Pre-Assessment

Question 1

Title III addresses English learners (ELs), including what other status of students?

a. Migrant children and youth
b. Homeless children and youth
c. Students with learning disabilities
d. Students with physical handicaps

Answer 1

a. Migrant children and youth

Question 2

What is one function of the Home Language Survey for English language (EL) students?

a. Determines the potential need for a language assistance program
b. Determines immigration, legal, and refugee status
c. Determines student cognitive abilities and weaknesses
d. Determines the potential need for special education program services

Answer 2

a. Determines the potential need for a language assistance program

Question 3

An EL student was placed in a special education program. It was determined later that this student was incorrectly placed in the program.

What may be the reason for this?

a. The student was identified as having a learning disorder before being assessed as a second language learner.
b. The student was tested by an administrator who was not knowledgeable about the student’s background.
c. The student was able to read English but not able to speak it.
d. The student was placed in the wrong type of EL program.

Answer 3

a. The student was identified as having a learning disorder before being assessed as a second language learner.

Question 4

A special education team has determined that a student with a learning disability learns best in a regular classroom for most of the day and in a special education classroom for two hours a day.

Which component of the Individuals with Disabilities Education Act (IDEA) is being addressed?

a. Free Appropriate Public Education (FAPE)
b. Least Restrictive Environment (LRE)
c. Appropriate evaluation
d. Procedural safeguards

Answer 4

b. Least Restrictive Environment (LRE)

Question 5

What is true about the nature of decisions regarding Individualized Education Program (IEP) goals?

a. Decisions can change to reflect the student’s progress relative to English learner (EL) program goals.
b. Decisions cannot change to reflect the student’s progress relative to English learner (EL) program goals.
c. Decisions are made solely by a parent of the student with disabilities.
d. Decisions are made solely by educational experts without parental input.

Answer 5

a. Decisions can change to reflect the student’s progress relative to English learner (EL) program goals.

Question 6

Who must give input in the Individuals with Disabilities Education Act (IDEA) placement process?

a. Parents
b. Students
c. Administrators
d. Psychologists

Answer 6

a. Parents

Question 7

Which of the thirteen IDEA categories includes dyslexia?

a. Specific Learning Disabilities
b. Traumatic Brain Injury
c. Visual Impairment
d. Autism Spectrum Disorder

Answer 7

a. Specific Learning Disabilities

Question 8

A student performs well on mathematics tasks but often struggles with reading assignments.

Which inference can be made?

a. The student may have a learning disability.
b. The student is gifted and talented.
c. The student may be a visual learner.
d. The student may be an auditory learner.

Answer 8

a. The student may have a learning disability.

Question 9

What is one difference between an Individualized Education Program (IEP) and a 504 plan?

a. An IEP is written by the general education teacher, and a 504 plan is written by the school counselor.
b. An IEP is governed by individual state departments and a 504 plan is governed by individual district superintendents.
c. An IEP is governed by the Department of Education and a 504 plan is governed by the U.S. Office of Civil Rights.
d. An IEP is optional for the classroom, and a 504 plan is designed for school activities.

Answer 9

c. An IEP is governed by the Department of Education and a 504 plan is governed by the U.S. Office of Civil Rights.

Question 10

A teacher observes disruptive behavior among a number of students in a classroom.

Which change can the teacher make to attempt to prevent disruptive behavior?

a. Create larger, longer assignments to keep students busy
b. Change the classroom schedule daily to keep students interested
c. Reduce long delays between activities to hold students’ attention
d. Increase verbal reprimands and requests to keep students focused

Answer 10

c. Reduce long delays between activities to hold students’ attention

Question 11

Which curriculum adjustment will help students who are bored in class?

a. Make assignments easier for students
b. Adjust assignments to include student interests
c. Give students extra time for assignments
d. Allow students to redo challenging assignments

Answer 11

b. Adjust assignments to include student interests

Question 12

A teacher wants to create a test-taking routine for students.

Which step should the teacher take to create a routine for taking tests?

a. Remind students to read the directions before each test begins.
b. Schedule a test so it does not conflict with other projects or assignments.
c. Determine whether students can paraphrase the directions on the test.
d. Ask students if they need particular accommodations before a test begins.

Answer 12

a. Remind students to read the directions before each test begins.

