Early Grade Instruction for Multilingual Classroom

includes building background and literacy knowledge vocabulary, understanding spoken language structures and ability for verbal reasoning.

• Phonics

• Language comprehension

• None of the above

Tags

CCSS.RF.1.3F

CCSS.RF.1.4C

CCSS.RF.2.3B

CCSS.RF.2.3D

CCSS.RF.5.3A

An ________ leads to more succesful training, workshops, and lectures and better retention of information.

• Active Learning

• Enjoyable afternoon snack

• Organized set of notes

Tags

CCSS.RI.1.1

CCSS.RI.1.2

CCSS.RI.2.1

CCSS.RI.4.2

CCSS.RL.1.1

Asking a student who is not paying attention to suddenly read aloud a paragraph in front of the class is

• An effective way to make him/her pay attention and test if he/she can read

• Not aligned with SEL and GESI principles as it may embarrass the learner

• Not enough punishment for paying attention in class

Tags

CCSS.RF.1.3B

CCSS.RF.1.3C

CCSS.RF.3.3D

CCSS.RF.3.4A

CCSS.RF.4.4A

Phonics and Word Recognition is also known as the alphabetic principle because_______

• It operates on the relationship between printed letters and the letter sounds

• It operates on the relationship between letters of written language and the sounds of spoken langugae

• It operates on the relationship between letters of written language and the sounds of letters

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

Phonological and phonemic awareness as defined are abilities based solely on

• Print awareness

• Figuring out printed text or the alphabetic principle

• Auditory our hearing and detecting sounds in words

Tags

CCSS.RF.1.4A

CCSS.RF.1.4B

CCSS.RF.2.3E

CCSS.RF.5.3A

CCSS.RF.5.4C

The Primary condition in writing and composition is that a student

• Is able to express her/his one own idea in writing

• Can write within the lines and form the correct strokes

• Can spell correctly even long words

Tags

CCSS.RI.3.10

CCSS.RI.4.10

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

What are the two main strands woven together in the Scarborough's Reading Rope?

• Background knowledge and literacy knowledge

• language comprehension and word recognition

• Listening and Writing

Tags

CCSS.RF.1.4B

CCSS.RF.2.3D

CCSS.RF.3.3D

CCSS.RF.4.4A

CCSS.RF.5.3A

What can teachers do if the home language (L1) and school language (L2 and L3) do not match?

• Use the home language alone

• Keep using the school language

• Build Connections between the home school languages.

Tags

CCSS.RF.1.3B

CCSS.RF.1.3G

CCSS.RF.2.3E

CCSS.RF.2.4A

CCSS.RF.3.3C

What is considered the major predictor of reading comprehension in second and third language?

• Vocabulary

• Oral reading fluency

• Phonics and word Recognition

What reading strategy allows the students to practice reading repetition and by taking turns with the teacher?

• Dialogic Reading

• Shared Reading

• Choral Reading

Tags

CCSS.RF.1.3F

CCSS.RF.2.3C

CCSS.RF.3.3A

CCSS.RF.3.3B

CCSS.RF.5.4A