ESL Final Exam Questions With Complete
Solutions
Content |objectives |- |CORRECT |ANSWER✔✔-Lesson |plan |objectives |that |specify |what |students |
should |know |and |be |able |to |do |by |the |end |of |a |lesson |related |to |the |targeted |academic |
content.
Differentiated |instruction |- |CORRECT |ANSWER✔✔-Instruction |that |is |tailored |to |the |unique |
language |and |academic |needs |of |each |student.
Language |objectives |- |CORRECT |ANSWER✔✔-Lesson |plan |objectives |that |specify |what |
students |should |know |and |be |able |to |do |by |the |end |of |the |lesson |related |to |language |learning
|and |the |use |of |language |needed |to |complete |the |accompanying |content |objectives.
Next |Generation |Science |Standards |(NGSS) |- |CORRECT |ANSWER✔✔-"Next |generation" |science |
standards |developed |by |national |science |and |science |education |associations |in |cooperation |
with |more |than |half |of |the |states.
Thematic |teaching |- |CORRECT |ANSWER✔✔-Teaching |a |series |of |content-area |lessons |across |
different |content |areas, |focusing |on |a |unifying |topic |or |theme.
Action |research |- |CORRECT |ANSWER✔✔-A |form |of |teacher |self-evaluation |and |critical |
reflection |that |involves |their |collecting |and |analyzing |data |from |their |own |classrooms |and |
using |the |result |to |improve |teaching |and |learning.
Advocacy |- |CORRECT |ANSWER✔✔-Going |beyond |daily |teaching |responsibilities |to |support |
causes |and |work |for |changes |to |ensure |the |equitable |treatment |of |ELLs |within |the |school, |
district, |state, |and |country |to |ensure |that |their |unique |linguistic, |academic, |and |cultural |needs |
are |being |fully |addressed.
, Cognates |- |CORRECT |ANSWER✔✔-Words |that |are |similar |in |two |languages |because |they |come
|from |the |same |root |(e.g., |education |in |English |and |educacion |in |Spanish).
Concurrent |translation |- |CORRECT |ANSWER✔✔-Providing |line-by-line |translation |of |teacher |
instruction |or |texts |into |the |students' |home |language. |Considered |a |poor |use |of |the |home |
language |because |it |removes |the |need |for |students |to |attend |to |the |second |language |and |thus
|interferes |with |second |language |acquisition.
Preview-review |- |CORRECT |ANSWER✔✔-A |form |of |primary |language |support |in |which |a |lesson
|or |a |read-aloud |conducted |in |English |is |previewed, |and |then |reviewed, |in |the |home |language |
of |the |ELLs.
Primary |language |strategies |- |CORRECT |ANSWER✔✔-Using |a |student's |home |language |during |
English |as |a |second |language |(ESL) |or |sheltered |English |content-area |instruction |to |make |the |
English |instruction |more |comprehensible.
Translanguaging |strategies |- |CORRECT |ANSWER✔✔-Strategies |that |allow |students |to |draw |on |
the |languages |and |dialects |that |make |up |their |linguistic |repertoire. |Students |and |teachers |can |
leverage |these |linguistic |resources |to |support |student |comprehension |of |complex |content |and |
texts, |and |to |engage |in |academic |tasks.
What |are |three |benefits |of |thematic |teaching? |- |CORRECT |ANSWER✔✔-It |allows |easy |
crossover |between |context |areas |(science |lessons |on |weather |could |incorporate |math, |art, |
etc.).
Saves |time.
Provides |and |builds |on |students' |background |knowledge |and |thus |facilitates |comprehensible |
input.
What |can |teachers |do |if |reading |levels |of |texts |are |inaccessible |for |ELLs? |- |CORRECT |
ANSWER✔✔-Teachers |can |find |other |books |dealing |with |the |same |concepts |at |more |
Solutions
Content |objectives |- |CORRECT |ANSWER✔✔-Lesson |plan |objectives |that |specify |what |students |
should |know |and |be |able |to |do |by |the |end |of |a |lesson |related |to |the |targeted |academic |
content.
Differentiated |instruction |- |CORRECT |ANSWER✔✔-Instruction |that |is |tailored |to |the |unique |
language |and |academic |needs |of |each |student.
Language |objectives |- |CORRECT |ANSWER✔✔-Lesson |plan |objectives |that |specify |what |
students |should |know |and |be |able |to |do |by |the |end |of |the |lesson |related |to |language |learning
|and |the |use |of |language |needed |to |complete |the |accompanying |content |objectives.
Next |Generation |Science |Standards |(NGSS) |- |CORRECT |ANSWER✔✔-"Next |generation" |science |
standards |developed |by |national |science |and |science |education |associations |in |cooperation |
with |more |than |half |of |the |states.
Thematic |teaching |- |CORRECT |ANSWER✔✔-Teaching |a |series |of |content-area |lessons |across |
different |content |areas, |focusing |on |a |unifying |topic |or |theme.
Action |research |- |CORRECT |ANSWER✔✔-A |form |of |teacher |self-evaluation |and |critical |
reflection |that |involves |their |collecting |and |analyzing |data |from |their |own |classrooms |and |
using |the |result |to |improve |teaching |and |learning.
Advocacy |- |CORRECT |ANSWER✔✔-Going |beyond |daily |teaching |responsibilities |to |support |
causes |and |work |for |changes |to |ensure |the |equitable |treatment |of |ELLs |within |the |school, |
district, |state, |and |country |to |ensure |that |their |unique |linguistic, |academic, |and |cultural |needs |
are |being |fully |addressed.
, Cognates |- |CORRECT |ANSWER✔✔-Words |that |are |similar |in |two |languages |because |they |come
|from |the |same |root |(e.g., |education |in |English |and |educacion |in |Spanish).
Concurrent |translation |- |CORRECT |ANSWER✔✔-Providing |line-by-line |translation |of |teacher |
instruction |or |texts |into |the |students' |home |language. |Considered |a |poor |use |of |the |home |
language |because |it |removes |the |need |for |students |to |attend |to |the |second |language |and |thus
|interferes |with |second |language |acquisition.
Preview-review |- |CORRECT |ANSWER✔✔-A |form |of |primary |language |support |in |which |a |lesson
|or |a |read-aloud |conducted |in |English |is |previewed, |and |then |reviewed, |in |the |home |language |
of |the |ELLs.
Primary |language |strategies |- |CORRECT |ANSWER✔✔-Using |a |student's |home |language |during |
English |as |a |second |language |(ESL) |or |sheltered |English |content-area |instruction |to |make |the |
English |instruction |more |comprehensible.
Translanguaging |strategies |- |CORRECT |ANSWER✔✔-Strategies |that |allow |students |to |draw |on |
the |languages |and |dialects |that |make |up |their |linguistic |repertoire. |Students |and |teachers |can |
leverage |these |linguistic |resources |to |support |student |comprehension |of |complex |content |and |
texts, |and |to |engage |in |academic |tasks.
What |are |three |benefits |of |thematic |teaching? |- |CORRECT |ANSWER✔✔-It |allows |easy |
crossover |between |context |areas |(science |lessons |on |weather |could |incorporate |math, |art, |
etc.).
Saves |time.
Provides |and |builds |on |students' |background |knowledge |and |thus |facilitates |comprehensible |
input.
What |can |teachers |do |if |reading |levels |of |texts |are |inaccessible |for |ELLs? |- |CORRECT |
ANSWER✔✔-Teachers |can |find |other |books |dealing |with |the |same |concepts |at |more |
