education. The
student may have support from the MTSS system in tiers I and II.
3. 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. (1 page)
One lesson I might teach is a unit on rocks and minerals in my sixth-grade science
classroom. At one point in the unit, students must identify the three types of rocks;
metamorphic, sedimentary, and igneous. The first way I could use sheltered instruction is by
using models of each type of rock. I can have the students look at and touch the type of rock. I
can also offer the labels of rocks both verbally and written in English and the ELL student's
native language. Another way to use sheltered instruction support for my ELL students is by
speaking in shorter sentences to give them the means to determine the type of rock that is
IRIS MODULE: TEACHING ELL 4
being spoken about. A fourth sheltered instruction support that I can offer for my ELL students
is the idea of a checklist. I could list all the elements for each type of rock in English as well as
the student’s native language which will allow the student to check if all the elements exist to
label each type of rock.
4. Watch the video on the IRIS website to see a second-grade teacher introduce the
properties of matter (time: 3:11), then complete the table below.
Identify four
contextual supports
the teacher used to
help her ELL
students better
understand the lesson.
(1 paragraph for each
support implemented)
One contextual support the teacher uses is note cards. The teacher
writes important words she wants the students to remember on the
note cards. She only writes one word per note card to help it stand
out to students. The teacher only wrote key vocabulary words onto
the notecards.
A second contextual support the teacher uses is visual cues. She
points to her different body parts that are typically associated with
the five senses. This offers a visual for students to connect with to
help them remember the five senses.
A third contextual support the teacher offers is the idea of repeat
back. The teacher has students repeat back to her the main short
points that she wants them to remember. She does this multiple
times throughout the video.
The last way the teacher offers contextual support is through visual
support. When the teacher is talking about measurements she
demonstrates measuring the rolling pin using the ruler. She also
offers visual support when she uses flashcards with pictures on them
such as big versus small, the color yellow, and when she is
discussing its shape (round).
Identify four
contextual supports
the teacher can
change or add to
improve the lesson. (1
paragraph for each
support
addition/modification
)
One contextual support the teacher can change is a small change of
adding pictures to the notecards with the words on them. She used
the notecards multiple times that said solid, liquid, and gas. Instead
of just writing the word on the card the teacher could have included
a picture to provide an example of what a solid, liquid, and gas look
like.
IRIS MODULE: TEACHING ELL 5
A second contextual support the teacher could change is all the
information being shared at a rapid speed. In the video, it is almost
like she is talking too fast for most of the students to process what
she is saying. She does a few times take a moment to check in with
the students by having them repeat back to her what she just said.
A third contextual support the teacher could change is incorporating
the ELL students' native language into her lesson. She could label
different cards with the student's primary language when she wrote
the words solid, liquid, and gas on the notecards.
A fourth contextual support the teacher could change is speaking the
ELL students’ primary language when using words. She could have
said solid, liquid, and gas in the student’s primary language to help
them understand and connect the vocabulary being used.
5. The next video — courtesy of the Vaughn Gross Center for Reading and Language
Arts—demonstrates ongoing research with ELLs (time: 2:33). Identify three
instructional supports used by the researchers in the video and explain why they are
helpful to ELLs. (1 paragraph for each instructional support)
The first instructional support used by the researchers is to activate prior knowledge.
This is helpful for ELL students because it allows the students to share connections with the
new information that is being presented to them (Teaching English language learners:
Effective instructional practices, 2023). When we as educators make connections to a student's
IRIS MODULE: TEACHING ELL 6
prior knowledge it may allow for interest in the lesson to take place (Teaching English
language learners: Effective instructional practices, 2023). Also when we make connections
to a student’s prior knowledge it validates a student's culture and experiences, and as
educators, we should welcome all students' cultures and experiences into our classroom
(Teaching English language learners: Effective instructional practices, 2023).
A second instructional support the teacher offers in the video is teaching vocabulary to
the students. The teacher only picks a small amount of vocabulary words to share with the
students. She explains the definition to the students in the video and has them signal to her
when they hear the vocabulary word in the story they are reading. The teacher also writes the
vocabulary words on note cards so the students can have a visual for the word they are
hearing.
A third instructional support the teacher offers her students is teaching them
comprehension strategies. In the video, the teacher reads the story and then has the students
retell the story in their own words (Teaching English language learners: Effective
instructional practices, 2023). This allows the teacher to ask questions and help guide the
students in their comprehension.
6. List at least three things teachers can do when assessing ELL students to allow them
to demonstrate their knowledge fully. (1 paragraph for each assessment)
One thing teachers can do when assessing ELL students is allow for extra time
(Teaching English language learners: Effective instructional practices, 2023). Allowing extra
time for the student gives the student a chance to breathe and not feel rushed to answer the
questions. Allowing extra time also allows for the student to process each part of the question
being asked and formulate the correct words and way to respond to the question.
IRIS MODULE: TEACHING ELL 7
A second thing a teacher can do when assessing ELL students is to allow them to use a
bilingual dictionary (Teaching English language learners: Effective instructional practices,
2023). When a teacher allows for a student to use a bilingual dictionary it will ensure that
students are selecting the correct words that they want to use while answering the questions. A
bilingual dictionary removes the barrier for the student who might feel overwhelmed by all the
new words that have been shared with them.
A third strategy a teacher could use when assessing ELL students is to incorporate
students' prior knowledge while creating test questions (Teaching English language learners:
Effective instructional practices, 2023). This could be helpful in engaging or motivating the
student to feel connected to the material he or she is being tested on. It also allows for the
student to feel validated while being assessed in a new language.
IRIS MODULE: TEACHING ELL 8
References
Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse
Classrooms, Association for Supervision & Curriculum Development, 2017. ProQuest
Ebook Central, http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=4829767
Teaching English language learners: Effective instructional practices. IRIS Center.
(2023). https://iris.peabody.vanderbilt.edu/module/ell/
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