ULTIMATE PPR STUDY GUIDE 2 0
FINAL PAPER COMPLETE
QUESTIONS AND CORRECT
SOLUTIONS
◉ Older adolescents. Answer: More likely than early adolescents to
evaluate which hypothesis among many accurately explains an
observed event.
◉ Fine motor development. Answer: Demonstrated by a student
unable to write her name, cut with scissors, or color within a specific
area.
◉ Peer collaboration. Answer: Developmental need addressed by
high school students reading with elementary school students to
promote literacy.
◉ Highest level of cognitive skills. Answer: Assess the role of societal
and peer pressure in influencing students' selection of foods.
◉ Discovery learning. Answer: Activity where the teacher explains
how right triangles differ from other triangles and has students
decide whether given triangles are right triangles.
,◉ Intermediate reading proficiency. Answer: Describes a middle
school ELL who can read English texts with familiar topics but is
unable to read with appropriate rate and speed.
◉ Beginning proficiency in spoken English. Answer: Describes
Cynthia, an ELL who frequently makes errors and has difficulty
being understood by peers.
◉ Beginning speaking ability. Answer: Describes Kim, an ELL who
speaks in single words and short phrases and communicates in her
native language during group instruction.
◉ Beginning reading proficiency. Answer: Characterizes a new ELL
student who recognizes some high-frequency words but reads few
other words in texts.
◉ Intermediate writing proficiency. Answer: Demonstrated by a
middle school ELL who includes use of native language in writing.
◉ Equitable cooperative group. Answer: Most likely achieved
through teacher-planned homogeneous groups in a diverse
classroom.
, ◉ Advanced-high writing proficiency. Answer: Describes an ELL
preparing a written report and needing instruction in elaborating on
ideas in detail.
◉ Content-area vocabulary expansion. Answer: Most beneficial
activity for intermediate-level ELLs.
◉ Sentence stems. Answer: A set of phrases provided to ELLs to
facilitate participation in writing activities.
◉ Word banks. Answer: Collections of low-frequency terms
provided to help students understand basic directions and
explanations in mathematics.
◉ Diverse role models. Answer: Providing students with a variety of
scientists from different genders and ethnic backgrounds to broaden
their thinking about future educational and career options.
◉ Elaboration skills. Answer: Skills that are promoted by using
sentence stems that encourage students to expand on their thoughts.
◉ Illustrative pictures. Answer: Visual aids that help beginning-level
ELLs understand vocabulary by depicting the meanings of words.
FINAL PAPER COMPLETE
QUESTIONS AND CORRECT
SOLUTIONS
◉ Older adolescents. Answer: More likely than early adolescents to
evaluate which hypothesis among many accurately explains an
observed event.
◉ Fine motor development. Answer: Demonstrated by a student
unable to write her name, cut with scissors, or color within a specific
area.
◉ Peer collaboration. Answer: Developmental need addressed by
high school students reading with elementary school students to
promote literacy.
◉ Highest level of cognitive skills. Answer: Assess the role of societal
and peer pressure in influencing students' selection of foods.
◉ Discovery learning. Answer: Activity where the teacher explains
how right triangles differ from other triangles and has students
decide whether given triangles are right triangles.
,◉ Intermediate reading proficiency. Answer: Describes a middle
school ELL who can read English texts with familiar topics but is
unable to read with appropriate rate and speed.
◉ Beginning proficiency in spoken English. Answer: Describes
Cynthia, an ELL who frequently makes errors and has difficulty
being understood by peers.
◉ Beginning speaking ability. Answer: Describes Kim, an ELL who
speaks in single words and short phrases and communicates in her
native language during group instruction.
◉ Beginning reading proficiency. Answer: Characterizes a new ELL
student who recognizes some high-frequency words but reads few
other words in texts.
◉ Intermediate writing proficiency. Answer: Demonstrated by a
middle school ELL who includes use of native language in writing.
◉ Equitable cooperative group. Answer: Most likely achieved
through teacher-planned homogeneous groups in a diverse
classroom.
, ◉ Advanced-high writing proficiency. Answer: Describes an ELL
preparing a written report and needing instruction in elaborating on
ideas in detail.
◉ Content-area vocabulary expansion. Answer: Most beneficial
activity for intermediate-level ELLs.
◉ Sentence stems. Answer: A set of phrases provided to ELLs to
facilitate participation in writing activities.
◉ Word banks. Answer: Collections of low-frequency terms
provided to help students understand basic directions and
explanations in mathematics.
◉ Diverse role models. Answer: Providing students with a variety of
scientists from different genders and ethnic backgrounds to broaden
their thinking about future educational and career options.
◉ Elaboration skills. Answer: Skills that are promoted by using
sentence stems that encourage students to expand on their thoughts.
◉ Illustrative pictures. Answer: Visual aids that help beginning-level
ELLs understand vocabulary by depicting the meanings of words.
