CONT939 MOD 6 Maya Kumagai

According to the Government of BC, what kind of information should you collect during initial assessment of an ELL student?

• Possible needs other than ELL services such as counselling, learning support, etc

• Proficiency in all areas of language development (oral language, reading, writing) in their first language

• Basic skills in academic content areas (e.g., mathematics)

• All of the above

What kind of services can an ELL student NOT receive?

• ELL educator and classroom teacher co-teaching or team teaching within the regular classroom

• • ELL educator delivering whole class instruction 

• ELL educator delivering skill building instruction to an individual student 

• ELL educator delivering small-group instruction

• Based off these characteristics and following the guidelines from the ELL Instructional Support Overview, which one of these students would need MODERATE ELL support?  https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/ell_planning_tool.pdf

• • Student misinterprets body language (facial expressions, tone), relies on non-verbal prompts, struggles to meet classroom expectations/instructions

• Student needs consistent repetition and/or clarification, attempts some complex grammatical structures, needs support in understanding main points of class discussions

• Student uses a variety of verb tenses correctly, uses academic vocabulary close to that of an English first language speaker, needs occasional repetition or clarification

• Studnet may be silent or use isolated words, gestures, pictures, relies on translator or first language to convey meaning, may be difficult to understand because of pronunciation

According to Breiseth, (2021) what are "bricks and mortar" in academic language?

• • Key vocabulary words and concepts, and language that holds the key concepts together 

• • Signal words and phrases.

• Words that have a similar spelling and meaning in more than 1 language

• Terms, words, idioms, and phrases.

According to  Breiseth, (2021), how can cognates be used to support academic language development?

• • By providing connections between English and other languages

• • By replacing academic language with social language

• • By making academic language more difficult to understand

• By using terms, words, idioms, and phrases

Colorin Colorado (2018) states that one of the ways to provide support for immigrant students is to teach age-appropriate ways to express and manage stress. Which one of these is NOT a good strategy?

• • Teach them mindfulness exercises like breathing and stretching 

• • Providing opportunities for students to share their stories 

• • Give them extra recess time 

• Encourage them to talk to trusted friends or adults

According to Colorin Colorado (2018) why is it important for schools to help immigrant students maintain their classroom/ school routine? Pick the best answer.

• • It provides stability and distraction from worries at home

• • It allows students to focus on their academic work

• • It helps students develop social-emotional skills

• It encourages students to express their emotions

Li Cain (2021) states that tests are not always an accurate way to measure ELL student’s development. How can portfolios help ELL’s track their development? Pick the best answer.

• • By providing feedback on their work

• • By showcasing a variety of their work over time 

• • By comparing their work to other students

• By eliminating the need for tests

According to Wong (2017) what are the 3 critical stages of a writing portfolio?

• Drafting, peer editing, reflection

• • Conference, feedback, editing

• • Planning, editing, revising

• • Goal setting, monitoring, reflection

Under the UDL guidelines, we should strive towards recruiting student interest in order for students to have multiple means of engagement. Which strategy is NOT a way to recruit interest?

• • Optimizing individual choice and autonomy

• • Optimizing relevance, value, and authenticity

• • Minimizing threats and distraction

• Clarifying syntax and structure