Question 13

A student is learning to speak English. She knows the meaning of about 1,000 words and can speak some words.

What is this stage of second language acquisition?

a. Preproduction
b. Early Production
c. Speech Emergence
d. Intermediate Fluency

Answer 13

b. Early Production

Question 14

A student’s native language is English and the student is in the Preproduction stage of learning to speak Spanish.

What is an activity this student can complete?

a. Speak and write simple sentences
b. Practice pronouncing words
c. Practice writing complex sentences
d. Speak in short phrases

Answer 14

b. Practice pronouncing words

Question 15

A student is learning to speak English as a second language. This student can speak simple sentences but still relies heavily on context clues.

What is this stage of second language acquisition?

a. Advanced Fluency
b. Speech Emergence
c. Intermediate Fluency
d. Preproduction

Answer 15

b. Speech Emergence

Question 16

In the U.S., which ethnic group do the majority of second language learners represent?

a. Hispanic and Latino
b. Asian and Mid-Eastern
c. Native Americans
d. Pacific Islanders

Answer 16

a. Hispanic and Latino

Question 17

What is a characteristic of English learners?

a. They progress through developmental stages of second language acquisition.
b. They learn an academic language before they learn a social language.
c. They are fluent in writing before becoming fluent in speaking the second language.
d. They achieve higher levels of proficiency when taught in lecture-based classes.

Answer 17

a. They progress through developmental stages of second language acquisition.

Question 18

What is a characteristic of English learners?

a. English learners, in beginning language acquisition stages who can read a text aloud, comprehend the meaning of the text.
b. English learners learn best when corrected immediately after making grammar mistakes.
c. English learners learn enough American Standard English in one year to succeed in academic classes.
d. English learners learn best in collaborative and cooperative classes where they can practice using American Standard English.

Answer 18

d. English learners learn best in collaborative and cooperative classes where they can practice using American Standard English.

Question 19

What is a characteristic of students who are learning a second language?

a. Students who speak the second language fluently are fluent writers.
b. Students who are silent in class do not understand the content.
c. Students who practice the second language in academic settings learn academic language faster.
d. Students who practice the second language in social settings learn academic language faster.

Answer 19

c. Students who practice the second language in academic settings learn academic language faster.

Question 20

Who is responsible for creating assessments in a co-teaching classroom?

a. A member of the administration
b. Both co-teachers
c. The classroom teacher
d. A paraprofessional

Answer 20

b. Both co-teachers

Question 21

Which task must both co-teachers undertake in co-teaching every day?

a. Planning instruction
b. Tracking education plans
c. Assigning homework
d. Communicating with parents

Answer 21

a. Planning instruction

Question 22

A teacher allows students to choose between taking an exam and completing a project.

Why is this an example of a teacher using the action and expression aspect of Universal Design for Learning (UDL) in the classroom?

a. The action helps motivate students in their learning.
b. The action gives students more than one way to interact with the material.
c. The action makes the material seem more relevant to students.
d. The action allows students to access the material in their learning style.

Answer 22

b. The action gives students more than one way to interact with the material.

Question 23

A teacher uses pre-assessments to determine where each student’s instruction should begin and then matches students with appropriate activities.

Which differentiation method is the teacher using?

a. Content
b. Environment
c. Product
d. Process

Answer 23

a. Content

Question 24

A student’s Individualized Education Program (IEP) says that she should sit near the teacher, in the first or second row of desks.

Which type of differentiation is addressed in the IEP?

a. Environment
b. Content
c. Process
d. Product

Answer 24

a. Environment

Question 25

A teacher uses reading materials at different readability levels. Which method of differentiation is the teacher using? a. Content b. Process c. Environment d. Product

Answer 25

a. Content

Question 26

A student with a movement impairment is given extra time and adaptive technology to answer a question. Which differentiation strategy has been applied? a. Multiple means of action and expression b. Multiple means of movement and meaning c. Multiple means of presentation d. Multiple means of perception

Answer 26

a. Multiple means of action and expression

Question 27

Which statement describes what modifications and accommodations change in education? a. Modifications change how a student learns, and accommodations change what a student learns. b. Modifications change what a student learns, and accommodations change how a student learns. c. Modifications change the classroom instruction, and accommodations change tests and assessments. d. Modifications change tests and assessments, and accommodations change the classroom instruction.

