Question 1

Which of the following is NOT a useful strategy for directly teaching vocabulary?

Accepted Answer

A)  presenting words in context 
B)  having partners teach new vocabulary to each other 
C)  introducing a small number of important and useful words at a time 
D)  providing practice opportunities such as creating a word bank 
A)  presenting words in context 
B)  having partners teach new vocabulary to each other 
C)  introducing a small number of important and useful words at a time 
D)  providing practice opportunities such as creating a word bank B

Question 2

Which of the following is not a way of incorporating universal design alternatives in a lesson?

Accepted Answer

A)  provide varied supports for student practice 
B)  vary the objective criteria for students 
C)  offer various choices in student practice 
D)  tell, write, and show information to students 
A)  provide varied supports for student practice 
B)  vary the objective criteria for students 
C)  offer various choices in student practice 
D)  tell, write, and show information to students B

Question 3

Which of the following is NOT an effective strategy for making what you present understandable?

Accepted Answer

A)  directly teaching words and meanings 
B)  limiting the use of visual supports 
C)  activating background knowledge 
D)  using KWL charts 
A)  directly teaching words and meanings 
B)  limiting the use of visual supports 
C)  activating background knowledge 
D)  using KWL charts B

Question 4

Which of the following statements about response to intervention is accurate?

Accepted Answer

A)  It is a series of interventions designed to eliminate referrals to special education. 
B)  It is ongoing assessment in order to determine accurate diagnoses of students with challenges. 
C)  It is three tiers of interventions designed to help students learn. 
D)  It is a multifaceted plan designed to promote success for all students. 
A)  It is a series of interventions designed to eliminate referrals to special education. 
B)  It is ongoing assessment in order to determine accurate diagnoses of students with challenges. 
C)  It is three tiers of interventions designed to help students learn. 
D)  It is a multifaceted plan designed to promote success for all students.

Question 5

Which one of the following does NOT provide effective opportunities for language use for English language learners?

Accepted Answer

A)  using active participation strategies such as think-pair-share 
B)  encouraging ELLs to practice speaking in front of the whole class 
C)  using choral responses to provide a nonthreatening opportunity to respond 
D)  paring ELLs with positive language models 
A)  using active participation strategies such as think-pair-share 
B)  encouraging ELLs to practice speaking in front of the whole class 
C)  using choral responses to provide a nonthreatening opportunity to respond 
D)  paring ELLs with positive language models

Question 6

English language learners are individuals whose primary language is not English and are not yet proficient at speaking, reading, writing, or understanding the English language.

Accepted Answer

A) True 
 B)False

Question 7

Why is it important for classroom teachers to know about providing instruction to students who are learning English?

Accepted Answer

It is important for classroom teachers t

Question 8

Students with cognitive academic language proficiency (CALP) are also likely to be strong in basic interpersonal communication skills (BICS).

Accepted Answer

A) True 
 B)False

Question 9

Match between columns
                        Premises: This approach includes specific ideas, or principles, that can be used for designing instruction that is accessible to everyone.
This approach began with the idea of making public buildings accessible to everyone (including those with disabilities) and now includes making curriculum materials usable for everyone.
This type of instruction is grounded in the idea that students in a class will vary in their readiness for a particular learning task, and need options.

Accepted Answer

The Answer of Differentiated instruction and Individualized instruction and Universal is...

Question 10

( English language learners) Write five examples each of ways to make what you present understandable to English language learners and ways to provide opportunities for students to practice English.

Accepted Answer

Ways to make what you present understand

Question 11

There is a great deal of overlap between strategies that are used to address general classroom diversity and those used for English language learners.

Accepted Answer

A) True 
 B)False

Question 12

Strategic integration does not lead to higher-level thinking skills.

Accepted Answer

A) True 
 B)False

Question 13

Comprehensible input means that students can understand the sense or substance of what teachers present even if they don't understand every word being said.

Accepted Answer

A) True 
 B)False

Question 14

Which of the following best illustrates the universal design principle of conspicuous strategies ?

Accepted Answer

A)  telling students which teaching method you are using in a lesson 
B)  listing the steps to follow to solve this type of math problem 
C)  asking students to show their work when solving math problems 
D)  none of the above 
A)  telling students which teaching method you are using in a lesson 
B)  listing the steps to follow to solve this type of math problem 
C)  asking students to show their work when solving math problems 
D)  none of the above

Question 15

Which of the following is not one of the recommendations for building universal design for learning into lessons and activities?

Accepted Answer

A)  present information in a variety of ways 
B)  provide alternative ways for students to respond 
C)  provide materials in various languages 
D)  provide a variety in support for student learning 
A)  present information in a variety of ways 
B)  provide alternative ways for students to respond 
C)  provide materials in various languages 
D)  provide a variety in support for student learning

Question 16

Universal design for learning is a collection of instructional alternatives designed to provide access to curricula, materials, assessments, and instructional plans for a variety of student needs and abilities.

Accepted Answer

A) True 
 B)False

Question 17

What is the difference between basic interpersonal communication skills and cognitive academic language proficiency?

Accepted Answer

Basic Interpersonal Communication Skills

Question 18

Mediated scaffolding is a temporary instructional support provided by the teacher, the materials, or the task.

