EAS 201 Exam Study Guide Questions And
Answers Verified 100% Correct
Strategies for teaching ELLs (7) - ANSWER -BODY LANGUAGE: ELLs
acquire language by hearing and understanding messages that are slightly
above their current English language level. Teachers need to speak more
slowly, use gestures and body language.
-VISUALS: Use visual representations of new vocabulary, graphs, maps,
photographs, drawings and charts. Create semantic and story maps,
graphic organizers to teach students how to organize information.
-SCAFFOLD: Teachers need to consider what ELL students brings to the
classroom by linking instruction with their personal, cultural, and world
experiences (mandated by law).
-Define LANGUAGE and CONTENT OBJECTIVES
-DIRECT VOCAB INSTRUCTION: Teachers should also provide
practice in pronouncing new words. ELLs need much more
exposure to new terms, words, idioms, and phrases.
-COOPERATIVE LEARNING: encourage them to use their home language
as necessary. Use small groups and peer discussions.
-ALTERNATIVE ASSESSMENTS: Show what they learned using
multiple modalities
Strategies for teaching children about racial, cultural, and linguistic
diversity - ANSWER -EXCHANGE information with parents about race,
language, and culture
-INVOLVE parents in the life of the school
-Use parent CONFERENCES to set mutual goals
, -Use HOME LANGUAGE in the classroom: promotes children's
cognitive development, self-esteem, & second language
acquisition
Characteristics of gifted children & risks - ANSWER
CHARACTERISTICS
-read early with better comprehension, large vocab
-learn basic skills better, more quickly, and with less practice. -understand
abstract concepts, pick up and interpret nonverbal cues
-They can work independently and concentrate for longer periods, interests
intensely focused.
-They often have seemingly boundless energy, which sometimes leads to a
misdiagnosis of hyperactivity.
-They usually respond and relate well to parents, teachers, and other
adults. They may prefer the company of older children and adults to that of
their peers.
-They tackle tasks and problems in a well-organized, goaldirected, and
efficient manner.
-They exhibit an intrinsic motivation to learn, find out, or explore and are
often very persistent.
RISKS
-Learning DISABILITIES may go UNNOTICED
-May find it harder to do work as it becomes more challenging,
since they were not appropriately challenged in the past.
-Feel ISOLATED and misunderstood
-ADHD and Spelling/Handwriting disabilities
RTI Table of Critical Elements & components
-Ongoing assessment
-Tiered Instruction
-Parent involvement. - ANSWER RTI Tier 1 - WHOLE CLASS, screening 3
times a year, monitor at risk students for 5 weeks.
Answers Verified 100% Correct
Strategies for teaching ELLs (7) - ANSWER -BODY LANGUAGE: ELLs
acquire language by hearing and understanding messages that are slightly
above their current English language level. Teachers need to speak more
slowly, use gestures and body language.
-VISUALS: Use visual representations of new vocabulary, graphs, maps,
photographs, drawings and charts. Create semantic and story maps,
graphic organizers to teach students how to organize information.
-SCAFFOLD: Teachers need to consider what ELL students brings to the
classroom by linking instruction with their personal, cultural, and world
experiences (mandated by law).
-Define LANGUAGE and CONTENT OBJECTIVES
-DIRECT VOCAB INSTRUCTION: Teachers should also provide
practice in pronouncing new words. ELLs need much more
exposure to new terms, words, idioms, and phrases.
-COOPERATIVE LEARNING: encourage them to use their home language
as necessary. Use small groups and peer discussions.
-ALTERNATIVE ASSESSMENTS: Show what they learned using
multiple modalities
Strategies for teaching children about racial, cultural, and linguistic
diversity - ANSWER -EXCHANGE information with parents about race,
language, and culture
-INVOLVE parents in the life of the school
-Use parent CONFERENCES to set mutual goals
, -Use HOME LANGUAGE in the classroom: promotes children's
cognitive development, self-esteem, & second language
acquisition
Characteristics of gifted children & risks - ANSWER
CHARACTERISTICS
-read early with better comprehension, large vocab
-learn basic skills better, more quickly, and with less practice. -understand
abstract concepts, pick up and interpret nonverbal cues
-They can work independently and concentrate for longer periods, interests
intensely focused.
-They often have seemingly boundless energy, which sometimes leads to a
misdiagnosis of hyperactivity.
-They usually respond and relate well to parents, teachers, and other
adults. They may prefer the company of older children and adults to that of
their peers.
-They tackle tasks and problems in a well-organized, goaldirected, and
efficient manner.
-They exhibit an intrinsic motivation to learn, find out, or explore and are
often very persistent.
RISKS
-Learning DISABILITIES may go UNNOTICED
-May find it harder to do work as it becomes more challenging,
since they were not appropriately challenged in the past.
-Feel ISOLATED and misunderstood
-ADHD and Spelling/Handwriting disabilities
RTI Table of Critical Elements & components
-Ongoing assessment
-Tiered Instruction
-Parent involvement. - ANSWER RTI Tier 1 - WHOLE CLASS, screening 3
times a year, monitor at risk students for 5 weeks.
