Unit 6 Module Quizzes Flashcards
(28 cards)
Which strategy promotes content understanding for English learners?
a. Translating all assignments into a student’s native language
b. Providing visual aids and graphic organizers
c. Assigning complex reading materials
d. Conducting assessments in English
b. Providing visual aids and graphic organizers
Providing visual aids and graphic organizers can help English language learners understand concepts and organize information.
How can teachers adjust instruction to support English learners as they gain content knowledge?
a. Provide minimal wait time for responses.
b. Incorporate hands-on activities and manipulatives.
c. Translate group activities into the student’s native language.
d. Use lecture-based instruction.
b. Incorporate hands-on activities and manipulatives.
Incorporating hands-on activities and manipulatives can engage English language learners and make abstract concepts more concrete, aiding in content comprehension.
Which method would be appropriate for informally assessing the knowledge of English learners?
a. Homework tasks requiring written responses
b. An exit ticket activity where students write down questions
c. Freeing them from assessments not translated into their primary language
d. A group discussion where they can explain key concepts
d. A group discussion where they can explain key concepts
Engaging students in a group discussion where they can explain key concepts in their own words allows for informal assessment of understanding and language development.
Which strategy would be suitable for assessing English learners’ understanding of vocabulary?
a. Students creating sentences using new vocabulary words
b. A list of vocabulary words for students to memorize
c. Students learning words in semantic sets
d. A crossword puzzle using new vocabulary words
a. Students creating sentences using new vocabulary words
Asking students to create sentences using new vocabulary words allows for assessment of their understanding and application of the vocabulary in meaningful contexts.
Which method would informally assess English learners’ comprehension of a reading passage?
a. A multiple-choice quiz on the passage content
b. Peer-review sessions of written responses
c. Individual oral summaries of the passage
d. A written essay analyzing the passage
c. Individual oral summaries of the passage
Having students summarize the passage orally would informally assess their comprehension and ability to express key ideas in their own words.
Which instructional approach helps English language learners understand academic language structures?
a. Grammar worksheets focusing on comprehension
b. Direct instruction on grammar rules
c. Teacher-led lectures to explain language structures
d. Immersion in authentic language-rich environments
d. Immersion in authentic language-rich environments
Immersing students in language-rich environments provides opportunities for them to observe, practice, and internalize academic language structures in real-life contexts.
Which instructional practice is useful for improving English language learners’ proficiency in academic language?
a. Providing translations of academic texts without language analysis
b. Incorporating multimodal instruction, like hands-on activities
c. Using one instructional modality, such as auditory input
d. Focusing on content knowledge without explicit language instruction
b. Incorporating multimodal instruction, like hands-on activities
Incorporating instruction through different modalities, including visual aids and hands-on activities, helps English language learners access and internalize academic language through multiple channels, supporting their language development.
A fifth-grade student struggles with understanding details. When asked questions during class, the student uses one- or two-word phrases.
Which stage of language production is the student exhibiting?
a. Advanced Fluency
b. Speech Emergence
c. Pre-Production
d. Early Production
d. Early Production
When students are in the Early Production stage, they can produce one- to two-word phrases.
A middle school uses a program model that is centered on English learners (EL) learning alongside their English-proficient peers. English is the language of instruction, but the use of home languages is allowed and encouraged. Teachers provide language supports in a content classroom.
Which program model does the school use?
a. English immersion
b. Sheltered instruction
c. Dual immersion
d. Transitional bilingualism
b. Sheltered instruction
When the sheltered instruction approach is used, ELs learn alongside their English-proficient peers; English is the language of instruction, but use of home languages is encouraged and allowed.
An English learner (EL) can understand face-to-face social interactions and can hold conversations.
What are these characteristics an example of?
a. Universal design for learning framework
b. Scaffolding instruction for English learners
c. Cognitive academic language proficiency
d. Basic interpersonal communication skills
d. Basic interpersonal communication skills
Basic interpersonal communication skills (BICS) are skills needed in daily social communication. it is the language used in order to interact socially with others. Developing BICS takes a learner six months to two years to develop.
For each statement, indicate whether it is consistent with the theory of Krashen or Cummins.
There is a natural order with respect to which elements of language are learned at what time.
Krashen
This is Krashen’s natural order hypothesis.
For each statement, indicate whether it is consistent with the theory of Krashen or Cummins.
Basic interpersonal communication skills, or BICS, are acquired before cognitive academic language proficiency (CALP).
Cummins
This is part of Cummins’s work on basic communication skills and academic language proficiency.
