Please answer the following questions one paragraph per answer one source for each

Week 1 DQ 1
BICS and CALP refer to the productive and receptive language skills that ELLs possess. Underlying this is the Common Underlying Proficiency Theory (CUP), developed by Jim Cummins. Discuss the similarities and differences between the development of L1 (native language) and L2 (target language).

DQ2
Describe how bilingual education best supports students for whom English is an additional language.

Week 2 DQ 1
The beginning of the year language assessment scores from the AZELLA show your fifth grade student, Alexandra, performing at a basic level of proficiency. Discuss how you can use the English Language Proficiency Standards (ELPS) from Arizona to scaffold instruction for her to support her language needs.

DQ2
What are two alternative methods of assessment you could use with ELL students? How might these help to show progress in the development of English language skills?

Week 3 DQ 1
In Arizona, there is a requirement for teachers of ELLs to deliver 4 hours of daily English language development instruction. One of these hours is devoted entirely to the explicit instruction in grammar. Present an idea for a learning activity that involves the explicit instruction of a specific grammatical concept.

DQ2
Provide an example of how an English language proficiency (ELP) standard could be addressed within the instruction of each of the following content areas; math, science, and social studies.

Week 4 DQ 1
Your required reading discusses many variations of teaching and what classrooms can look like. One challenge teachers face when working with ELLs is getting them to higher levels of thinking and implementing critical thinking activities. Describe some ways we can infuse critical thinking into our daily lessons while still developing language skills.

DQ2
Provide an example of how technology could enhance an SEI strategy within a content area classroom.

Week 5 DQ1
After reading “Vocabulary” from the Wisconsin Common Core State Standard for English Language Arts, which of the vocabulary tiers would be the most important to focus on for an intermediate level ELL?
(https://dpi.wi.gov/sites/default/files/imce/cal/pdf/vocabulary.pdf) Link

DQ2
Vocabulary instruction is an integral part of the developing language for ELLs. Present two strategies for teaching vocabulary to ELLs. How would you go about deciding which words to teach?

Week 6 DQ1
Newcomer families can experience a vast array of emotions and issues when adjusting to their new environments. There can be many emotionally-charged circumstances affecting the children and their ability to do well in school. What are some common characteristics of these families and their communities and how can we support them in the classroom environment?

DQ2
Infusing culture into the learning environment is an important step for effectiveness of instruction. What are some ways we can address culture in our teaching?