Font size
WorksheetsFinal exam practice (all HPE and P&B chapters)
Total questions: 141
Worksheet time: 1hrs 20mins
What are the dimensions of the CLD Student biography?
Sociocultural, linguistic, academic, cognitive
Biographical, fundamental, research-based
Listening, speaking, reading, writing
Phonemic Awareness, Vocabulary, Phonics, Fluency
Why is it important to know our students’ background? (Mark all correct choices)
To better understand the implications of the CLD student biography on classroom practice
To know what culturally and linguistically diverse students bring to the classroom
To allow teachers know how more accurately they can structure literacy lessons to reflect students’ needs
Students are not empty vessels; they bring multiple knowledge reserves to the classroom
What does the historical background of the family reflect?
Values, beliefs, and goals of the family
Where the family is from, what language they speak, and where they live
Income, household information, and demographics
Whether the student will succeed or not at school and in learning how to read and write properly
What does the sociocultural dimension of literacy includes (remember this is the heart of the Prism Model)?
The adjustment and development processes that students go through as they learn to respond to the unique, idiosyncratic, ways of being and behaving both in and out of schools (Herrera, 2010)
Historical background of the family, literacy resources, and perceptions (Raphael et al., 2001)
Social and cultural factors that influence student learning
None of them
Why is the linguistic dimension (language) very important for students? (Select all that apply)
Because language is more than words and cognition; language contributes greatly to CLD students’ sense of identity.
Because language is a vehicle through which students communicate and express themselves
Because devaluing someone’s language (first or second) is to devalue their family and sense of self
Because language is the medium through which the students is socialized and their culture transmitted
Transfer theory (Cummins, 2000) suggests that CLD students’ acquisition of a first language (L1) and second language (L2) is developmentally intertwined. How do you call the hypothesis that proposes that first language development directly impacts second language development?
Interdependence Hypothesis (Cummins, 2000)
Transfer Hypothesis (Cummins, 1981)
Second Language reading ability (Collier & Thomas, 1992)
Transfer Theory (Cummins, 2010)
What is the main idea of transfer theory (Cummins, 2000)?
That academic proficiency transfers across languages, so if a student has literacy skills in their L1, they tend to make stronger progress when learning literacy in their L2
That students translate all they know in L1 into their L2.
That students will be able to translate word by word when they learn a new language.
That only if the student is good in L1 will the transfer of skills will occur, and if L1 skills are not proficient, students will not advance in L2
What type of literacy understandings do students frequently transfer from L1 to L2?
Knowledge of a concept, sounds found in their L1, concepts about print, habits and attitudes about reading and writing, self-esteem
Classroom and homework habits, their school supplies
Everything they know and learn before learning their L2
They transfer everything they can automatically. They don't even need to think about it. It's an automatic process.
According to Krashen & Terrell (1983), what are the five stages of second language acquisition?
Preproduction, early production, speech emergence, intermediate fluency, and advanced fluency
Silent period, beginner, lower intermediate, intermediate, advanced
False beginner, beginner, lower-intermediate, high-intermediate, advanced
Pre-production, speech emergence, lower intermediate, false advanced, advanced
Why is it important to include culturally familiar texts to reading activities?
Because it enhances CLD students’ literacy achievement since they can relate to the material presented and make schematic and cognitive connections to the text which promote a deeper understanding
Because they are fun for students; thus learning is easier as their affective filter goes down
Because we have to comply with State board regulations, but there is not really any gain than if we just chose any other popular book or books that have worked for years with the monolingual English speakers
Because if not, students will not learn in order to pass the standardize texts and comply with state board regulations
______________ focuses on the ability to manipulate the sounds to distinguish the larger units of speech, such as sentences, words, and syllables.
Phonological Awareness
Phonemic Awareness
Phonics
Phoneme Aquisition
______________ focuses on the ability to hear, identify, and manipulate the individual sounds within spoken words.
Phonological Awareness
Phonemic Awareness
Phonics
Phonemes
When does a person acquire the phonological system (the sounds) of their native language?
