Deck 2: Teaching All Students

Question 1

The ultimate purpose of Response to Intervention is to

A) reduce the number of students provided with special education services.
B) do whatever it takes to bring all students up to the fullest literacy possible.
C) improve special education services.
D) make classroom teachers more responsible for at-risk students.

Answer 1

do whatever it takes to bring all students up to the fullest literacy possible.

Question 2

All other things being equal, about what percent of students will require some level of intervention?

A) 5
B) 10
C) 20
D) 30

Answer 2

20

Question 3

About how many school-age children speak English with difficulty?

A) one in five
B) one in ten
C) one in twenty
D) one in fifty

Answer 3

one in twenty

Question 4

Based on research, reading experts, and school successes, when should ELL students be provided with formal instruction in reading and writing English?

A) as soon as they can sound out several hundred common English words
B) once they have mastered conversational English
C) simultaneously as they learn to read and write in their native language
D) after they have a sufficient grasp of English and of basic reading in their native language

Question 5

If schools do not offer bilingual programs for ELL students, such as in California, what is the most effective approach to teaching these English language learners to read?

A) Delay all formal reading instruction until they have a reasonable command of English.
B) Delay teaching them to read in their native language until they can read in English.
C) Teach them to read in their native language and in English simultaneously.
D) Teach them to read in the language that is more phonetically (phonically) regular and simple to understand.

Question 6

About how long does it take ELL students to learn academic English?

A) at least one year
B) at least two years
C) at least three years
D) at least five years

Question 7

What seems to be the cause of the fourth-grade slump, particularly for students living in poverty?

A) There is less classroom help available in most poor schools after the third grade.
B) Pupils become discouraged after several years of negative school experiences.
C) Schooling becomes more academic and more abstract.
D) Schooling becomes less interesting and less challenging once basic skills are learned.

Question 8

How might children who are taught to be passive, such as some immigrants, be at a disadvantage in a typical U.S. class?

A) They might not show what they know and be judged as lacking in skills.
B) They might work too slowly and easily fall behind.
C) They might act out in class, disrupt others, and miss out on important lessons.
D) They might lack motivation and see no need to pay attention or make an effort.

Question 9

What effect does dialect have on reading proficiency?

A) It significantly impedes vocabulary building, word recognition, and comprehension.
B) It has virtually no effect on reading achievement but may influence teacher attitude.
C) It results in an overall decrease in reading scores regardless of the native language involved.
D) It dramatically slows the earlier stages of learning to read but later has less impact.

Question 10

About __________ U.S. students have been determined to have a learning disability, and about __________ of these learning disabled students have a problem with reading.

A) 750,000; 50 percent
B) 1.5 million; 95 percent
C) 3 million; 80 percent
D) 6 million; 65 percent

Question 11

About what percentage of U.S. students are estimated to have attention deficit disorder (ADD)?

A) 1 to 3
B) 3 to 5
C) 6 to 8
D) 10 to 12

Question 12

In the area of helping children who are at risk, have learning disabilities or physical disabilities, or have other special needs, what is the current trend in providing support?

A) gradually phasing out resource rooms
B) moving children into modified or specialized schools
C) increasing their time spent in special education classrooms
D) providing as much support in the regular classroom setting as possible

Question 13

How might Response to Intervention be used to improve the whole schoolʹs literacy program?

Question 14

What special needs do youngsters who are still acquiring English have in terms of literacy instruction, and how might these needs be met?

Question 15

How does academic language differ from general or conversational language? List some techniques that help in fostering both types when working with ELL students.

Question 16

What are the stages of learning a second language? How do the stages act as a guideline for literacy instruction?

Question 17

What are six principles for teaching economically disadvantaged children?

Question 18

How might you go about implementing a literacy program for students with a learning disability?

Question 19

What special provisions might be made for students who are gifted and talented?

Question 20

What is meant by inclusion, modification, and accommodation?