EAS Exam Study Guide With Complete
Solutions (A+) Latest Update
Tips for ELL - ANSWER -Scaffolding
-Homogenous vs Heterogenous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding- ANSWER -Such as graphic organizers, visual aids, peer assistance or
native language support, and gradually taking these away as abilities improve.
Heterogeneous Classrooms - ANSWER ELLs need to be given ample opportunities to
have extended interaction-such as doing 'jigsaw'-type activities-with peers of various
English proficiency levels, that can provide ELLs with a range of models for how to use
English words or structures appropriately as well as abundant, personalized feedback
on ELLs' own developing use of English. It is best for ELLs if, within their classrooms,
teachers sometimes group students heterogeneously according to English proficiency,
and sometimes homogeneously, depending upon the purpose of the task at hand.
Background Knowledge - ANSWER about a topic to be discussed in class, or activate
their existing knowledge of a topic. Besides raising student interest, this allows students
to focus more fully on the instructional goals, rather than being overwhelmed with too
much new information at once. It also allows ELLs to bridge new knowledge to old
knowledge, increasing understanding, and it helps some ELLs fill in contextual
information-such as American political history or cultural details-that they may not have
due to coming from different cultural backgrounds.
Extended Discussion - ANSWER • Whereas teachers have traditionally attempted to
pre-teach challenging vocabulary to ELLs prior to their reading of text, ELLs in fact
learn new vocabulary most effectively through extended discussion with peers after
reading or between multiple readings of texts.
, Use of Cultural - ANSWER Schools and teachers can do much to support ELLs by
learning about ELLs' home cultures and languages, by treating cultural and linguistic
differences as assets rather than barriers, and by reaching out to students' homes and
communities to build learning opportunities collaboratively.
When students receiving special education for eligible disabilities reach the age of
majority or 18 years, their parents' educational rights transfer to them the same as for
students without disabilities. The 3 exceptions are: - ANSWER o One exception is when a
court assigns a legal guardian, who holds the student's educational rights.
o Other exception is when an educational representative is assigned by the school
district because a student is certified unable to make education decisions.
o A qualified adult or student can always challenge a certification.
Included among the rights to which special education students are entitled at the age of
18 years are the rights to receive needed accommodations, not only in classrooms but
also - ANSWER o during IEP meetings they attend o to understand how their school
district measures their progress toward measurable goals AND receive periodic
progress reports of these measurements
o obtain all appropriate special education-related services, including - but not limited to
- transportation, physical therapy, occupational therapy, speech-language therapy, etc.,
as well as counseling
o request reevaluation and for the reevaluation to be completed within 35 school days of
their giving their written consent.
At age 18, special education students _____ the legal right to membership on their IEP
teams and participation in their IEP meetings. - ANSWER have
If their rights have not yet transferred from their parents, students _____ participate in
their IEP meetings whenever appropriate. - ANSWER may
Their rights include - ANSWER o to have an IEP meeting within 30 calendar days after
eligibility determination, not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree with the
school to excuse that member
Solutions (A+) Latest Update
Tips for ELL - ANSWER -Scaffolding
-Homogenous vs Heterogenous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding- ANSWER -Such as graphic organizers, visual aids, peer assistance or
native language support, and gradually taking these away as abilities improve.
Heterogeneous Classrooms - ANSWER ELLs need to be given ample opportunities to
have extended interaction-such as doing 'jigsaw'-type activities-with peers of various
English proficiency levels, that can provide ELLs with a range of models for how to use
English words or structures appropriately as well as abundant, personalized feedback
on ELLs' own developing use of English. It is best for ELLs if, within their classrooms,
teachers sometimes group students heterogeneously according to English proficiency,
and sometimes homogeneously, depending upon the purpose of the task at hand.
Background Knowledge - ANSWER about a topic to be discussed in class, or activate
their existing knowledge of a topic. Besides raising student interest, this allows students
to focus more fully on the instructional goals, rather than being overwhelmed with too
much new information at once. It also allows ELLs to bridge new knowledge to old
knowledge, increasing understanding, and it helps some ELLs fill in contextual
information-such as American political history or cultural details-that they may not have
due to coming from different cultural backgrounds.
Extended Discussion - ANSWER • Whereas teachers have traditionally attempted to
pre-teach challenging vocabulary to ELLs prior to their reading of text, ELLs in fact
learn new vocabulary most effectively through extended discussion with peers after
reading or between multiple readings of texts.
, Use of Cultural - ANSWER Schools and teachers can do much to support ELLs by
learning about ELLs' home cultures and languages, by treating cultural and linguistic
differences as assets rather than barriers, and by reaching out to students' homes and
communities to build learning opportunities collaboratively.
When students receiving special education for eligible disabilities reach the age of
majority or 18 years, their parents' educational rights transfer to them the same as for
students without disabilities. The 3 exceptions are: - ANSWER o One exception is when a
court assigns a legal guardian, who holds the student's educational rights.
o Other exception is when an educational representative is assigned by the school
district because a student is certified unable to make education decisions.
o A qualified adult or student can always challenge a certification.
Included among the rights to which special education students are entitled at the age of
18 years are the rights to receive needed accommodations, not only in classrooms but
also - ANSWER o during IEP meetings they attend o to understand how their school
district measures their progress toward measurable goals AND receive periodic
progress reports of these measurements
o obtain all appropriate special education-related services, including - but not limited to
- transportation, physical therapy, occupational therapy, speech-language therapy, etc.,
as well as counseling
o request reevaluation and for the reevaluation to be completed within 35 school days of
their giving their written consent.
At age 18, special education students _____ the legal right to membership on their IEP
teams and participation in their IEP meetings. - ANSWER have
If their rights have not yet transferred from their parents, students _____ participate in
their IEP meetings whenever appropriate. - ANSWER may
Their rights include - ANSWER o to have an IEP meeting within 30 calendar days after
eligibility determination, not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree with the
school to excuse that member