From the day they are born
From the womb
Around 3 months after birth
When they start speaking the first words
Which of these statements is true? When a CLD student acquires an L2 (second language, in this case, English),...
they only use sounds found in their L1, and never learn the sounds of L2
they build from their L1 phonological patterns, and do not start from scratch
they start from scratch, as the sounds of L1 are totally different from those in L2, so they need to learn them all
they pick up sounds effortlessly and eventually they learn the language
True or False: According to transfer theory (Cummins, 1979), there is linguistic interdependence between two languages. That is, sounds that are the same in L1 and in English, L2, may be more readily acquired, and a student transfers them from L1 to L2 without explicit instruction.
True
False
What is a phoneme?
An individual sound within a spoken word
Any noise
A letter
The letter that only has ONE sound correspondence
How are phonemes classified?
Consonants and vowels, point of articulation, and mode of articulation
Words and letters, writing systems, and sounds
Consonants and letters, vowels and modes of writing
Depending on the language
Why is it difficult for children to identify phonemes?
Because children consider words only as a whole, meaning-carrying units
Because young children do not know how to read and write
Because children do not know what phonemes are
Because their native language is very different from English
Why is it important to use phonemic awareness tasks when teaching literacy?
Because these tasks help students identify which sounds found in English are identical to sounds found in their L1 and can transfer, and which ones are different and have to be learned.
Because it is the way all children should learn. They all need to recognize all the sounds in English in order to learn how to write it.
It’s actually not important as long as you are teaching with other methods.
Because if they don't learn these sounds, they will not be able to transfer any of their language and cognitive skills from L1 to L2
An ESL teacher must learn all the languages of their CLD students in order to successfully implement phonemic awareness tasks.
True
False
It depends on which language the teacher has to learn
It depends on which language(s) the teacher knows
There are two views of reading, the word recognition view and the sociopsycholinguistic view. Why is it preferred to use the latter one?
Because within it, readers use both visual and sound knowledge as well as the knowledge of correspondences between letters and sounds as they sample texts and make and confirm predictions to construct meaning from texts.
Because within it lays a process of identifying words; reading is taught systematically, and one stage must be mastered before the student can move to the next stage.
This is a lie. None is preferred. Both are equal and suggested in the book. They even give examples of each.
What is phonics?
A technique that stresses the acquisition of letter-sound correspondences and their use in reading and spelling.
The study of the sound system and acquisition of letters in English.
The smallest unit of sound in a spoken language.
The techniques that teachers employ to teach phonological awareness tasks.
Phonics instruction is an effective approach to teaching the foundational skills necessary for literacy development.
True. But keep in mind that for CLD students who can read and write in their L1, the acquisition of English phonetics (specific sounds) supports the acquisition of phonics in English. So, the transfer of phonics is complex.
False. While some changes need to be made when working with CLD students, phonics instruction is still effective to teach literacy.
It is never a good approach to teaching CLD students.
What comes first, the letters or the words?
It depends on the reading view
The letters
The words
Both a the same time
What is the prerequisite to learn phonics?
Phonemic awareness
Phonological awareness
Linguistic sound system
Phonemes
How do you call the ability to transfer phonological knowledge to text?
Alphabetic principle
Phonological awareness
Phonetic awareness
Phonics
What is a cognate word?
A word that is spelled the same or very similar and has the same meaning in two languages.
A word that is spelled the same or very similar and does not have the same meaning in two languages.
Two words that are spelled different in two languages but have the exact same meaning.
What is one way in which you can help students transfer the alphabetic knowledge of their L1 into their L2?
All of the above
By teaching words that are meaningful to students
By teaching words that are embedded in authentic and rich literature
By demonstrating how sound matches to print in CLD students’ L1 (example Alphabet chart)
None of them
Which views of reading instruction does the phonics instruction use?
Both
Word recognition view
Sociopsycholinguistic view
Neither
What is graphophonics?
Knowledge that includes subconscious knowledge of phonology, orthography, and the relationship between phonology and orthography.
Knowledge of spelling and grammatical rules
It is the primary source of information used in decoding when reading.
All of them
Of the three different cueing systems (graphophonic cueing system, semantic cueing system, and syntactic cueing system), which is the one that reflects the grammar of the language?
syntactic cueing system
graphophonic cueing system
semantic cueing system
All of them
What is the major change teachers need to do to phonics instruction so that it works for CLD students?
Contextualize words, strategies, and activities so that they are meaningful to CLD students
Not much. Only bring in lots of pictures in books
More decodable books
Short books that are very popular to find
Vocabulary knowledge in reading is a great predictor of...
overall school success
reading tests only
high SAT scores
rapid acquisition of English
Which one of these statements is NOT a central topic of concern to educators in teaching vocabulary across levels.