Accepted Answer

A) True 
 B)False

Question 19

Give three examples each of using multiple methods for presenting information, multiple methods of student response, and multiple methods of student engagement.

Accepted Answer

Multiple methods for presenting informat

Question 20

For students learning English, which of the following is true?

Accepted Answer

A)  Students all go through predictable and sequential stages of language acquisition and at approximately the same rate. 
B)  The final stage of language acquisition is such that the student will have mastered BICS, but not CALPS. 
C)  It is easier to for students to master BICS than CALPS. 
D)  It may take 5-7 years for a student to acquire academic language proficiency. 
A)  Students all go through predictable and sequential stages of language acquisition and at approximately the same rate. 
B)  The final stage of language acquisition is such that the student will have mastered BICS, but not CALPS. 
C)  It is easier to for students to master BICS than CALPS. 
D)  It may take 5-7 years for a student to acquire academic language proficiency.

Which of the following is NOT a useful strategy for directly teaching vocabulary?

Which of the following is not a way of incorporating universal design alternatives in a lesson?

Which of the following is NOT an effective strategy for making what you present understandable?

Which of the following statements about response to intervention is accurate?

Which one of the following does NOT provide effective opportunities for language use for English language learners?

English language learners are individuals whose primary language is not English and are not yet proficient at speaking, reading, writing, or understanding the English language.

Why is it important for classroom teachers to know about providing instruction to students who are learning English?

Students with cognitive academic language proficiency (CALP) are also likely to be strong in basic interpersonal communication skills (BICS).

( English language learners) Write five examples each of ways to make what you present understandable to English language learners and ways to provide opportunities for students to practice English.

There is a great deal of overlap between strategies that are used to address general classroom diversity and those used for English language learners.

Strategic integration does not lead to higher-level thinking skills.

Comprehensible input means that students can understand the sense or substance of what teachers present even if they don't understand every word being said.

Which of the following best illustrates the universal design principle of conspicuous strategies ?

Which of the following is not one of the recommendations for building universal design for learning into lessons and activities?

Universal design for learning is a collection of instructional alternatives designed to provide access to curricula, materials, assessments, and instructional plans for a variety of student needs and abilities.

What is the difference between basic interpersonal communication skills and cognitive academic language proficiency?

Mediated scaffolding is a temporary instructional support provided by the teacher, the materials, or the task.

Give three examples each of using multiple methods for presenting information, multiple methods of student response, and multiple methods of student engagement.

For students learning English, which of the following is true?

Thinking About Content

Writing Objectives

Critical Teaching Skills for Focusing Attention

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

Critical Teaching Skills for Planning Practice and Monitoring Student Progress

Critical Teaching Skills for Planning Partner and Small-Group Work

Selected Instructional Interventions

Supporting Student Behavior

Critical Management Skills for Communicating With Students

Critical Management Skills for Structuring the Learning Environment

Lesson Planning

Activity Planning

Direct Instruction

Informal Presentation

Structured Discovery

Teaching Specialized Content

Filters

Exam 3: General Approaches to Universal Instructional Interventions

Which of the following is NOT a useful strategy for directly teaching vocabulary?

Which of the following is not a way of incorporating universal design alternatives in a lesson?

Which of the following is NOT an effective strategy for making what you present understandable?

Which of the following statements about response to intervention is accurate?

Which one of the following does NOT provide effective opportunities for language use for English language learners?

English language learners are individuals whose primary language is not English and are not yet proficient at speaking, reading, writing, or understanding the English language.

Why is it important for classroom teachers to know about providing instruction to students who are learning English?

Students with cognitive academic language proficiency (CALP) are also likely to be strong in basic interpersonal communication skills (BICS).

( English language learners) Write five examples each of ways to make what you present understandable to English language learners and ways to provide opportunities for students to practice English.

There is a great deal of overlap between strategies that are used to address general classroom diversity and those used for English language learners.

Strategic integration does not lead to higher-level thinking skills.

Comprehensible input means that students can understand the sense or substance of what teachers present even if they don't understand every word being said.

Which of the following best illustrates the universal design principle of conspicuous strategies ?

Which of the following is not one of the recommendations for building universal design for learning into lessons and activities?

Universal design for learning is a collection of instructional alternatives designed to provide access to curricula, materials, assessments, and instructional plans for a variety of student needs and abilities.

What is the difference between basic interpersonal communication skills and cognitive academic language proficiency?

Mediated scaffolding is a temporary instructional support provided by the teacher, the materials, or the task.

Give three examples each of using multiple methods for presenting information, multiple methods of student response, and multiple methods of student engagement.

For students learning English, which of the following is true?

Thinking About Content

Writing Objectives

Critical Teaching Skills for Focusing Attention

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

Critical Teaching Skills for Planning Practice and Monitoring Student Progress

Critical Teaching Skills for Planning Partner and Small-Group Work

Selected Instructional Interventions

Supporting Student Behavior

Critical Management Skills for Communicating With Students

Critical Management Skills for Structuring the Learning Environment

Lesson Planning

Activity Planning

Direct Instruction

Informal Presentation

Structured Discovery

Teaching Specialized Content

Filters