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5 Written questions

5 Matching questions

  1. interpretations and use of assessment information
  2. Lambert SEI Theory
  3. MEPA
  4. phoneme
  5. promotion of content area learning
  1. a basic reading and writing skills
  2. b Transitional Bilingual: initially instruction is 90% L1 then shifts towards English
  3. c affects placement, focus on mechanics and content strategies, future lessons
  4. d smallest unit of sound in language (sss in snake)
  5. e using visuals, explicitly teaching cognitive strategies, permitting students to use dictionaries

5 Multiple choice questions

  1. assess student in both language and see if the problem is just in on language, look for educational history and family history, pysch exam in L1
  2. MELA-O, Woodcock Munoz Language, IDEA
  3. practice strategies for marking up the text, review objective several times in class
  4. Late Exit Bilingual: students continue to have 40% of instruction in L1 even after classified fluent in English
  5. silence, nonverbal, understands more than can produce; early speech production to speech emergence to intermediate fluency

5 True/False questions

  1. Dialect diversity in EnglishELLs learn more than 1 standard English, many dialects

          

  2. communicative language approachability to understand appropriate behaviors and language for various situations

          

  3. Cohesion (discourse feature)changing the word order changes the meaning

          

  4. student discussion of subject matter contentgraphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks

          

  5. Krashen 2nd Language Acquisition Theorychildren think before they speak; speaking just reflects this thinking; language is a way for children to represent their world