Bilingual Supplemental 2

A main difference between English and Spanish literacy development is that English:

• has sound-symbol relationships that are not always predictable.

• 
  has fewer vowel sounds than Spanish.

• can be easily decoded based on basic sound-symbol correspondence.

• utilizes syllables when segmenting and blending words, rather than onset-rime.

The following content objective is written on the board.

Content objective (CO): Students will understand the process of photosynthesis, by which plants convert light energy into chemical energy.

What other piece of information should the teacher post alongside the CO in order to meet the criteria of sheltered instruction?

• a language objective (LO) that will be used for developing students' academic vocabulary and communication in L2

• a word bank for students' reference

• a graphic (drawing) of the experiment that goes with the lesson

• a study guide so that students know what will be assessed at the end of the unit

Roberto and Enrique are considered higher-level in their L2 language proficiency. During frequent interactions, their ELL teacher notes that the students use phrases such as: "I am seeing them every day," and "We are playing tennis every day." What should the teacher focus on for the next series of instruction?

• using the simple present tense to talk about daily habits

• 
  understanding pronoun usage

• using stative verbs to describe senses and perceptions

• using the present continuous to talk about general facts

Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives:

Content objective: Students will identify different regions of Texas.

Language objective: Students will explain new vocabulary words in small groups.

Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on.

Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class.

An ELL completed the following word map:

What part of the word map would help English-language learners internalize the new vocabulary word most effectively?

• Part 5

• Part 4

• Part 2

• Part 1

Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives:

Content objective: Students will identify different regions of Texas.

Language objective: Students will explain new vocabulary words in small groups.

Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on.

Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class.

An ELL completed the following word map:

How is the collaborative activity Mr. Santiago assigned fulfilling the language objective?

• Students express their ideas in English.

• Working together motivates students.

• Students engage in social interactions.

• Students self-assess how well they understand English.

Which of the following statements provides a research-backed explanation for why ELLs in additive bilingual programs demonstrate increased academic achievement in L2?

• The continued development of ELLs' native language serves as a foundation for L2 academic language.

• The exclusive use of L1 for language arts and L2 for other content instruction helps ELLs avoid confusion between language structures.

• The use of effective study habits is learned, which results in higher L2 academic achievement.

• The use of English (L2) for social communication is enforced as a way of preparing students for academic language acquisition.

At a bilingual school, Mr. Herrera teaches social studies. The subject is taught only in English. Ahmed, an English language learner, currently communicates at a beginning level in English. In order to help Ahmed comprehend what he has learned, Mr. Herrera should:

• use images to help clarify meaning and encourage understanding.

• ask him to write a reflection at the end of the lesson.

• assign him an English-speaking partner to help translate information.

• allow him to express ideas in his native language until he understands the concepts.

A small city in the Midwest has been experiencing demographic changes over the last 15 years. This has been largely due to a steady growth in immigration from different parts of Asia and South America. The process by which residents of this city develop appreciation for cultural differences, seek to learn new languages, and share common values is known as:

• acculturation.

• adaptation.

• mutual community goals.

• assimilation.

A career day is being planned by a high school counselor. He wants to highlight multicultural organizations or businesses. What would be the main reason for the counselor to include multicultural organizations during career day?

• To embrace the advantages of bilingualism and biculturalism in an increasingly globalized world.

• To establish new partnerships between the school and local businesses.

• To demonstrate an understanding of the type of organizations where the families of ELLs are likely to work.

• To expose students to a wide variety of options that they can pursue after graduation.

The Texas Education Agency has adopted language descriptors and benchmarks to replace the English as a Second Language (ESL) standards. TEA requires that these benchmarks be integrated throughout all areas of the curriculum and content teachers need to use them to guide instruction. These benchmarks are known as:

• WIDA Can Do Descriptors.

• Sheltered Instruction Observation Protocol (SIOP).

• English Language Proficiency Standards (ELPS).

• Texas Essential Knowledge and Skills (TEKS).