Fundamentals of Diverse Learners (D096)
Study Guide for Retake (Answered)
Complete Solution
Units: 2, 3, 4, 5, 6 & 7
*I suggest reviewing all vocabulary but fill in
definitions in the Notes section for all units as well
as all guiding questions for these units.
Unit 2
What are the methods used to determine EL eligibility for support
programs?
A Home Language Survey is used to screen students who should be
assessed as part of the process to identify English learners. As a new
student enrolls, the school must identify all potential English Learners.
Then the school must administer English language proficiency
assessments that are valid and reliable to those students identified as
potential ELs. Some questions that might be asked are:
• What language did your child first understand or speak?
• What language do you or others use most often when speaking
with your child?
• What language does your child use most often when speaking at
home
• What language does your child use most often when speaking
with other family members?
• What language does your child use most often when
speaking with friends?
What are the legal processes and procedures that govern the programs
designed to support EL students?
The No Child Left Behind Act of 20013 [NCLB], now known as The
Elementary and Secondary Education Act (ESEA). Title I and Title III of
the federal ESEA regulations address the education of ELs in two
1
,distinct ways.
• Title I address issues of accountability and high-stakes testing.
• Title III provides us with a definition of the language instruction
that English learners must receive.
2
,This means that every local school district must provide its English
learners with instruction in English language development while
simultaneously ensuring that students are held to the same educational
standards and outcomes as their English fluent peers.
What are the student behaviors that indicate potential learning
disabilities not associated with second-language acquisition?
• Problems reading and/or writing.
• Problems with math.
• Poor memory.
• Problems paying attention.
• Trouble following directions.
• Clumsiness.
• Trouble telling time.
• Problems staying organized
When are EL students exempt from standardized content area testing?
• Exempt a recently arrived EL from one administration of
reading/language arts assessment.
• Exclude a recent arrived EL’s results on a math & ELP
assessment for accountability reasons.
• Include results on the reading/language arts, math, ELP test the
next year.
What are some ways that instruction and assessment are aligned
to state or national English language development and content
area standards?
• Instruction focuses on providing Els with opportunities to
engage in discipline-specific practices, which are designed
to build conceptual understanding and language
competence in tandem.
• Instruction leverages ELs’ home language(s), cultural assets,
and prior knowledge.
• Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds.
• Instruction moves ELs forward by considering their English
proficiency level(s) and prior schooling experiences.
3
, • Instruction fosters ELs’ autonomy by equipping them with the
strategies necessary to comprehend and use language in a
variety of academic settings.
4
Study Guide for Retake (Answered)
Complete Solution
Units: 2, 3, 4, 5, 6 & 7
*I suggest reviewing all vocabulary but fill in
definitions in the Notes section for all units as well
as all guiding questions for these units.
Unit 2
What are the methods used to determine EL eligibility for support
programs?
A Home Language Survey is used to screen students who should be
assessed as part of the process to identify English learners. As a new
student enrolls, the school must identify all potential English Learners.
Then the school must administer English language proficiency
assessments that are valid and reliable to those students identified as
potential ELs. Some questions that might be asked are:
• What language did your child first understand or speak?
• What language do you or others use most often when speaking
with your child?
• What language does your child use most often when speaking at
home
• What language does your child use most often when speaking
with other family members?
• What language does your child use most often when
speaking with friends?
What are the legal processes and procedures that govern the programs
designed to support EL students?
The No Child Left Behind Act of 20013 [NCLB], now known as The
Elementary and Secondary Education Act (ESEA). Title I and Title III of
the federal ESEA regulations address the education of ELs in two
1
,distinct ways.
• Title I address issues of accountability and high-stakes testing.
• Title III provides us with a definition of the language instruction
that English learners must receive.
2
,This means that every local school district must provide its English
learners with instruction in English language development while
simultaneously ensuring that students are held to the same educational
standards and outcomes as their English fluent peers.
What are the student behaviors that indicate potential learning
disabilities not associated with second-language acquisition?
• Problems reading and/or writing.
• Problems with math.
• Poor memory.
• Problems paying attention.
• Trouble following directions.
• Clumsiness.
• Trouble telling time.
• Problems staying organized
When are EL students exempt from standardized content area testing?
• Exempt a recently arrived EL from one administration of
reading/language arts assessment.
• Exclude a recent arrived EL’s results on a math & ELP
assessment for accountability reasons.
• Include results on the reading/language arts, math, ELP test the
next year.
What are some ways that instruction and assessment are aligned
to state or national English language development and content
area standards?
• Instruction focuses on providing Els with opportunities to
engage in discipline-specific practices, which are designed
to build conceptual understanding and language
competence in tandem.
• Instruction leverages ELs’ home language(s), cultural assets,
and prior knowledge.
• Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds.
• Instruction moves ELs forward by considering their English
proficiency level(s) and prior schooling experiences.
3
, • Instruction fosters ELs’ autonomy by equipping them with the
strategies necessary to comprehend and use language in a
variety of academic settings.
4
