Deck 3: General Approaches to Universal Instructional Interventions

Question 1

Mr.Rouge is going to give an important mini-lecture on latitude and longitude to begin the geography unit.Which of the following strategies would work best to make what he presents understandable to the English language learners in his class?

A) using active participation strategies
B) having students work with partners
C) preteaching key vocabulary
D) providing students with an audio recording

Answer 1

C

Question 2

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

Answer 2

True

Question 3

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

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

Answer 3

B

Question 4

Which of the following best illustrates differentiated content ?

A) some students, for the biography unit, choose to read about Martin Luther King, Jr.and others about Cesar Chavez
B) some students work on the multiplication facts just taught by doing flashcards with a partner and some by playing a computer game/tutorial
C) some students develop a skit showing what they've learned about recycling and others develop a PowerPoint presentation.
D) none of the above

Question 5

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

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

Question 6

Each individual acquires a second language in a unique series of stages.

Question 7

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

Question 8

Researchers have found that it may take 5-7 years to acquire academic proficiency in a second language.

Question 9

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.

Question 10

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

Question 12

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

Question 14

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

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 15

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.

Question 16

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.

Question 17

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

Question 18

( 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.

Question 19

Differentiated instruction is not supported by the implementation of universal design for learning.

Question 20

What are the stages of language acquisition for English language learners?

Question 21

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

Question 22

Ms.Azul has noticed that Ivan easily chats in English with the other kids on the playground.What can she assume about his need for language support in science class?

A) She can assume that he will not need support.
B) She can assume that he will need some support.
C) She can assume that he will need a great deal of support.
D) She needs more information before she can decide.

Question 23

Response to intervention emerged from multiple studies in which it was concluded that nearly every student can learn if provided with all but one of the following.Which one is it?

A) Expert-driven instruction used in the general education classroom
B) Differentiated instruction of strategies used in the general education classroom
C) Specialized content area curriculum used in the general education classroom
D) Scientifically validated curriculum used in the general education classroom

Question 24

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

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

Question 25

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

Question 26

( Response to intervention) List and describe the key features of the response to intervention (RTI) framework.

Question 27

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

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.

Question 28

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

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 29

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

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 30

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

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 31

List the six principles of designing instruction for diverse learners.Define and give an example of each.