WorksheetsESL #154 (DIII-Comp.8,9,&10)
Total questions: 26
Worksheet time: 14mins
Which TWO of the following are federal requirements for the education of ELLs?
ELLS must have access to the core curriculum
ELLs must be given the opportunity to learn in their native language
ELLs must exit an ESL program in no less than three years
ELLs must be given opportunities for English-language development
A school district is establishing an ESL program for the first time and must do so in compliance with established criteria. The district first puts into place a mechanism that will determine the program's effectiveness in achieving its instructional goals for ELLS. The evaluation ensures that the program will primarily fulfill requirements established by
Brown v. Board of Education of Topeka
Castaneda v. Pickard
the No Child Left Behind Act of 2001
Plyler v. Doe
Which of the following is a primary characteristic of teaching ELLs using the sheltered English Instruction model?
Students are provided with content adapted to their level of proficiency to facilitate comprehension
Students receive instruction exclusively in English and do not have distractions of a mainstream classroom environment
Students are taught in both English and their native language so that they eventually become fluent in both
Students who recently arrive in the United States are given specific interventions to help their transition
A high school ESL teacher is creating a teacher training session focusing on the linguistic diversity of the school. Which of the following paradigms will most benefit the school’s ELLs?
Using the ELLs’ native languages and cultures as a basis for building new knowledge
Encouraging all students to use only English while at school
Keeping ELLs in the ESL program as long as possible
Asking administrators to allow teachers to lead the ESL program
At the beginning of the year, an ESL teacher has each student create an “All About Me” book. Students with a higher level of English-language proficiency write and illustrate the book independently. Those students with a lower level of English-language proficiency are allowed to create the book in their native languages. Which of the following statements best explains the primary benefit of the activity?
The ESL students will gain a greater mastery of the usage of written English.
The teacher will gain an understanding of the cultural background of the students.
The ESL students will gain a greater appreciation of American culture.
The teacher will gain a better idea of the students’ organizational skills.
An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher’s actions best demonstrate an understanding of the importance of which of the following?
Encouraging reading fluency
Lowering the affective filter
Focusing on proper pronunciation
Improving cognitive development
An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher’s actions are primarily examples of which of the following?
Culturally responsive instruction
Cultural relativism
Ethnocentrism
Multilingual education
A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for ELLs?
Identifying with members of the community who speak their language
Understanding the advantages of being multilingual
Choosing best career paths that align with their goals
Learning which companies emphasize multilingual careers
An elementary school with a high number of ELLs wants to increase the participation of ELL families in the school’s Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO?
Asking the teachers to send home flyers detailing the activities led by the PTO
Having the principal call each of the ELL families to ask them to become members of the PTO
Providing translators at the PTO meetings while covering meaningful topics for ELL families
Offering English classes for the parents of ELLs so that they can fully participate in PTO meetings
A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families?
Demonstrating to parents how to continue to build on foundational skills
Having bilingual support personnel in attendance during the meeting
Encouraging parents to interact with their children in their first language
Providing American snacks and drinks during the meeting
Holding the meeting during the school day
Volunteers from local churches and businesses are interested in assisting students in a school’s ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill?
Team teaching with a general education or ESL teacher
Facilitating guided reading groups and literature circles
Mentoring students with the guidance of the classroom teacher
Assisting with the tutoring of struggling readers and writers
Administering TELPAS and other assessments to gather data
A new principal is rearranging classroom assignments due to space, he wants to put all of the bilingual classrooms into the portables to free up classrooms. The assistant superintendent advises against the change due to the outcome of which court case?
Plessy v. Ferguson
Meyer v. Nebraska
Brown v. Board of Education
Castañeda v. Pickard
The Bilingual/ ESL director provides a yearly update to the district's school board on the progress of the English learners in the language programs. The yearly update follows the decision of which court case?
Lau v. Nichols
Meyer v. Nebraska
Brown v. Board of Education
Castañeda v. Pickard
A school board discusses a local decision to charge students to attend classes if they can't provide their social security cards upon enrollment. This decision would violate the ruling from which court case?
