ESL 154 EVALUATION SET ANSWERS AND
QUESTIONS SET A+
✔✔What are the "Three Literacy Gaps" that hinder student learning for ELLs? - ✔✔1)
Gap between the student and the text, including readability issues, background
knowledge, experience, interest, motivation, language transfer, and tolerance for
challenge
2) Gap between the student and his peers, including cultural dynamics, family
background, expectations, language, book access, learning rates, and literacy levels
3) Gap between the teacher and the student, including perceptions and expectations,
cultural and socioeconomic status, and language variables
✔✔Threshold level - ✔✔Achieved when students develop a strong literacy foundation in
their native language
✔✔The proficiency levels of beginning, intermediate, advanced, and advanced high are
inclusive of what 4 aspects of language? - ✔✔Listening, speaking, reading, and writing
✔✔Reading Fluency - ✔✔The ability to read accurately, quickly, with good prosody
(expression), and effective comprehension.
✔✔Reading rate - ✔✔Speed and fluidity with which a reader can read
✔✔Research has shown that culturally diverse families are ______ involved in
educational planning at the school level. - ✔✔Passively
✔✔Limited English Proficient (LEP) - ✔✔A student who possesses limited mastery of
the English language affecting instruction and learning.
✔✔LPAC - ✔✔Language Proficiency Assessment Committee
Made up of one or more professional personnel and a parent of a LEP student
participating in the program.
Recommends appropriate placement of students assessed as LEP.
,Assist with decisions regarding the selection of assessments and appropriate
accommodations for LEP
Must meet and review test results, determine LEP status, recommends appropriate
educational program, notifies the parent about classification and obtains permission in
writing, monitors academic & linguistic progress of LEP students.
1. Determine placement of LEP
2. Identify/confirm LEP and NON LEP students
3. Exit Students
4. Determine accommodationsS for testing
✔✔ARD - ✔✔Admission, Review, and Dismissal meeting.
Purpose: admit students into special education programs, review their progress, and
dismiss from special education once the individual student's goals have been
accomplished.
One of the primary goals of the meeting is to develop and/or monitor the Individual
Education Plan (IEP).
✔✔Interpreting the results of the speech and language assessments used to identify
speech impairments would be the role of whom? - ✔✔Evaluation Personnel
✔✔Supervising the provision of specially designed instruction delivered to an eligible
child is the role of whom? - ✔✔School administrator
✔✔The Home Language Survey is conducted in what language(s), for whom, and what
are the 2 questions it poses? - ✔✔Languages: English and Spanish and/or translated
into home language whenever possible;
Who: Each new student in the district; shall be administered
Questions:
1. what language is spoken in your home most of the time?
2. what language does your child speak most of the time?
✔✔During the LPAC screening process the school's bilingual/ESL program does not
need permission for testing language proficiency fo the student. Only at the _______
stage of the screening is the LPAC required to notify the parent about classification
obtain written permission (English and native language) for program entry -
✔✔Placement
✔✔What are LPAC responsibilities where the Bilingual/ESL teacher is a member: -
✔✔1) Identification (home language survey)
2) Assessment and documentation review (to determine if student is LEP)
3) Placement (once it is recommended then parental permission must be obtained)
4) Methods of instruction/instructional levels (these decisions impact instruction
students receive)
5) Coordination (and communication among all teachers to support students placed in
their programs)
, 6) Parental notification/Consent
7) Annual review (linguistic and academic progress)
✔✔Total Physical Response (TPR) + Why is TPR effective? - ✔✔1. Teacher gives a
command
2. Demonstrates the command
3. Students respond physically to command
Students focus on comprehension not production
Students learn more when they are relaxed
TPR helps reduce affective filter because it is less threatening than traditional language
activities.
✔✔Sheltered Instruction - ✔✔Focus on grade-level curricula
Uses English as medium of instruction
Employs many techniques like contextual clues, scaffolding, cooperative learning,
advance organizers
Transition/bridge classes
Cover the same content areas as English only classes but they do so in a manner that
adapts the language to meet the needs of the language minority students' English
proficiency levels
✔✔Communicative Language Teaching (CLT) - ✔✔Learner-centered and emphasizes
the use of language for communication in real-life situations.
POV that 2nd language is better developed thru interactions that are significant to
learner's lives.
