ELL Reading Foundations

Question 1

What characterizes a beginning level writer’s ability?

Answer 1

Cannot express ideas in writing or engage meaningfully in content-area writing assignments

K-1 students know too little English to express themselves beyond high-frequency words or short sentences.

Question 2

What can an intermediate level writer do?

Answer 2

Write short, simple sentences in present tense and use high-frequency vocabulary

K-1 students know enough English to write about familiar topics simply and briefly.

Question 3

What writing characteristics are typical of an intermediate level writer?

Answer 3

Displays an oral tone, loosely connected text, few cohesive devices, repetition of ideas

Errors may be frequent; some writing may only be understood by those accustomed to interacting with ELLs.

Question 4

What defines an advanced level writer’s capabilities?

Answer 4

Can use English, with SLA support, to express ideas and engage meaningfully in content-area writing assignments

SLA support is needed for challenging topics.

Question 5

What are the writing features of an advanced level writer?

Answer 5

Uses academic tone, common cohesive devices, and can narrate, explain, and describe in detail

Occasional errors, but writing is usually understood.

Question 6

What is typical of an advanced high level writer?

Answer 6

Writes at a level nearly comparable to native English-speaking peers in clarity and precision

Occasional difficulty with naturalness of phrasing.

Question 7

What common errors might a beginning level writer make?

Answer 7

Frequent errors may hinder understanding, including spelling patterns, word order, and use of native language.

Question 8

What are some appropriate accommodations for English learners?

Answer 8

Label items, create lists, use familiar topics for brainstorming, allow drawing, and use graphic organizers

Teacher modeling and student interaction are also recommended.

Question 9

How can a teacher determine a student’s English level based on writing?

Answer 9

Read the writing aloud to identify grammar errors more easily.

Question 10

What does a beginning student’s writing lack?

Answer 10

Flow.

Question 11

What is a characteristic of an intermediate student’s writing?

Answer 11

Feels choppy.

Question 12

What distinguishes an advanced student’s writing?

Answer 12

Flows.

Question 13

What describes an advanced high student’s writing?

Answer 13

Gives detail with less repetition.

Question 14

Fill in the blank: K-1 students can write at a level of complexity and detail nearly comparable to that of _______.

Answer 14

native English-speaking peers.

Question 15

What is the reading ability of PLDs at the Beginning level?

Answer 15

Read and understand very limited recently practiced, memorized, or highly familiar English in routine contexts

Highly dependent on visuals and prior knowledge to derive meaning.

Question 16

What vocabulary do Beginning level PLDs include?

Answer 16

Environmental print; very high-frequency words; and concrete words represented by pictures.

Question 17

How do Beginning level PLDs read?

Answer 17

Slowly, word by word.

Question 18

What is a key challenge for K-1 students at the Beginning level?

Answer 18

Derive little or no meaning from stories read aloud in English and struggle with decoding.

Question 19

What is a characteristic of reading at the Intermediate level?

Answer 19

Read and understand vocabulary related to everyday oral language; literal meanings of common words; common academic/abstract language.

Question 20

How do Intermediate level PLDs typically read?

Answer 20

Slowly and in short phrases; may re-read to clarify meaning.

Question 21

What do Intermediate level PLDs start to understand?

Answer 21

Basic English language structures.

Question 22

What is a key challenge for K-1 students at the Intermediate level?

Answer 22

Limited comprehension of stories read aloud in English and struggle with decoding.

Question 23

What can Advanced level PLDs do with SLA support?

Answer 23

Read and understand vocabulary used in social and academic contexts, but have difficulty with lower frequency words.

Question 24

What reading abilities do Advanced level PLDs begin to develop?

Answer 24

Understand words/phrases beyond their literal meaning and multiple meanings of common words.

Question 25

How do Advanced level PLDs read familiar text?

Answer 25

Read longer phrases and simple sentences at appropriate speed.

Question 26

What is a key achievement for K-1 students at the Advanced level?

Answer 26

Comprehend most main points and supporting ideas in stories read aloud in English and can decode with support.

Question 27

What reading capabilities do Advanced High level PLDs possess?

Answer 27

Can apply, with minimal SLA support, basic and higher-order comprehension skills.

Question 28

What is a characteristic of reading fluency at the Advanced High level?

Answer 28

Generally read with appropriate rate, speed, intonation, and expression.