Teaching phonics as soon as possible adding pictures for CLD students
knowing when to use L1 during vocabulary development
contextualizing the lesson and selecting appropriate vocabulary to teach CLD students
identifying the most appropriate strategies to support vocabulary development and assessment
What are the most common approaches to vocabulary instruction?
Reader-based instruction; interactive language learning; and direct instruction
Interactive language learning; top-down approach; direct approach
Bottom-up approach; top-down approach, interactive language approach
Biography-driven vocabulary development model; Interactive model
In the Reader-based Instruction approach, what is emphasized? Check all that apply:
Word parts (prefixes, roots, and suffixes)
Morphological analysis
Determine a word’s meaning by using semantic and syntactic context clues and parts of speech
Use of dictionary to decode new vocabulary
The Reader-based instruction approach is not helpful for CLD students
True: Students must think to deduct meaning from readings or they won't learn how to read
False: It is beneficial when explicit links are made between the word parts in English and their L1
In the interactive language learning approach, how do teachers view prior and background knowledge of students?
As equally important as the other knowledge sources that readers use when reading
As a guide for vocabulary learning
An optional to contextualize lessons
Important as other personal components for learning anything, but no more than teaching students to decode and learn the structures of words
In an interactive language learning approach, what are the components of a lesson?
Preteaching vocabulary, contextualization, and structural analysis
Asking students about their background, teaching structure of words, learn vocabulary words
Preteach vocabulary, structural analysis, connect vocabulary to students’ backgrounds
The components do not matter as long as we contextualize and use students’ backgrounds.
The Direct Instruction approach is based on the belief that the most straightforward way to increase students’ academic vocabulary is to provide them with academically enriching vocabulary experiences during classroom instruction. What is the best way to use this approach for CLD students?
Teachers should build from the known (prior knowledge) and link to the unknown (new vocabulary)
Have students memorize the words prior to coming to class
Teach students the meaning of a word and then practice it a lot
Teachers should introduce new words, five at a time, so students are not confused
Why is it important to pay attention to CLD students’ biographies when teaching vocabulary?
Because building on CLD students’ funds of knowledge or prior knowledge enables the learning of academic knowledge
Because it will give us an idea of how much we need to teach the student using the direct method
Because it is necessary so we can plan our lessons without having to worry about the time
Because the only words the student can learn are those that resemble their L1
Levels of vocabulary learning, textbooks, and other materials used in classrooms focus primarily on the learning of monolingual English speakers. Thus, when teaching tier 1, tier 2, and tier 3 words, what are the changes that teachers must make to adapt them from CLD students? Mark all that apply.
Teachers need to consider whether tier 1 words are generic enough for CLD students
Teachers need to consider whether or not CLD students know the concept of a tier 1 word in their L1
The teaching of tier 1 words can be challenging due to the many meanings a word can have, but can be aided by the use of cognates
Tier 2 words must be explicitly taught to CLD students. Not knowing these words will prevent CLD students from learning tier 3 words.
Teachers should not solely focus on teaching tier 3 words. Instead, teachers should also teach these words explicitly and make use of all possible cognates.
When teaching students to read, the concept of comprehension is best defined by which of the following?
Constructing meaning from the text
Being able to decode new vocabulary
Understanding what was read
Using context clues and resources to figure out the definition of words
Which of the following concepts describes the sociocultural, linguistic, academic, and cognitive knowledge brought to the reading process that can be used to understand what is being read? By relating this knowledge to the reading content, CLD students can enhance their reading comprehension.
Schematic connections
Relevant materials Metacognitive knowledge Comprehensible input
Metacognitive knowledge
Comprehensible input
The highest level of schematic connections for CLD students in which they are encouraged to apply higher-order thinking skills and cognitively complex connections is…
Text-to-world connections
Text-to-text connections
Text-to-self connections
Text-to-media connections
The specific strategies for teaching metacognitive, cognitive, and social/affective reading comprehension strategies help create more successful language learners, as demonstrated in their ability to: (Select all that apply)
Rely on background knowledge (inferences, predictions, elaborations)
Focus more on metacognitive strategies
Focus more on meaning than decoding
Use more efficient memorization techniques
Guided practice in effective reading through the modeling of think-alouds provides students with an opportunity to watch a teacher verbalize thoughts aloud while reading a selection orally. This is an example of which of the following strategies?
