Overview of Teaching ELL Students Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. In the context of educational instruction, the difference between formal and informal data is:

Question 2 2. The four main components that should be part of data-driven instruction are:

Question 3 3. What is one possible reason a teacher may need to adapt a lesson for ELLs?

Question 4 4. Why should you speak slower when addressing ELLs?

Question 5 5. This type of transfer occurs when an English Language Learner applies a rule from their first language (L1) that results in a grammatically incorrect sentence in their second language (L2).

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Question 6 6. _____ are formal measures of student abilities and include standardized tests, classroom tests, and final projects.

Question 7 7. Which of the following would be an ideal task for a beginning English Language Learner during group work?

Question 8 8. Why are sentence frames a good writing strategy for English Language Learners?

Question 9 9. You hand your low-proficiency ELL student a math quiz on probability with five word problems. You know that this student understands probability based on this week's classwork. Which of the following would be the most appropriate accommodation for this student?

Question 10 10. Which of the following accommodations would be least helpful for a student with low English proficiency and no literacy in the native language?

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Question 11 11. What does student-centered learning mean?

Question 12 12. In what way can an open suggestion policy help ELLs in a student-centered learning environment?

Question 13 13. What is a strategy to make the class environment inviting for SIFEs?

Question 14 14. Sameera is a SIFE who is now in third grade in the U.S. What should Sameera learn of the class content?

Question 15 15. Which of the following is NOT true of language objectives?

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Question 16 16. When developing language objectives for ESL students, it is important to understand students' language and academic ability levels because _____.

Question 17 17. ESL curriculum that is 'watered down' is:

Question 18 18. Using different instructional practices and resources is known as:

Question 19 19. Data-driven instruction is:

Question 20 20. When you adapt a lesson for ELLs, which suggestion should you NOT follow?

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Question 21 21. _____ provide a specific goal for your ELL in terms of their language development skills.

Question 22 22. What kind of learning environment is most conducive to second language acquisition?

Question 23 23. Which of the following is an example of an interactive support?

Question 24 24. Why is it important to create a system in which individual ELL students can organize and manage some of their own learning goals?

Question 25 25. Juan is a SIFE in an ELL class. When he sees some new words in English, he associates them with Spanish words that look either similar or identical in writing. What should Juan's ELL teacher do?

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Question 26 26. A language objective is _____.

Question 27 27. Modeling is a way in which:

Question 28 28. When you re-teach a lesson, you may want to:

Question 29 29. What is the first step when adapting a lesson for ELLs?

Question 30 30. Which of the following statements is TRUE of implementing visual aids when teaching English Language Learners?

Overview of Teaching ELL Students Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

OSAT English as a Second Language (CEOE) (077): Study Guide & Practice  /  Social Science Courses
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