Reading Instruction for Emergent Bilinguals

According to the introduction, what is NOT one of the requisite components to reading instruction emphasized in the science of reading?

• Phonological awareness

• Vocabulary development

• Sentence structure

• Mathematical reasoning

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What is the critical lens through which reading instruction should be done for emergent bilinguals?

• Ensuring that comprehension and context is not sacrificed

• Focusing solely on vocabulary development

• Prioritizing monolingual children

• Teaching only foundational skills

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

Which of the following is NOT one of the five key strategies for supporting English Learners mentioned in the document?

• Developing oracy

• Leveraging students' assets

• Making meaning in context

• Prioritizing translation over comprehension

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What does the reality in classrooms indicate about emergent bilinguals?

• They are learning to read in a language they already speak fluently

• They are becoming literate in a language they are learning to speak and understand

• They are using monolingual methods to become literate

• They are focusing on sentence structure before developing oracy

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What is the main argument against monolingual methods according to Escamilla (2022)?

• They are the most effective way to teach emergent bilinguals

• They have been historically effective with bilingual learners

• They have been historically ineffective with bilingual learners

• They emphasize the development of oracy over literacy

Tags

CCSS.RL.9-10.9

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

According to the document, what is considered the strongest predictor of emergent bilinguals’ skilled reading development?

• The ability to decode written text

• High-quality interactions between students and teachers

• The use of phonics in instruction

• The ability to connect new words with previous knowledge

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What is essential for emergent bilingual children to ensure that comprehension is not lost or ignored?

• Focusing solely on reading skills

• Ensuring foundational skills cannot be given a higher priority than comprehension

• Connecting to the student’s schema while building reading skills and language development

• Avoiding structured peer conversations

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Which of the following is NOT one of the strategies mentioned for providing opportunities for oracy in the classroom?

• Turn and talk

• Parallel lines

• Information gap activities

• Avoiding risks in language production

What should be the focus of oracy activities according to the document?

• To ensure emergent bilinguals' linguistic repertoire remains static

• To refine and expand emergent bilinguals' linguistic repertoire

• To focus on individual learning without peer interaction

• To prioritize reading comprehension over oral language development

According to the text, what is the importance of leveraging students' assets in the classroom?

• To make the learning irrelevant.

• To help students forget their first language.

• To connect students' knowledge and experiences to the classroom, making learning relevant.

• To focus solely on the development of a new language.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5