Metacognitive
Cognitive
Social/Affective
Linguistic
Having the names of objects in the students’ native languages and posting them next to the English names of the artifact is a strategy in which CLD students are able to manipulate the material being read. What kind of strategy is this?
Cognitive
Metacognitive
Social/Affective
Inferencing
The strategy that engages CLD students in interactions with other people to enhance comprehension via questioning for clarification or cooperative learning is which of the following?
Social/Affective
Cognitive
Metacognitive
Critical thinking
When constructing meaning from a text, to fully comprehend the text, CLD students must…
Relate prior knowledge to text content
Translate text to their first language in order to fully understand it
Work with other students to share and verify information related to the text
Learn any unfamiliar names and terms before proceeding
Factors that influence CLD students’ reading comprehension include which of the following? (Select all that apply.)
Sociocultural knowledge
Cognitive knowledge
Linguistic knowledge
Academic knowledge
Once comprehension is achieved, teachers can rest assured that the strategies used with one CLD student will work for other students.
True
False
It depends on the teacher
It depends on the students
A student’s ability to think about her or his thinking and assess their understanding of a text is known as…
Metacognition
Cognition
Comprehension
Schematic connection
Which of the following are emphasized in the fluency instruction of surface constructs? (Select all that apply.)
Accuracy
Automaticity
Prosody
Speed
The ability of the reader to accurately read the words within a text is known as…
Decoding
Phonological awareness
Fluency
Automaticity
Surface constructs of fluency focus more on comprehension than do deep constructs of fluency.
True
False
It depends on the reading
It depends on the learner
Repeated reading practice is more effective for CLD students when they are…
Paired with a more proficient or monolingual English speaker
Given an easier text to read
Assisted at home by adults
Provided with research materials to look up unfamiliar words
Prosody plays an important role in fluency development because…
It communicates the meaning of the written word
It helps other speakers understand a CLD student’s accent
It provides clues about the definition of the word
It helps with orthography
A student’s ability to read text quickly and accurately is not an accurate measure of fluency development because it does not account for which of the following?
Comprehension Cognitive strategies Prosody Tempo
Comprehension
Cognitive strategies
Prosody
Tempo
A valuable tool for supporting CLD students’ fluency development is having CLD students work with English-proficient peers that can support and guide them through different activities. These different student configurations are known as…
Interactive learning groups
Mentor - mentee pairs
After school language support programs
Literacy clubs
Which of the following are features of prosody? (Select all that apply.)
Intonation
Stress
Tempo
Rhythmic patterns of language
An activity like reader’s theatre where students are asked to adapt text and act it out orally, is beneficial for CLD students’ fluency development because…
It allows them to engage in purposeful and repeated practice with text
It exposes them to contemporary literature
It gives them a chance to be involved in theatre
It allows them to practice their writing skills since they decide what the lines should be
Deep constructs of fluency are developed when CLD students…
Use vocabulary as the springboard to automaticity and comprehension
Develop and improve their pronunciation
Can define words
Utilize their orthography skills
In addition to providing support from English proficient peers, interactive learning groups help lower students’ anxiety by providing CLD students with a smaller group of peers with whom to practice language.
True
False
It depends on the students
It depends on the instructions
In addition to the three basic genres of writing across grade levels, the Common Core State Standards also include language arts standards that require students to:
Write and utilize the conventions of standard English
Translate content from their first language to English
Express orally their stance on a chosen topic
Collaborate with other students to write a short expository piece
Once a student understands and speaks English, these skills automatically transfer to writing.
True
False
It depends on the teacher
It depends on the lesson
The three major approaches to literacy instruction for CLD students include which of the following? (Select all that apply.)
Direct Interactive Process based Discursive
Direct
Interactive
Process based
Discursive
Which approach emphasizes explicit teaching of specific reading/writing skills or strategies, such as having students correct misspellings and errors in punctuation and capitalization?
Direct
Interactive
Process based
Collaborative
A shared writing experience, such as the creation of class books and other group-generated writing projects, is an example of what approach to teaching writing in a second language?
Interactive
Direct
Process based
Group work
Instruction in writing that includes dialogue journals, literature logs, and writer’s workshop, is an example of which literacy instruction approach?