Question 29

What do K-1 students at the Advanced High level recognize?

Answer 29

Most sight vocabulary and high-frequency words.

Question 30

What are some appropriate accommodations for PLDs during reading?

Answer 30

Read in short 'chunks'; use adapted, simplified, decodable texts; include visual and linguistic supports.

Question 31

What pre-reading strategies should be utilized for PLDs?

Answer 31

Pre-teach vocabulary; discuss intent of text; activate background knowledge; predict meaning from title or visuals.

Question 32

What type of texts should be chosen for PLDs?

Answer 32

Stories with predictable storylines, familiar topics, mostly concrete high-frequency vocabulary, and short, simple sentences.

Question 33

What are some supports that can help clarify meaning for PLDs?

Answer 33

Visuals, teacher/peer assistance, and linguistic aids.

Question 34

True or False: Students reach an Advanced level before they can independently construct the meaning of grade-appropriate text.

Answer 34

True.

Question 35

What characterizes the Beginning level of speaking proficiency?

Answer 35

Mainly speak using single words or short phrases with limited high-frequency vocabulary or recently practiced material ## Footnote May hesitate or give up when trying to communicate and lack the grammar needed to connect ideas.

Question 36

What are common errors made at the Beginning level?

Answer 36

Errors may hinder overall communication, such as speaking in the native language ## Footnote Pronunciation significantly inhibits communication.

Question 37

What defines the Intermediate speaking level?

Answer 37

Can express simple, original messages, speak using sentences, and participate in short conversations ## Footnote May hesitate frequently and for long periods.

Question 38

What type of vocabulary is typically used by Intermediate speakers?

Answer 38

Speak simply using basic vocabulary; rarely speak in detail; use mostly simple sentence structures and tenses ## Footnote Make errors that may hinder overall communication when using more difficult English.

Question 39

How is pronunciation generally perceived at the Intermediate level?

Answer 39

Pronunciation can usually be understood by people accustomed to interacting with ELLs.

Question 40

What describes the Advanced speaking proficiency?

Answer 40

Can participate comfortably in discussions on familiar and academic topics with some pauses to clarify meaning ## Footnote Understand basic grammar features and can narrate and describe in various tenses.

Question 41

What are common errors made by Advanced speakers?

Answer 41

Make errors that interfere somewhat with communication when using complex grammar, long sentences, and less familiar words.

Question 42

How is pronunciation at the Advanced level?

Answer 42

May mispronounce words, but is usually understood.

Question 43

What characterizes the Advanced High speaking level?

Answer 43

Can participate in extended discussions on social and academic topics with few hesitations ## Footnote Communicate effectively using abstract and content-based vocabulary, idioms, and colloquialisms.

Question 44

What is the grammar usage at the Advanced High level?

Answer 44

Use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers.

Question 45

What defines the High Advanced speaking proficiency?

Answer 45

Speaks as clear and detailed as a native speaker ## Footnote Make few errors; pronunciation rarely interferes with overall communication.

Question 46

What are some appropriate accommodations for Beginning level students?

Answer 46

Provide ways to communicate without speaking, respect silent period, provide sentence frames ## Footnote Use synonym and circumlocution strategies, focus on content of response, not errors.

Question 47

What supports can be provided for Intermediate level students?

Answer 47

Use scaffolds like think-pair-shares, assign oral presentations, allow extra processing time ## Footnote Provide sentence stems for complex grammar.

Question 48

What strategies can help Advanced level students improve their speaking skills?

Answer 48

Employ self-corrective techniques, offer opportunities for extended discussions.

Question 49

Fill in the blank: To quickly determine a student's English level based on speaking, Beginning uses _______.

Answer 49

Single words, short memorized phrases, or incomprehensible speech.

Question 50

Fill in the blank: Intermediate communicates a simple message with _______.

Answer 50

Basic vocabulary and limited tenses.

Question 51

Fill in the blank: Advanced uses a variety of _______ and some abstract vocabulary.

Answer 51

Tenses.

Question 52

Fill in the blank: High Advanced speaks as clear and detailed as a _______.

Answer 52

Native speaker.

Question 53

What is a characteristic of students at the Beginning level in listening skills?

Answer 53

Struggle to understand simple conversations even with familiar topics and linguistic supports ## Footnote These students may frequently remain silent, watching others for cues.

Question 54

What do students at the Intermediate level usually understand?