Focus on content of message than structure of language;
Talk to learn rather than learn to talk
✔✔Audio-Lingual Method - ✔✔Practicing drills and memorizing dialogues; "drill and
die"; error correction; emphasizes practicing language patterns and perfect
pronunciation
✔✔ELLs learn English primarily by listening to language in use around them, while
using ____ to figure out what the spoken words mean. - ✔✔Context
✔✔It is not uncommon for ELL students to have higher levels of ______ language skills
compared with ___ language skills. - ✔✔Receptive/Expressive
✔✔What are some strategies for reading comprehension instruction? - ✔✔Setting a
purpose for reading
Summarization skills
Identifying main idea
Understanding word meaning
Questioning techniques
Predicting
QUESTIONS SET A+
✔✔What are the "Three Literacy Gaps" that hinder student learning for ELLs? - ✔✔1)
Gap between the student and the text, including readability issues, background
knowledge, experience, interest, motivation, language transfer, and tolerance for
challenge
2) Gap between the student and his peers, including cultural dynamics, family
background, expectations, language, book access, learning rates, and literacy levels
3) Gap between the teacher and the student, including perceptions and expectations,
cultural and socioeconomic status, and language variables
✔✔Threshold level - ✔✔Achieved when students develop a strong literacy foundation in
their native language
✔✔The proficiency levels of beginning, intermediate, advanced, and advanced high are
inclusive of what 4 aspects of language? - ✔✔Listening, speaking, reading, and writing
✔✔Reading Fluency - ✔✔The ability to read accurately, quickly, with good prosody
(expression), and effective comprehension.
✔✔Reading rate - ✔✔Speed and fluidity with which a reader can read
✔✔Research has shown that culturally diverse families are ______ involved in
educational planning at the school level. - ✔✔Passively
✔✔Limited English Proficient (LEP) - ✔✔A student who possesses limited mastery of
the English language affecting instruction and learning.
✔✔LPAC - ✔✔Language Proficiency Assessment Committee
Made up of one or more professional personnel and a parent of a LEP student
participating in the program.
Recommends appropriate placement of students assessed as LEP.
,Assist with decisions regarding the selection of assessments and appropriate
accommodations for LEP
Must meet and review test results, determine LEP status, recommends appropriate
educational program, notifies the parent about classification and obtains permission in
writing, monitors academic & linguistic progress of LEP students.
1. Determine placement of LEP
2. Identify/confirm LEP and NON LEP students
3. Exit Students
4. Determine accommodationsS for testing
✔✔ARD - ✔✔Admission, Review, and Dismissal meeting.
Purpose: admit students into special education programs, review their progress, and
dismiss from special education once the individual student's goals have been
accomplished.
One of the primary goals of the meeting is to develop and/or monitor the Individual
Education Plan (IEP).
✔✔Interpreting the results of the speech and language assessments used to identify
speech impairments would be the role of whom? - ✔✔Evaluation Personnel
✔✔Supervising the provision of specially designed instruction delivered to an eligible
child is the role of whom? - ✔✔School administrator
✔✔The Home Language Survey is conducted in what language(s), for whom, and what
are the 2 questions it poses? - ✔✔Languages: English and Spanish and/or translated
into home language whenever possible;
Who: Each new student in the district; shall be administered
Questions:
1. what language is spoken in your home most of the time?
2. what language does your child speak most of the time?
✔✔During the LPAC screening process the school's bilingual/ESL program does not
need permission for testing language proficiency fo the student. Only at the _______
stage of the screening is the LPAC required to notify the parent about classification
obtain written permission (English and native language) for program entry -
✔✔Placement
✔✔What are LPAC responsibilities where the Bilingual/ESL teacher is a member: -
✔✔1) Identification (home language survey)
2) Assessment and documentation review (to determine if student is LEP)
3) Placement (once it is recommended then parental permission must be obtained)
4) Methods of instruction/instructional levels (these decisions impact instruction
students receive)
5) Coordination (and communication among all teachers to support students placed in
their programs)
, 6) Parental notification/Consent
7) Annual review (linguistic and academic progress)
✔✔Total Physical Response (TPR) + Why is TPR effective? - ✔✔1. Teacher gives a
command
2. Demonstrates the command
3. Students respond physically to command
Students focus on comprehension not production
Students learn more when they are relaxed
TPR helps reduce affective filter because it is less threatening than traditional language
activities.
✔✔Sheltered Instruction - ✔✔Focus on grade-level curricula
Uses English as medium of instruction
Employs many techniques like contextual clues, scaffolding, cooperative learning,
advance organizers
Transition/bridge classes
Cover the same content areas as English only classes but they do so in a manner that
adapts the language to meet the needs of the language minority students' English
proficiency levels
✔✔Communicative Language Teaching (CLT) - ✔✔Learner-centered and emphasizes
the use of language for communication in real-life situations.
POV that 2nd language is better developed thru interactions that are significant to
learner's lives.
Focus on content of message than structure of language;
Talk to learn rather than learn to talk
✔✔Audio-Lingual Method - ✔✔Practicing drills and memorizing dialogues; "drill and
die"; error correction; emphasizes practicing language patterns and perfect
pronunciation
✔✔ELLs learn English primarily by listening to language in use around them, while
using ____ to figure out what the spoken words mean. - ✔✔Context
✔✔It is not uncommon for ELL students to have higher levels of ______ language skills
compared with ___ language skills. - ✔✔Receptive/Expressive
✔✔What are some strategies for reading comprehension instruction? - ✔✔Setting a
purpose for reading
Summarization skills
Identifying main idea
Understanding word meaning
Questioning techniques
Predicting