Process based
Direct
Interactive
Standardized
The concept that describes how a person expresses their thoughts on a subject, and which is taught in writing to organize thoughts and ideas, is:
Discourse pattern
Organized writing
Rule-governed writing
Linear pattern
The technique that addresses CCSS in explanatory and narrative genres, and which was developed to help native-English speaking children think of reading as “talk written down,” is known as the:
Language experience approach
Process based approach
Strength-based perspective
Combined interactive/direct approach
Cooperative team peer tutoring, which utilizes both interactive and direct teaching approaches, is suggested for teaching which of the following?
Spelling
Reading comprehension
Punctuation
Syntax
When a student uses conventions, phonetics, or words from their first language when writing in English, this is a sign that they are using rule-governed behaviors to approach writing.
True
False
Which of the following are true about differences between oral and written language development? (Select all that apply.)
Every culture develops oral language.
Not every child learns the written language of their community.
Every culture develops written language.
Written language is the primary vehicle for meeting people’s basic needs.
The model of assessment that is implemented to identify and provide explicit instruction for students who need assistance in reading, math, and other subjects is known as:
Response to Intervention
Assessment Support
Tutoring Fluency
Development Stages
Which of the following is not a characteristic of authentic assessment?
Measurements gained are relevant to the teacher but not always the student
Developed directly from classroom instruction or activity
Facilitates students’ participation in the evaluation process
The emphasis is often placed on real-world problems, tasks, and applications
Which of the following are dimensions of the CLD student biography? Select all that apply.
Sociocultural and linguistic
Academic and cognitive
Sociolinguistic
Phonemic and Phonological awareness
Phonics and Vocabulary development
Informal student interviews and peer collaborations that promote the identification and application of student’s background knowledge during reading instruction are related to which of the following dimensions of the CLD student biography?
Sociocultural
Cognitive
Academic
Linguistic
Which of the following are sources of information that teachers may have available when determining which supports need to be in place to maximize time and instruction? (Select all that apply.)
Standardized reading assessments
Previous school records
Student writing samples
Standardizes tests of English language proficiency
When teachers gather information so that they can work from what the students know to what they do not know, they are implementing:
Pre-instructional assessment
Formative assessment
Effective questioning
Cognitive pathways
The kind of assessment tools and strategies that educators use to determine what and how students are processing the information they are being taught, are called:
Formative
Sociocultural
CLD based
Cognitive
To move towards effective questioning during reading instruction, teachers should:
Minimize hands-up questioning
Have students ask each other questions once they complete their reading
Ask questions only at the end of instruction
Ask questions to students who are usually shy and participate less
In order for instruction and interventions to be appropriate, teachers must consider CLD students’ cultural backgrounds and experiences as well as their linguistic proficiency.
True
False
It depends on the subject.
It depends on the teacher.
Which tier of the RTI model provides intensive support in small-group settings as a supplement to the general education curriculum?
Tier 1
Tier 2
Tier 3
Special Education Referral and Placement
The core elements that are taught for CLD students’ acquisition of literacy skills include all of the following except:
Translation
Phonemic awareness
Vocabulary
Comprehension
Which is NOT a consideration for successful implementation of the CCSS with CLD students?
Native/home country
Native language proficiency
Prior schooling
Existing literacy strategies
Which of the following statements best describes assumptions underlying the new literacies?
They require essentially the same skills as reading and writing traditional print.
They require new skills, strategies, dispositions, and social practices.
They require different perceptual motor skills from traditional print literacy.
They require technology.
Which of the following is not a requirement for competent Internet reading?
Setting a purpose or asking a question
Reading for meaning to address a purpose or question
Writing down everything that is read to evaluate later
Critically evaluating content and sources on the Internet
Which of the following is most important when reading and learning online?
Focusing on summarizing all the data
Focusing on each hyperlink
Focusing on all the data collected
Focusing on a purpose or question
Which of the following is most important when reading and learning online?
Focusing on summarizing all the data
Focusing on each hyperlink
Focusing on all the data collected
Focusing on a purpose or question
Compared to traditional print, which of the following is not demanded by Internet reading?
Greater self-determination
Greater cognitive involvement
Greater critical thinking
Greater tolerance of errors
Which of the following Internet capabilities does not scaffold comprehension for English learners?
Pictures, photos, and graphs that convey lesson information
Spoken information on the topic in the student’s primary language
Hyperlinks to scientific articles written in academic English
Optional replay of information provided in oral English
The most important topic teachers must emphasize when teaching Internet use is?