Answer 27

b. Modifications change what a student learns, and accommodations change how a student learns.

Question 28

Which student is exhibiting a talent? a. A student practices every day and is the best musician in the school. b. A student scores well on tests but does not study before the test. c. A student generates many unique ideas when asked questions. d. A student switches thinking from one subject to another.

Answer 28

a. A student practices every day and is the best musician in the school.

Question 29

Why is it difficult to assess giftedness and talent? a. Educators cannot agree about what it means to be gifted and talented. b. Students can be gifted and talented in many areas and ways. c. Educators can identify only gifted and not talented students. d. Students cannot complete tasks that indicate talent or giftedness.

Answer 29

b. Students can be gifted and talented in many areas and ways.

Question 30

A student seems to get easily confused when completing complex tasks or answering multi-part questions. What can the teacher do to provide a differentiated assessment? a. Design tiered activities b. Design compacting activities c. Use flexible grouping d. Use learning contracts

Answer 30

a. Design tiered activities

Question 31

A teacher wants to use an alternative assessment with students believed to be gifted and talented. Which option would allow these students to showcase their best work and provide insights into their progress over time? a. Portfolios b. Homework c. Group work projects d. Science projects

Answer 31

a. Portfolios

Question 32

Which question should students be able to answer using any feedback they receive? a. What specifically should I do next time based on this feedback? b. How much should I study next time based on this feedback? c. How can I better understand the assignments based on this feedback? d. What should I specifically ask for help on based on this feedback?

Answer 32

a. What specifically should I do next time based on this feedback?

Question 33

How can data be used to change teaching practice for students who underperformed on a formative exam? a. By temporarily decreasing task demands to build their content mastery b. By temporarily increasing task demands to motivate students to try harder c. By finding an alternative way to test students again d. By finding an alternative way to interpret the test results

Answer 33

a. By temporarily decreasing task demands to build their content mastery

Question 34

What is a fundamental cultural purpose of language outside of communication? a. Identity b. Intelligence c. Achievement d. Ambition

Answer 34

a. Identity

Question 35

A student sees a teacher holding a large pile of papers and bags about to open the door. The student opens the door to help the teacher. Which element of culture most influences the student’s behavior? a. Artifacts b. Symbols c. Norms d. Language

Answer 35

c. Norms

Question 36

What is equity pedagogy? a. Using different teaching styles to meet the diverse needs of students b. Using different subjects to teach students about their heritage c. Teaching to provide all students with the same opportunities d. Teaching to provide all students with materials about their heritage

Answer 36

a. Using different teaching styles to meet the diverse needs of students

Question 37

Which attitude toward mistakes helps students develop self-efficacy? a. Mistakes are opportunities for a student to learn. b. Mistakes help teachers identify struggling students. c. Mistakes are to be avoided by teachers at all costs. d. Mistakes help motivate students to study harder.

Answer 37

a. Mistakes are opportunities for a student to learn.

Question 38

A teacher has a classroom of students who mostly share the same mainstream culture. The teacher has a different background and culture than many of the students in the class. Should the teacher consider using culturally responsive teaching in the classroom? a. Yes, because all students can benefit from these teaching strategies. b. Yes, because the teacher should take the opportunity to teach the students about a new culture. c. No, because the teacher could be seen as being biased against the students in the classroom. d. No, because the students have a shared background and are a cohesive group.

Answer 38

a. Yes, because all students can benefit from these teaching strategies.

Question 39

A teacher allows students to complete work together during study time, but he also keeps a quiet part of the room where students can do their work individually if they prefer. Is the teacher using culturally responsive teaching methods? a. Yes, because the teacher is allowing students to choose a style of learning that best aligns with their individual style. b. Yes, because the teacher is making students learn about each other and their backgrounds. c. No, because the students are given the opportunity to cut themselves off from and avoid learning about their peers. d. No, because the students in the class are not all doing the same thing so some of them may be learning more efficiently than others.

Answer 39

a. Yes, because the teacher is allowing students to choose a style of learning that best aligns with their individual style.