Answer 54

Simple, short discussions on familiar topics and can identify keywords/phrases needed for general meaning ## Footnote Unfamiliar topics require extensive linguistic support.

Question 55

What ability do students at the Advanced level have in listening?

Answer 55

Understand longer, more detailed discussions on familiar and some unfamiliar topics, but sometimes need processing time and/or linguistic support ## Footnote They can ask the speaker to repeat, slow down, or rephrase speech.

Question 56

At the Advanced High level, how do students compare to their peers in understanding discussions?

Answer 56

Understand main points, details, and implicit information at a level nearly comparable to peers ## Footnote They rarely ask for clarification.

Question 57

Fill in the blank: Students at the Beginning level often struggle to identify words and phrases that have not been _______.

Answer 57

[modified for ELLs]

Question 58

What are some appropriate accommodations for ELLs in listening activities?

Answer 58

* Use visual support such as photos, drawings, illustrations * Use gestures * Modify speech: speak slowly using familiar words/phrases * Use visual and verbal cues and gestures to reinforce spoken words * Pre-teach vocabulary before discussions * Increase wait time for students to process information * Ask comprehension questions * Use grade-appropriate material that focuses on content-specific words ## Footnote Extra processing time and linguistic support are beneficial for ELLs at all levels.

Question 59

True or False: Students at the Advanced High level rarely need extra processing time and linguistic support.

Answer 59

True

Question 60

What do students at the Intermediate level sometimes do to aid their understanding?

Answer 60

Ask for clarification ## Footnote They usually understand longer discussions but may need additional support.

Question 61

What is a key feature of listening skills at the Advanced level?

Answer 61

Understand most main points and important details, and some implicit information ## Footnote They sometimes ask for clarification.

Question 62

What should teachers provide to accommodate the needs of English Language Learners (ELLs)?

Answer 62

Teachers should provide linguistically supported content and address the same instructional goals as other students. ## Footnote ELLs need additional support for their English language skills while learning the same content.

Question 63

What is meant by 'comprehensible input' for ELLs?

Answer 63

Comprehensible input refers to information that can be understood despite language barriers. ## Footnote It is crucial for effective communication in the classroom.

Question 64

List some strategies to support ELLs during classroom instruction.

Answer 64

* Provide visuals * Use word walls * Create vocabulary lists * Incorporate pictures * Use gestures * Utilize props * Offer vocabulary support * Pre-teach key terms * Provide reference materials * Use word banks * Supply dictionaries * Include glossaries ## Footnote These strategies help make content accessible to ELLs.

Question 65

What adjustments should teachers make in their delivery for ELLs?

Answer 65

* Avoid idioms * Use straightforward language * Incorporate gestures * Provide non-verbal cues * Slow down speech * Pause after complete thoughts ## Footnote Speaking slower can aid understanding, but there is no need to raise volume.

Question 66

True or False: ELLs need to hear instructions louder than normal.

Answer 66

False ## Footnote ELLs can hear just fine; slowing down speech is more beneficial.

Question 67

How can teachers support ELLs in demonstrating their learning?

Answer 67

* Provide scaffolds like sentence stems * Allow additional time for assignments * Facilitate peer interaction and discussions * Offer multiple opportunities to demonstrate knowledge ## Footnote These supports help mitigate the cognitive load of learning a new language alongside content.

Question 68

What is the role of collaboration in supporting ELLs?

Answer 68

Collaboration involves working with the ELL student's support network, including other teachers, students, support staff, parents/guardians, and community members. ## Footnote Collaboration enhances learning opportunities and provides diverse strategies for ELLs.

Question 69

Name a benefit of peer interaction for ELLs.

Answer 69

Students acquire a significant amount of language through peer interaction. ## Footnote Group work and socialization are important for language development.

Question 70

Fill in the blank: It is important to keep ______ informed about their student's progress.

Answer 70

parents/guardians ## Footnote Keeping parents informed fosters a supportive learning environment.

Question 71

Who can serve as a resource for scaffolding and support strategies for ELLs?

Answer 71

ELL support staff ## Footnote These staff members are specifically trained to assist ELL students.

Question 72

What can community members contribute to the support of ELLs?

Answer 72

Community members can share bilingual backgrounds and experiences, enriching classroom discussions and initiatives. ## Footnote Their involvement provides students with relatable role models.