Summarizing reading
Internet safety
Monitoring reading
Reading comprehension
WebQuests are?
Lessons that can be performed without the internet
Student developed lessons
Teacher developed inquiry oriented lessons
Student centered approaches
Technologies that permit interaction and collaboration on websites are?
Blogs and wikis
WebQuests
Dictionary search
Reporting sites
You might use an RSS (Really Simple Syndication) to?
Have students do WebQuests or other research projects
Summarize information students have learned on the Internet
Have students use blogs and wikis in your classroom
Keep track of new information on favorite websites
Which of the following is the best way to use wikis in your classroom?
For keeping in touch with parents or caregivers of students
For disseminating information about your class to students
For assisting students with working on collaborative projects
For evaluation of individual students’ use of the Internet
Which of the following is not a consideration when differentiating instruction for English learners?
Each student’s technology knowledge and experience
Each student’s ability to translate from English to L1
Each student’s prior knowledge of the lesson topic
Each student’s knowledge of oral and written English
Which of the following is most important when using social networking for classroom learning?
Safety, privacy, and etiquette rules must be taught, monitored, and enforced.
Procedures for uploading photos and video must be taught and monitored.
Editing rules to ensure proper grammar and spelling must be taught and enforced.
Pseudonyms for each student must be selected and used regularly.
Although many aspects of reading and writing development are similar for English learners and native English speakers, two important differences are:
A student’s English language proficiency
Ability to read and write in the primary language
Exposure to traditional and classic pieces of literature
Socioeconomic background
Two benefits of teaching children to read and write in their primary language before introducing second language literacy are:
It is easier to read and write a language you already know
English is a more complex language so it is beneficial to master a simple language first
Parents are usually opposed to having their children learn English before the primary language
Literacy skills transfer from the primary language to English
The perspective that adheres to the belief that children are not developmentally ready to read until they reach a mental age of 6.6 years is called:
The reading readiness perspective
The emergent literacy perspective
The developmental perspective
The phonemic awareness perspective
The perspective that proposes children begin to develop written language knowledge from the moment they are first exposed to reading and writing at home during their preschool years, possibly from the time of birth, is called:
The emergent literacy perspective
The reading readiness perspective
The funds of knowledge perspective
The early exposure perspective
Which of the following are differences between oral and written language development? (Select all that apply.)
Oral language is universally achieved
Literacy acquisition is not universally achieved
Oral language is learned with relatively little explicit instruction
Written language development requires explicit instruction
It is necessary for teachers to increase and highlight the functions of literacy in their classrooms because:
Students will be able to see how writing is done and why
Writing is best learned through modeling
Most students do not have prior literacy exposure
Writing is essential for students to at least be able to express what they need and want
When children take a word such as “cake,” and generate a litany of rhymes: take, lake, rake, they show that they understand the concept of a speech sound and demonstrate awareness of individual sounds that constitute spoken words. This is called:
Phonemic awareness
A grapheme
Interactional rhymes
The alphabetic principle
Although families vary in the ways children are involved in literacy at home, in most homes, including homes of families living below the poverty level, literacy serves numerous functions, .
True
False
It depends on the family.
It depends on the literacy options
Family literacy programs are beneficial because: (Select all that apply.)
Children who are read to at home tend to achieve better when they go to school
Active involvement of parents in children’s schooling has a positive impact on their school adjustment and performance
Parents have the opportunity to build relationships with their children and with the school
Children can achieve academic success only if their parents learn these traditional literacy practices
In the developmental stages in student spelling, spellers who use letter or letterlike forms that do not as yet represent speech sounds, are identified as what kind of spellers?
Prephonetic
Phonetic
Transitional
Conventional
Teaching strategies that are ____________ are essential for English learners because they provide many opportunities for students to access the meanings and functions of written language.
Holistic
Fun
Curriculum based
Conventional
Process writing breaks down writing tasks into parts or phases. Which of the following are a part of this process? (Select all that apply.) Prewriting Drafting Revising Editing
Prewriting
Drafting
Revising
Editing
In which phase of process writing, do students share with one another through bulletin boards, school book fairs, and other similar formats?
Publishing
Prewriting
Drafting
Editing
Which of the following IS NOT a reason the process approach to writing is valuable for English learners?