For each statement, indicate whether it is consistent with the theory of Krashen or Cummins.
BICS, or basic interpersonal communication skills, typically involve real-world situations, context, and visual aids or body language to aid understanding.
Cummins
This is part of Cummins’s work on basic communication skills and academic language proficiency.
For each statement, indicate whether it is consistent with the theory of Krashen or Cummins.
Language acquisition is different from language learning, with learning being a more formal and rule-governed process.
Krashen
This is Krashen’s acquisition-learning hypothesis.
For each statement, indicate whether it is consistent with the theory of Krashen or Cummins.
Students’ emotional or affective state can impact their availability for language learning.
Krashen
This is Krashen’s affective filter hypothesis.
Which of the following is a best practice for supporting ELs’ language development?
a. Use language learning objectives as well as content objectives.
b. Provide minimal support, and encourage students to learn by immersion.
c. Modify all tests and quizzes.
d. Eliminate all timed assessments and open-ended test questions.
a. Use language learning objectives as well as content objectives.
Integrating language learning and content goals will help students meet standards in both areas.
Which of the following might be an appropriate language-related activity for ELs to support a lesson on how key words help with understanding the main idea?
a. Identify important vocabulary and note meanings in a journal.
b. Identify important vocabulary words in a reading selection and describe their relationship to the meaning.
c. Complete a multiple-choice worksheet on the meanings of key words.
d. Memorize important vocabulary and read those words aloud in the text.
b. Identify important vocabulary words in a reading selection and describe their relationship to the meaning.
This language objective describes the language skills needed to successfully complete the lesson.
Which of the following is characteristic of a student in the early production or speech emergence stage of language acquisition?
a. Written work may have words and phrases; student is not yet producing paragraphs or lengthy sentences.
b. Not writing at all; student is silent and listens without responding.
c. Student produces lengthy sentences with grammatical errors occurring frequently.
d. Fluent in writing and at near-native proficiency.
a. Written work may have words and phrases; student is not yet producing paragraphs or lengthy sentences.
Students in the early production stage are learning vocabulary and enhancing their understanding but are not yet ready to produce significant quantities of information in the new language.
For the next six questions, imagine you are a fourth-grade classroom teacher with a diverse class that includes twenty native English speakers, one recently exited English learner (Talia), and three English learners (Sophia, Ahmed, and Ren). Sophia is classified at a WIDA Level 1, is recently arrived, and speaks Russian. Ahmed, who is assessed at a WIDA Level 2, speaks Amharic but does not write Amharic or English. Ren, who is at a WIDA Level 4, speaks Spanish and writes fluently in both English and Spanish.
Consider your class, with these diverse students, as you respond to the following questions.
n/a
What is one approach that you could use to meet the linguistic needs of all four students in the same lesson?
a. Keep instruction and assessments the same but provide extra time.
b. Offer journaling and vocabulary flashcards.
c. Include small-group reading and reteaching as part of your guided practice.
d. Use UDL to provide a choice of independent practice activities, differentiated by language skill.
d. Use UDL to provide a choice of independent practice activities, differentiated by language skill.
Providing choice during independent practice will ensure each student can choose the activity and language support most appropriate to his or her skills.
True or False
Dual-language immersion, with Spanish and English instruction, would be an effective way to build language and cross-cultural competencies for these students.
False
Dual-language immersion is an effective model to support students in maintaining their native language or gaining a second language. It is more challenging to implement it for students from multiple-language backgrounds, and it is typically not used for this population without incorporating extensive modifications and supports.
One way to provide vocabulary support to all your ELs is to ____________.
a. encourage reflective journaling about feelings
b. assess frequently
c. use visuals and real-life models
d. reduce challenging vocabulary
c. use visuals and real-life models
Visuals and real-world objects help students make connections and place context to unfamiliar words.
Your collaborating English language instruction teacher would like to provide push-in support to your students during your class. What is one characteristic of push-in support?
a. Push-in support allows English language instruction support to be integrated with content learning and instruction.
b. Push-in support isolates students socially.
c. Push-in support is difficult to implement with students from different language groups.
d. Push-in support clearly separates English language instruction and content instruction.
a. Push-in support allows English language instruction support to be integrated with content learning and instruction.
The English language instruction teacher can easily incorporate content into English language instruction, helping students master both.
True or False
Bilingual classroom assessments may be appropriate for Sophia, a Level 1 EL, who is recently arrived and speaks Russian.
True
As with standardized tests, informal assessments in the native language may yield the most accurate results for students with very limited English proficiency.
