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5 Written questions

5 Matching questions

  1. Stages of Language Acquisition in L1
  2. Dialogue Journal
  3. semantics (discourse feature)
  4. phoneme
  5. approaches for teaching writing instruction
  1. a smallest unit of sound in language (sss in snake)
  2. b needs interaction (nativisit vs. nurture)
  3. c building background, modeling text type, guided practice and independent writing
  4. d words with connotative meanings (dual meanings)
  5. e journal kept by two people, usually student and adult

5 Multiple choice questions

  1. frequent leveling to scaffold students to higher levels
  2. Chomsky says that children are born with a knowledge of the principles of the grammatical structure of all languages, and this inborn knowledge explains the success and speed with which they learn language.
  3. connections between reading strategies, teach alphabetic and phonemic differences, use read alouds, partner reading and modeling, and explicit instruction of vocabulary
  4. oral language test for tracking language development and progress; tests oral language proficiency
  5. there is a connection between society, culture and language

5 True/False questions

  1. MEPAbasic reading and writing skills

          

  2. communicative language approachfocus on students communicating naturally in second language; conversation instead of grammar; teaching strategies: role play, games, interviews, negotiation

          

  3. Woodcock Munoz Language Surveytests CALP in Spanish and English; provide information on student's cognitive and academic language proficiency; individually administered; in both English and Spanish; test for ESL to determine bilingual eligibility; can also be used to identify LDs

          

  4. Labov Sociolinguistic Theorycreated the term of ebonics, African American English has its own rules and should be respected

          

  5. BIlingual Syntax Measure IIapproach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

          

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