It allows them to write from their own experiences.
It enhances personal relationships.
It provides cooperative assistance among students.
It allows students to work with writing experts and authors.
Although cooperative groups are useful during any phase of process writing, group work is particularly crucial during which two phases?
Revision and editing
Editing and publication
Brainstorming and prewriting
Drafting and revision
As members of peer response groups, students need which of the following to respond effectively and sensitively?
Explicit instruction of the responding process
A member of an older grade to assist with the responding process
Groupings according to level of English proficiency and writing topic
Instructions on the responding process that they can take home to look over with an adult
Teaching a mini-lesson on an element of grammar and then posting this element on a chalkboard for students to focus on, or providing a checklist that students can use to help remember elements of grammar, punctuation, or spelling, are strategies for which phase of the writing process?
Editing
Drafting
Prewriting
Publishing
With beginning writers, a main concern is helping them generate ideas and develop fluency. On the other hand, intermediate writers need assistance with:
Developing a variety of sentence structures and organizational patterns
Mastering the skills needed to lead peer editing and response groups for lower grades
Basics in grammar, spelling, and punctuation
Brainstorming and drafting
To supplement day-to-day observational assessments of students, it is recommended that teachers use portfolios and holistic scoring in order to involve students in evaluation of their own writing.
True
False
It depends on the students.
It depends on the teacher.
The ability to engage in a complex activity without having to concentrate on each part of it is known as:
Automaticity
Immediacy
Literacy
Fluency
One way to assist beginning and intermediate writers is to provide them with temporary frameworks that allow them to concentrate on a single part of the writing process at a time. These are called:
Literacy scaffolds
Fill-as-you-go templates
Writing patterns
CCSS writing framework
Which of the following IS NOT a characteristic of beginning writers?
They produce a good deal of writing, so they already have a good logical organization.
They may use invented spelling that might include elements from the spelling system of their first language.
They may not have a good sense of sentence boundaries.
They may not understand the conventional word order required in English.
The words English learners need to develop a vocabulary that will help them most in conversation and for social purposes are:
High frequency words
Academic content words
Function words
Cognitive academic language
If an English learner is able to use a word correctly in writing, this is an indication that the word is a part of their:
Productive written vocabulary
Receptive oral vocabulary
Receptive written vocabulary
Productive oral vocabulary
High frequency content words that have relatively concrete meanings, such as see, ask, and blue, are best learned through:
Explicit instruction because they pack so much meaning
Natural language use because they are most used in conversation
Independent reading so that students can uncover word meanings on their own
Family literacy programs so that parents can teach the tougher ones
Which of the following are guidelines for teaching students new words? (Select all that apply.)
Relating the “new” to the “known”
Offering repetitions of the new words in meaningful contexts
Providing explicit instruction
Providing opportunities for deeper processing of word meaning
An example of “incidental learning” of words is seen in:
Communicative contexts that allow for naturally flowing language
Explicit instruction on words and word parts
Word analysis on using prefixes, suffixes, and roots
Instruction on vocabulary strategies
To differentiate vocabulary assessment and instruction, a teacher needs to consider which of the following? (Select all that apply.)
Age and grade
Educational experiences
English language proficiency (oral and written)
Extra curricular activities and after-school programs
One reason it is helpful to learn about a student’s home language, even if you are not teaching bilingually, is because:
Aspects of first language knowledge transfer to the second language
Students do not like teachers who do not speak their home language
A student’s home language is the only way to communicate with them
Most schools will not have any ESL specialists or instructors
The approach to language teaching that pairs actions with words to convey meaning is known as:
Total Physical Response (TPR)
Word Wizard
Action Words
Read-Alouds
Unlike beginning-level vocabulary learners, intermediate-level learners do not need focused teaching time on the high-frequency words and specific content-area words used to comprehend texts.
True
False
It depends on the lesson.
It depends on the learner.
The strategy that teaches students how to generate plausible word meanings from context when they are reading on their own is called:
Contextual redefinition
Vocabulary self-collection strategy
Word wizard
Word regeneration
Which of the following are ways to assess second language learners’ vocabulary progress? (Select all that apply.)
By observing and jotting notes as students work in small groups while reading
By collecting personal dictionaries periodically to analyze entries and noting strengths and needs
By engaging students in a discussion of word meanings
By asking students to take a list of objects and classify them by common attributes