Plyler v. Doe
Castañeda v. Pickard
Lau vs. Nichols
Brown v. Board of Education
Pluto ISD has recently had an influx of French-speaking English learners. In the cafeteria, Ms. Jones tells all of the ELs that they can only have conversations in English because she wants them to practice using more English. The beginner students don't speak English and are told they can't go to recess because they didn't follow the rules during lunch. This violates the____.
Bilingual Education Act
Civil Rights Act
No Child Left Behind Act
Elementary and Secondary Education Act
There are two language programs that are required by the state of Texas. Select the two required programs.
Bilingual programs
Two-way dual language
ESL programs
Early-exit transitional bilingual
Castañeda v. Pickard court ruling was important because it established a three-part assessment for determining how programs would meet the needs of ELs. Which ONE of the below answers does NOT originate from an established criteria of the court case.
A board presentation is made yearly, by Nov. 1st to provide information regarding the EL programs.
Funding in the campus budget is set aside to buy resources to support the EL programs on campus.
EL families must have access to translations when needed.
Teachers are required to be ESL certified and trained on supporting ELs in the classroom.
In the sink or swim policies of the 1920's through the 1960's many ELs were forced to abandon their L1 and speak only English or be left behind in the education system. "Sink or swim" is an example of ___.
assimilation
sheltered instruction
acculturation
phonemic awareness
A school with a high number of ELLs wants to increase the participation of ELL families in the school’s Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO?
Asking the teachers to send home flyers detailing the activities led by the PTO
Having the principal call each of the ELL families to ask them to become members of the PTO
Providing translators at the PTO meetings while covering meaningful topics for ELL families
Offering English classes for the parents of ELLs so that they can fully participate in PTO meetings
A school district has eight elementary schools; all schools have large ESL student populations, and the ESL students come from more than twenty different nations, all speaking different languages. For this district, which ESL program model would be most suitable?
The early-exit bilingual program model
The late-exit bilingual program model
The model of pull-out classes for ESLs
The sheltered English program model
Which legal action set forth the criterion that school districts must prevent ESL students from experiencing discrimination for not speaking English or having limited English proficiency?
The U.S. 5th Circuit Court's ruling in Castaneda v. Pickard (1981)
The Supreme Court decision in the Lau v. Nichols (1974) case
The U.S. federal government's Title III, Part A (2001) program
The Supreme Court decision in the Plyler v. Doe (1982) case
Under Title III of the NCLB Act, what must schools notify parents about regarding ESL students?
Their child's English proficiency level but not how this level was assessed
Reasons for identifying their child and need for placing in an ESL program
Instructional methods used in the ESL program but not educational needs
How they assessed English proficiency but not the child's academic status
Which law requires all U.S. state educational agencies "to take appropriate action to overcome language barriers that impede equal participation by students in an instructional program"?
The ruling in the Lauw v. Nichols (1974) case
The decision in Castaneda v. Pickard (1981)
The Equal Education Opportunity Act (1974)
The decision in the Plyler v. Doe (1982) case
U.S. Federal law provides regarding Annual Measurable Achievement Objectives (AMAOs), that:
The number of percentage of ESL students learning English better increases for every school year
The same number/percentage of ESL students is English proficient by the end of the school year
ESL students are not included in the requirements for Adequate Yearly Progress (AYP) by a school
State educational agencies require an improvement plan of a school not meeting AYP for any year
?
The model of pull-out programs for ESLs
The model of two-way language immersion
The model of content-based ESL programs
The model of sheltered English instruction
Which of the following is historically accurate regarding the education of ESL students in American schools before the World War II?
Students were prohibited by law from registering in American schools if not speaking english
Only the biggest school systems in urban areas provided any ESL programs to these students
ESL students attended regular public schools, but they had no ESL programs to support them
Parochial schools with bilingual education educated the majority of ESL students who had LEP.
