Answers At The End Of Each Chapter

Test Bank for

Reading, Writing, and Learning in ESL:

A Resource Book for Teaching K-12 English Learners 7 th Edition Suzanne F. Peregoy Owen F. Boyle Answers At The End Of Each Chapter 1 / 4

3 Table of Contents

Chapter 1: English Learners in 21

st -Century Classrooms4 Answers 7

Chapter 2: Language and Language Acquisition 8

Answers 11

Chapter 3: Classroom Practices for Effective English Learner Instruction 12

Answers 15

Chapter 4: The New Literacies and English Learners 16

Answers 19

Chapter 5: Oral English Development in Second Language Acquisition 20

Answers 23 Chapter 6: First Steps to Literacy: English Learners Beginning to Write and Read 24 Answers 27 Chapter 7: Words and Meaning: English Learners Vocabulary Development 28 Answers 31

Chapter 8: English Learners and Process Writing 32

Answers 35

Chapter 9: Reading and Literature Instruction for English Language Learners 36

Answers 39 Chapter 10: Content Reading and Writing: Prereading and During Reading 40 Answers 43 Chapter 11: Content Reading and Writing: Postreading Strategies for Organizing and Remembering 44 Answers 47 2 / 4

4

Chapter 1: English Learners in 21

st -Century Classrooms

• Getting to know the English learners in your classroom is supported by all the following

EXCEPT

• find out about the language or languages spoken in the student’s home
• place new students in the back row and observe how they respond
• become aware of basic features of the student’s home culture
• send home a language use survey for parents to fill out
• All of the following help you learn about your students EXCEPT
• have students write and illustrate an autobiography
• have students keep a dialogue journal to which you respond
• with student input, create a unit on family origins
• have students to prepare and deliver a speech in English
• All of the following represent aspects of culture EXCEPT
• family structures, life cycles, and behavioral expectations
• values and rules for discipline, punctuality, and showing respect
• family list of movies and television programs watched
• foods, health remedies, and hygiene practices
• Cultural differences with regard to “space” relate to all EXCEPT

a. significance of cardinal directions: north, south, east, west

• the spatial organization and orientation of the home
• how far apart people should stand when speaking
• beliefs about the distance between planets in the night sky
• Cultural rules govern sociolinguistic interactions in all EXCEPT
• memorizing lines to prepare for a theatrical production
• determining who has the right to initiate a conversation
• knowing how long to wait between conversational turns
• knowing when to speak and when to remain silent
• Participation structures in the classroom relate to
• grouping formats, membership, and corresponding rules for talking and listening
• student involvement and participation in activities outside the classroom
• student motivation and participation according to group size and membership
• a balance between large and small groups for academic instruction
• Traditional literacy uses in a child’s home directly influence whether a student will
• value reading and writing
• enjoy school and go on to college
• learn to read in your classroom
• achieve success in learning English
• An excellent way to integrate a new English learner into your classroom is to
• study foods and holidays from their country 3 / 4

5

• study subjects that will be easy for the student
• create a social atmosphere that honors newcomers
• make sure the student works in academic groups
• Using the home language for instruction promotes all EXCEPT
• opportunities to learn grade appropriate, academic content
• the ability to use cognates when reading English texts
• the ability to communicate with monolingual family members
• positive feelings toward the value of the home language
• Important features of effective English learner programs include all EXCEPT
• specialized instruction that promotes comprehension and learning of academic content
• teaching strategies to promote both oral and written English language development
• an open and respectful school culture that embraces the diversity of its students
• restrictions on the use of the primary language for learning purposes
• Dual language or “two-way immersion” programs have proven successful in
• promoting bilingualism and biliteracy for native and non-native English speakers
• segregating students into primary language groups for instruction in grades K-3
• mobilizing community resources and bake sales to augment school budget shortfalls
• providing English language classes for parents of English learners in the program
• No Child Left Behind
• prohibits primary language instruction
• funds primary language instruction
• permits primary language instruction
• promotes primary language instruction
• The strongest predictor of group performance on standardized achievement tests is the
• ethnicity of the person administering the test
• number of students taking the test
• socioeconomic status of the test-takers
• amount of training on test-taking skills
• The Common Core State Standards in Language Arts are intended to do all EXCEPT
• address listening, speaking, reading and writing in English
• form a logical progression of learning across grades K-12
• require teaching non-fiction texts from kindergarten on
• accommodate various English language proficiency levels
• The CCSS for literacy in history/social studies, science and technical subjects focus on
• reading and writing in academic content areas in grades 6-12
• replacing content area standards in academic subjects
• preparing secondary students for advanced placement courses
• using narrative fiction and poetry in academic content areas
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