Planning for ELLs Quiz

Which of the following is NOT an effective ELL service?

• Student's knowledge of the cultures of Canada is fundamental to the success in the school system and society.

• Parental support is important component of ELL education.

• Basic Interpersonal Communicative Skills and Cognitive Academic Language proficiency are both important but CALP may be more difficult to master.

• The proficiency in the first language(s) is not related to the acquisition of the second language.

Answer explanation

A student's proficiency in the first language is positively correlated to the acquisition of English. Respect and valuing the first languages and culture can benefit students socially, emotionally, and linguistically. Please refer to the attached image of Cummins' Iceberg Model of Language Interdependence. Additional resource could be found at: https://www.wakeed.org/wp-content/uploads/2014/04/Learner_profiles.pdf

Which of the following describes good language assessment practice in ELL planning? Choose all the applies.

• The standardized test of language proficiency is the most accurate assessment.

• Assessment in oral, reading, writing is carried out initially and on an ongoing basis.

• Initial and ongoing assessment is carried out through a variety of approaches.

• Student's performance and language proficiency should be reported using a continuum of descriptors.

Answer explanation

The standardized tests should not be sole means of assessment because many factors may be at play in an exam setting. Other assessment approaches include oral interviews, sampling student's unedited written work, evaluation of student's reading and comprehension, and observation reports.

What are the three major information that need to be included in the Annual Instructional Plans (AIPs)?

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Answer explanation

The three major information that an AIPs must include are language assessment, linguistic goals, and support plan/strategies.

When considering ELLs' language skills, which of the following is NOT accurate?

• Academic and social language are different and academic language has to be taught explicitly.

• If ELL students know more vocabulary, their comprehension improves as well.

• Consider the purpose of academic language (e.g., lab report in Science, essay in English, speech in History) and plan lessons accordingly.

• Students may be at varying levels in four domains of language (reading, writing, speaking, and listening).

Answer explanation

Language comprehension depends on more than knowing vocabularies. Students need to know phrases that connect the words to comprehend the academic language. Refer to the video about "Bricks and Mortar" as a metaphor for this concept: https://youtu.be/ap2F-HdybzU

When identifying goals for lessons for the ELLs, you need to identify both content objectives and ________ objectives.

Answer explanation

The content objectives focus on content of the subject and the language objectives focus on the academic language required to access grade-level content. It is crucial to teach and post language objective explicitly and clearly.

Which of the following statement is NOT true about strategies for teaching vocabulary?

• Cognates are always effective.

• Post ELL-friendly definition for ELLs to see throughout the whole class.

• Clarify homonyms or words with multiple meanings.

• Provide students with lots of opportunities to practice the new word in oral and written languages.

Answer explanation

Use of cognates is not a foolproof strategy as there are words that sound similar and related but do not mean the same thing. Also, there are many languages that do not have any cognates to English.

List at least three strategies to support academic language development.

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Answer explanation

Answers can include and are not limited to: previewing the text, pre-teaching grammar and vocabulary, using realia, using graphic organizers, having students work collaboratively in groups, assigning reading partners, using Think-Pair-Share activity, assigning project-based learning, providing hands-on learning, modelling writing styles, and using sentence frames.

Additional resource to pre-teaching vocabulary can be found at: https://cer.schools.nsw.gov.au/content/dam/doe/sws/schools/c/cer/localcontent/pre-teach_vocab.pdf

Which of the following is NOT a benefit of using technology to support ELLs?

• Translator tools (e.g., TalkingPoints) can allow ELL families to receive valuable information in their native language which allows them to engage in their child's education.

• There are note-taking tools and text-to-speech tools that help students with various language development (speaking, listening, reading).

• Digital-creation mediums that allow for creative projects, storytelling, video production, etc. engages students and offer various language practices.

• Using Artificial intelligence (e.g., ChatGTP) to do ELLs' homework and assignments for them.

Answer explanation

Using appropriate tools and technologies can be a great way to engage students, provide lots of room for creativity, and address ELL needs. It would be important to teach about social responsibilities and ethics of using technology, as well as digital literacy.

Which of the following is a strategy to provide social-emotional support for ELLs? Choose all the applies.

• Provide clear routines and avoid extra disruptions.

• Students who misbehaves should be referred for special education or discipline.

• Talking about immigration-related topic is always helpful for ELLs to share their stories and express themselves.

• Class time and space can be offered to give students opportunities to express their thoughts and feelings. Hear them out.

Answer explanation

There could be deeper root causes to student's misbehaviour. Before making referrals, address concerns using a team approach and support students' needs first.

Some students may not want to talk about immigration or their experience. Educators should not put them on the spot, single them out or pressure them to share their stories. Be sure to implement trauma-informed practices.

Which of the following is NOT a great strategy for social-emotional learning?

• Teach empathy and do regular activities to express appreciation for each other in the class.

• Teach words and phrases that students can use to express their emotions.

• Have positive, strength-based conversations with students and families.

• Families have their own coping strategies so don't try to address student's emotional difficulties at school.

Answer explanation

It is true that some families have strengths and coping strategies to deal with mental health challenges. Rather than leaving it only up to the families to support students, partner with them to learn about their strategies and teaching students various other ways. Teacher and peer supports are crucial for wellbeing of students.