Question 40

Which example shows a student mastering Cognitive Academic Language Proficiency (CALP)? a. Understanding a story that uses figurative language b. Understanding a telephone conversation with a friend d. Understanding a face-to-face discussion with a teacher d. Understanding a gesture or facial expression in a public setting

Answer 40

a. Understanding a story that uses figurative language

Question 41

Maximum language acquisition happens when learners read or hear language that is a bit beyond their current level of understanding. Which hypothesis of Krashen's Theory of Second Language Acquisition (SLA) includes this belief? a. Input b. Acquisition-Learning c. Natural Order d. Monitor

Answer 41

a. Input

Question 42

A teacher has a word wall with terms posted and asks students to write sentences using two words from the wall. Which strategy is the teacher using in the classroom? a. Activating background knowledge b. Regularly assessing and monitoring c. Using simple language d. Reinforcing language

Answer 42

d. Reinforcing language

Question 43

An English learner (EL) student spends half the school day receiving instruction in the student's native language and the other half of the day getting instruction in English. Which type of EL program is the student enrolled in? a. Push In b. Pull Out c. Dual Immersion d. Sheltered Immersion

Answer 43

c. Dual Immersion

Question 44

An English learner (EL) program teacher has students leave the general education classroom to teach English in a small group in another room. Which type of program does this scenario describe? a. Newcomer b. Pull Out c. Push In d. Dual Immersion

Answer 44

b. Pull Out

Question 45

A teacher gives English learner (EL) students story maps, a Venn diagram, and a cause-and-effect sheet to use when expressing comprehension of colonization. Which term identifies these resources? a. Graphic organizers b. Assessment organizers c. Content organizers d. Word wall organizers

Answer 45

a. Graphic organizers

Question 46

After finishing a unit about a famous explorer, a teacher asks English learner (EL) students to make a poster about a famous explorer. Which instructional practice is the teacher using to support language development? a. Scaffolding b. Interacting c. Pairing d. Organizing

Answer 46

a. Scaffolding

Question 47

A class is given a reading assignment with some words that English learners (ELs) are not likely to know. What is the best way the teacher can help them understand the new words? a. Point to pictures that depict the words b. Read aloud the definitions of the words c. Ask students what they think the words mean d. Write synonyms of the words on the board

Answer 47

a. Point to pictures that depict the words

Question 48

A teacher is asking English learners (ELs) to relate to a vocabulary word by sharing their personal experiences, thoughts, and ideas with it. Which scaffolding strategy best describes what the teacher is using? a. Tap into prior knowledge b. Show and tell c. Pause, ask questions, pause, review d. Pre-teach vocabulary

Answer 48

a. Tap into prior knowledge

Question 49

Students want to convey the meaning of a vocabulary word with a hands-on demonstration. Which demonstration is the best example of that? a. Acting with pantomime in a group b. Drawing a picture on a whiteboard c. Reading aloud from a textbook d. Giving an oral presentation

Answer 49

a. Acting with pantomime in a group

Question 50

A teacher asks prescreened and authorized community members to become mentors to students in the classroom. Is the teacher using an effective method for building community and school partnerships? a. Yes, because involving members of the community will increase knowledge about and investment in the school. b. Yes, because teachers should be responsible for any partnerships that exist between the community and the school. c. No, because adults who do not understand education will not be able to help the students inside the classroom. d. No, because students should establish community relationships on their own time instead of using class time.

Answer 50

a. Yes, because involving members of the community will increase knowledge about and investment in the school.

Question 51

A teacher wants more parents to attend parent-teacher meetings. Which strategy should the teacher use to encourage participation? a. Warn parents that their children could fail without their participation b. Acknowledge the hard work it takes to attend and encourage future participation c. Tell students that they should try to make their parents attend the meetings d. Send home a letter and ask parents to make contact if they want to participate

Answer 51

b. Acknowledge the hard work it takes to attend and encourage future participation

Question 52

A student will be receiving an Individualized Education Program (IEP) for the upcoming school year. Which person or group should be part of the planning team to make it successful? a. The student's parents b. The student's after school caregiver c. The student's medical doctors d. The student's good friends

Answer 52

a. The student's parents

Question 53

Which IEP meeting stakeholder will give insight into a student’s classroom performance? a. A parent of the student b. A general education teacher c. A school psychologist d. A school district representative

Answer 53

b. A general education teacher