ESL exam part 2

Differentiated instruction is used in many diverse classrooms. Which of the following best describes the benefits of this approach?

• The teacher is quiet and uses body language to obtain responses from the students.

• The teacher plans different tasks for students based on their learning styles.

• The teacher uses physical movement for students to follow.

• The teacher pairs content objectives with language objectives.

According to Cummins' common underlying proficiency (CUP) model, which of the following statements is true in relation to English-language learners' (ELLs') native (L1) and second languages (L2)?

• ELLs' previous educational experience in L1 has no effect on academic performance in L2.

• ELLs have cognitive academic skills that are accessible to them in both L1 and L2.

• ELLs are prepared to engage in L2 academic tasks only when they have mastered basic interpersonal communication skills in L1.

• ELLs have difficulty transferring content knowledge between L1 and L2.

Castañeda v. Pickard was a case that originated in Texas in which the plaintiff claimed a school district was failing to address the needs of ELLs. In 1981, the US court ruled in favor of the plaintiff. What is the primary result of Castañeda v. Pickard?

• Students who speak a language other than English cannot be denied educational opportunities.

• The native language of students should be used whenever possible in English language instruction.

• An ESL program must make reasonable accommodations during testing.

• A trial period of an ESL program is necessary to determine its effectiveness.

When transferring literary knowledge and skills from L1 to L2, which of the following is true?

• Scaffolding in L1 has no benefit on transfer of knowledge to L2.

• No transfer of information should be made between L1 and L2, as any information would just be confusing to students.

• Continuous development of L1 can result in a negative transfer of information in L2.

• The skills that the student knows from different subjects in L1 will help in the acquisition of L2.

When transferring literary knowledge and skills from L1 to L2, which of the following is true?

• Scaffolding in L1 has no benefit on transfer of knowledge to L2.

• No transfer of information should be made between L1 and L2, as any information would just be confusing to students.

• Continuous development of L1 can result in a negative transfer of information in L2.

• The skills that the student knows from different subjects in L1 will help in the acquisition of L2.

Anton, a sixth-grade ELL, struggles to read and comprehend texts in his content area classes. What is the best way that Mrs. Langston, his ESL teacher, could help support him?

• by reminding his content-area teachers of the school policies regarding ESL students

• by providing his content-area teachers with strategies to help him succeed

• by encouraging content-area teachers to incorporate team teaching

• by informing his content-area teachers about his strengths and weaknesses in English

Maria recently moved from Mexico and began schooling in the US. She has been having trouble spelling words in English and is frustrated that one letter can have so many possible sounds. What is the best way for her teacher to help Maria with her phonetics?

• Require her to write out each word that she misspells in a notebook ten times.

• Provide her with model reading activities, specifically readings containing high-frequency words.

• Encourage her to keep a journal in which she practices writing about everyday activities.

• Direct her to the chapter in the ESL book that discusses digraphs, consonant blends, and vowel sounds.

Mr. Kildare has just started teaching lower level English learners for the first time and is struggling with strategies to teach the students phonemic awareness and phonics, while simultaneously teaching academic vocabulary and reading comprehension skills. He asks one of his more experienced colleagues for advice on teaching vocabulary. This teacher would recommend all of the following except:

• discussing with students the definition of vocabulary words and then asking the students to explain the meaning back to him.

• asking students to draw the new vocabulary, act it out, or use it in an appropriate sentence.

• previewing the text or topic and identifying vocabulary or sentence structures that might be new for the students.

• providing students with a list of new vocabulary words for them to memorize.

There are two groups learning the basic grammar structure of L2: adult ELLs and early-elementary-age ELLs. Generally, we would expect that the elementary students:

• would need to see the written version of L2 for support.

• would internally compare the structures of their L1 with L2.

• would apply the structure of the L2 without formal prompting.

• would benefit from explicit instruction in key grammar components.

Based on the Texas Essential Knowledge and Skills (TEKS) English Language Arts curriculum, ESL students in grades four through eight are expected to orally identify important events and ideas from video segments, graphic art, or technology presentations. In a sixth-grade ESL class, students are studying astronomy. Based on this TEKS objective, which of the following would be most effective?

• reading and discussing a text on the origins of the universe and then making a PowerPoint presentation to teach another class on the subject

• using different resources to make a three-dimensional model of the Solar System

• examining diagrams, descriptions, and photographs of the planets and using that knowledge to create an oral presentation about one of the planets

• locating information on a specific planet using a web search engine