Project Raíces ESL Domain III Quiz

Which THREE of the following scenarios best depict application of sheltered instruction?

• A history teacher is beginning a unit on women politicians in Texas. He starts the unit by posting illustrations with bio blurbs about each woman.

• A math teacher wants students to solve a volume problem involving the number of jelly beans that fit in a 1 x 1 cube. He gives each group a bag of jelly beans to experiment with the formulas.

• A literature teacher is about to start a lesson on a story that students were assigned for homework. The teacher administers a pop quiz before the start of the discussion.

• A social studies teacher fis starting a unit on rivers in Texas. Students are divided into groups and each group is assigned the task of coming up with the names of at least three rivers in Texas.

• An English teacher is abou tto start a lesson on a commonly taught short story. The teacher asks for a volunteer to do a think aloud on the first three paragraphs of the story.

Which of the following descriptions defines two-way dual language/immersion education?

• An educational approach that separates EL students from native English speakers in order to immerse learners in the L2 environment by providing intensive, targeted instruction in English with supplementary scaffolding from L1.

• An educational approach that integrates native English speakers and EL students in a context that provides language and content area instruction in L1 and English.

• An educational approach that brings together EL and native English language students in a supplementary class where all students learn both English and L1.

• An educational approach that integrates native English speakers and EL students in a self-contained classroom; all instruction is in English, with "immersion" referring to allowing students to learn the two languages naturally using their first language acquisition skills.
  

Which of the following explains the L2 (English) to L1 instruction ratio in Texas dual language immersion programs?

• The ratio is always left up to the instructor's discretion since the instructor is best able to determine learners' needs.

• At least half of the instruction is delivered in L1.

• The ratio is 50/50 from kindergarten through Grade 4 when it becomes 90% English/10% L1.

• The ratio is 100% L2 from kindergarten through Grade 2 when it becomes 90% English to 10% L1.

Specifications for ESL programs in Texas are mandated by which of the following?

• The Texas Education Agency

• The U. S. Department of Education

• The Texas Education Code

• Every Student Succeeds Act

A middle school teacher shows her ESL class film clips of people from different countries and cultures greeting each other. This instructional strategy primarily focuses on

• showing students that shaking hands is not a universal greeting.

• developing students' awareness of cultural diversity.

• emphasizing the need to watch videos set in other countries.

• reinforcing students' understanding of body language in communicating.

A high school teacher has his ESL class listen to excerpt from several types of music: a classical piece, a popular rap song, a country-western song, a classic rock song, a K-pop song, and a Mexican corrido. Each group picks a song and completes the following sentences about the person who might listen to that song:

1. My listern's favorite food is _________.
   My listener usually wears__________.

2. My listener drives a ______________.

3. My listener would never, ever _______.

4. My listener's hobby is ____________.

This activity is likely to help students understand that cultural bias is connected to

• different preferences.

• limited understanding of a language.

• conflicts between old and young persons.

• stereotyping.

A teacher in a newcomer program has a "Parents Are Stars" segment every Friday. The teacher invites parents to offer demonstrations and instruction in L1 culture-specific topics. This strategy primarily addresses which of the following ESL teaching recommendations?

• The teacher is demonstrating that learning takes place at home as well as at school.

• The teacher is providing downtime to keep students from being overwhelmed by the linguistic and academic content of the ESL program.

• The teacher is fostering meaningful parent participation in their children's school activities.

• The teacher is partnering with parents in order to fulfill requirements of the Texas English Language Proficiency Assessment System (TELPAS).

An elementary school with a large number of students identified as EL is aiming for 100% parental approval for placing students in the district's language programs. Which of the following strategies would best address the school's goal to facilitate family involvement in EL students' educational experiences?

• Inviting families to a meeting where several teachers do a class demonstration showing how L1 instruction and ESL methods are integrated into daily instruction.

• Sending parents an information brochure on the benefits of ESL education.

• Sending a letter to the impacted families explaining the ESL program guidelines stipulated by the Texas Education Code and the Every Student Succeeds Act

• Inviting parents to a special Parent-Teacher Organization meeting where a question -and -answer session on ESL education is the only item on the agenda

Which THREE of the following entities are officially included in the Language Proficiency Assessment Committee (LPAC)?

• A member of the local school board

• A member of the school's parent-teacher association

• A parent of a student participating in a language program

• Teachers certified as bilingual or ESL teacher

• A campus administrator

A teacher new to the ESL program in a school district in Texas wants to learn the state-mandated responsibilities for teachers in bilingual and ESL programs. Which of the following resources would provide the most thorough, up-to-date information for this new teacher seeking information on ESL teacher responsibilities?

• The Language Proficiency Assessment Committee Framework Manual

• The Texas Education Agency's Supporting English Learners in Texas web portal

• The Texas Education Code

• The English Language Proficiency Standards