WGU D169 - STUDY GUIDE, ESSENTIAL PRACTICES FOR SUPPORTING DIVERSE
LEARNERS’ EXAM QUESTIONS AND ANSWERS GRADED A+ 100% VERIFIED.
What does the term English learner (EL) mean?
What are some other terms used to refer to these students? ANS
>>> term used to identify students whose first language is not
English
ELL, ESOL, ESL, LEP
Federal law requires that parents be notified their child has
been identified as an English learner within what time period?
(p. 12, Essential Reading 1) ANS >>> parents must be notified that
their child has been identified as an English learner within 30
days of the beginning of the school year, and within 2 weeks for
students that enrol during any other time during the school
year
,Describe one screening tool commonly used as the first step to
identify English learners. What is it called? Who completes it?
What are some of the questions it includes? (p. 12, Essential
Reading 1) ANS >>> HOME LANGUAGE SURVEY is completed by
the parents. Questions include What language did your child
first understand or speak? What language do you or others use
most often when speaking with your child? What language does
your child use most often when speaking at home? What
language does your child use most often when speaking with
other family members? What language does your child use
most often when speaking with friends?
After a student is identified as a potential EL, how are
placement or screener tests used for further evaluation? (p. 12,
Essential Reading 2) ANS >>> ELP tests must assess the proficiency
of students in all four language domains (i.e., speaking,
listening, reading, and writing). After the student completes the
assessment, parents or guardians must receive in a timely
manner information about the student's ELP level and program
options, and an opportunity to opt out of the EL program or
particular EL services in the program.
What is the purpose of Title III of Every Student Succeeds Act or
ESSA (2015) as it relates to the education for Ells. (p. 12,
Essential Reading 2, Page 35) ANS >>> PRIMARY PURPOSE IS
FUNDING AND IDENTIFICATION OF EL LEARNERS
,to determine whether students are eligible for English language
instruction services
If a student is identified as EL and is diagnosed with a disability
but the parent declines disability-related services, what is the
school still required to provide? (p. 14, Essential Reading 1, Page
2) ANS >>> Should parents decline disability-related services under
IDEA and Section 504, the SEA and LEA remain obligated to
provide appropriate language assistance services to Ells.
If a student is identified as EL and is diagnosed with a disability
but the parent opts out of the EL programs and services, what is
the school still required to provide? (p. 14, Essential Reading 1,
Page 2) ANS >>> If parents opt out of specific EL programs and
services, but have consented to the provision of disability
related services, the LEA remains obligated to provide such
services as required in the IEP or Section 504 plan, and to
conduct ELP monitoring and/or provide language assistance as
appropriate (FAPE)
What are some ways we can overcome the overidentification
and under-identification of Ells in special education? (p. 14,
Essential Video) ANS >>> Be culturally and linguistically responsive.
Consider native literacy and language. Need more supports and
services to address their language needs. Other factors
, including cultural bias, teacher misunderstanding of child
development across cultures, and lack of teacher understanding
of the second-language acquisition process
Describe the 6 key principles for teaching Ells. (p. 16, Essential
Reading 1) ANS >>> a. Instruction focuses on providing Ells with
opportunities to engage in discipline-specific practices, which
are designed to build conceptual understanding and language
competence in tandem
b. Instruction leverages Ells’ home language(s), cultural assets,
and prior knowledge
c. Standards-aligned instruction for Ells is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves Ells forward by taking into account their
English proficiency level(s) and prior schooling experiences.
e. Instruction fosters Ells’ autonomy by equipping them with the
strategies necessary to comprehend and use language in a
variety of academic settings
f. Diagnostic tools and formative assessment practices are
employed to measure students' content knowledge, academic
language competence, and participation in disciplinary
practices.
LEARNERS’ EXAM QUESTIONS AND ANSWERS GRADED A+ 100% VERIFIED.
What does the term English learner (EL) mean?
What are some other terms used to refer to these students? ANS
>>> term used to identify students whose first language is not
English
ELL, ESOL, ESL, LEP
Federal law requires that parents be notified their child has
been identified as an English learner within what time period?
(p. 12, Essential Reading 1) ANS >>> parents must be notified that
their child has been identified as an English learner within 30
days of the beginning of the school year, and within 2 weeks for
students that enrol during any other time during the school
year
,Describe one screening tool commonly used as the first step to
identify English learners. What is it called? Who completes it?
What are some of the questions it includes? (p. 12, Essential
Reading 1) ANS >>> HOME LANGUAGE SURVEY is completed by
the parents. Questions include What language did your child
first understand or speak? What language do you or others use
most often when speaking with your child? What language does
your child use most often when speaking at home? What
language does your child use most often when speaking with
other family members? What language does your child use
most often when speaking with friends?
After a student is identified as a potential EL, how are
placement or screener tests used for further evaluation? (p. 12,
Essential Reading 2) ANS >>> ELP tests must assess the proficiency
of students in all four language domains (i.e., speaking,
listening, reading, and writing). After the student completes the
assessment, parents or guardians must receive in a timely
manner information about the student's ELP level and program
options, and an opportunity to opt out of the EL program or
particular EL services in the program.
What is the purpose of Title III of Every Student Succeeds Act or
ESSA (2015) as it relates to the education for Ells. (p. 12,
Essential Reading 2, Page 35) ANS >>> PRIMARY PURPOSE IS
FUNDING AND IDENTIFICATION OF EL LEARNERS
,to determine whether students are eligible for English language
instruction services
If a student is identified as EL and is diagnosed with a disability
but the parent declines disability-related services, what is the
school still required to provide? (p. 14, Essential Reading 1, Page
2) ANS >>> Should parents decline disability-related services under
IDEA and Section 504, the SEA and LEA remain obligated to
provide appropriate language assistance services to Ells.
If a student is identified as EL and is diagnosed with a disability
but the parent opts out of the EL programs and services, what is
the school still required to provide? (p. 14, Essential Reading 1,
Page 2) ANS >>> If parents opt out of specific EL programs and
services, but have consented to the provision of disability
related services, the LEA remains obligated to provide such
services as required in the IEP or Section 504 plan, and to
conduct ELP monitoring and/or provide language assistance as
appropriate (FAPE)
What are some ways we can overcome the overidentification
and under-identification of Ells in special education? (p. 14,
Essential Video) ANS >>> Be culturally and linguistically responsive.
Consider native literacy and language. Need more supports and
services to address their language needs. Other factors
, including cultural bias, teacher misunderstanding of child
development across cultures, and lack of teacher understanding
of the second-language acquisition process
Describe the 6 key principles for teaching Ells. (p. 16, Essential
Reading 1) ANS >>> a. Instruction focuses on providing Ells with
opportunities to engage in discipline-specific practices, which
are designed to build conceptual understanding and language
competence in tandem
b. Instruction leverages Ells’ home language(s), cultural assets,
and prior knowledge
c. Standards-aligned instruction for Ells is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves Ells forward by taking into account their
English proficiency level(s) and prior schooling experiences.
e. Instruction fosters Ells’ autonomy by equipping them with the
strategies necessary to comprehend and use language in a
variety of academic settings
f. Diagnostic tools and formative assessment practices are
employed to measure students' content knowledge, academic
language competence, and participation in disciplinary
practices.
