Awareness & Differences Flashcards
Mrs. Espinosa has received four new students in the past 2 months who come from different countries. She has noticed that her new students are experiencing difficulty with decoding skills. As she plans for their reading instruction, Mrs. Espinosa should be aware that
ELL students must be able to read English fluently in order to benefit from decoding instruction.
Understanding students’ cultural background can lead to more effective teaching.
All instruction for ELL students should be in English regardless of their level of language development.
ELL students should be screened in RTI first and then decide if decoding instruction is right for them.
Understanding students’ cultural background can lead to more effective teaching.
Today’s classrooms are very diverse. To meet the cognitive, cultural, literacy, and linguistic backgrounds of students teachers must be able to
administer high-stakes achievement tests.
apply a system of rewards for students in response to stimuli.
activate cueing systems that lead to knowledge of how the structure of language works.
differentiate instruction.
differentiate instruction.
Mrs. Osato recognizes the importance of her students learning about the cultural identities of others. The majority of her students are Haitian-Creole. She plans a lesson to help her first grade students explore the concept of cultural identities. The lesson focuses on
the likenesses and differences between the students and others.
an in-depth analysis of Haitian-Creole culture.
student background knowledge.
higher order thinking skills.
the likenesses and differences between the students and others.
Mr. Harrell has been a Language Arts teacher for over 20 years. He has taught students from many different cultures. Mr. Harrell understands that everyone speaks a dialect which is determined by many factors including place of birth and socioeconomic status. As a result, he models the use of standard English for all of his students because he understands the importance of his students speaking standard English. Mr. Harrell knows that
student dialects can have a negative effect on reading achievement.
student dialects must constantly be corrected to help the students develop effective communication skills.
student dialects mean that the students are just making sounds and not reading for meaning.
all students should learn the rules of standard English in a way that does not tread on their heritage.
all students should learn the rules of standard English in a way that does not tread on their heritage.
When utilizing a research-based approach to cultural diversity, the following instructional practice is important:
Cultural assimilation must be fast-tracked in the classroom if students are to be successful.
Teachers must be sure to use a limited array of instructional strategies that focus on cultural assimilation to help students quickly understand the new dominant culture.
Teachers must promote the use of instructional practices that target lower level thinking skills until students are fully assimilated into the dominant culture.
Recognizing cultural differences between students’ home life and school literacy learning and the conflicts these differences may cause.
Recognizing cultural differences between students’ home life and school literacy learning and the conflicts these differences may cause.
Dr. Woodard ensures that he has books in his reading corner that depict all cultures represented in his 3rd grade classroom. He also studies the various cultural backgrounds of his students. Dr. Woodard encourages his students to bring in artifacts that reflect their cultures and displays them around the room. Dr. Woodard knows that
this will increase the likelihood that his teaching will be more relevant and effective.
this will increase the likelihood that his students understand the importance of using only standard English when they communicate with him and their classmates.
the use of cultural displays will help students use standard English when referencing the cultures displayed around the classroom which will lead to increases in student achievement.
the principles of RTI are better identified and monitored when the focus of instruction is student cultural diversity.
this will increase the likelihood that his teaching will be more relevant and effective.
Mrs. Jean-Baptiste teaches in Miami, Florida. The students in her classroom are from several different Caribbean countries. Mrs. Jean-Baptiste uses the following techniques in her classroom: call and response, action thermometer, raise your righteous hand, think-pair-share, pick-a-stick, bottoms up/heads together, and musical round the room. These techniques may be referred to as
interactionist.
culturally responsive.
cognitive behavior approaches.
zone of proximal development.
culturally responsive.
A fifth grade teacher has a student in his class who is from China. When the teacher speaks to the student, he notices that the student will not make eye contact with him and when called upon in class to answer questions, the student answers the question without meeting his eyes. The teacher sees this as misbehavior and continually orders the student to make eye contact when speaking. The teacher has become frustrated with the student. The teacher should
take the child to the principal.
discipline the child for not listening.
research the child’s culture to see if the behavior is cultural.
make sure the parents understand that whether cultural or not, the behavior is unacceptable.
research the child’s culture to see if the behavior is cultural.
Teachers who are metacognitive in their perceptions of ELL students realize that
it is important to assimilate ELL students as quickly as possible into the dominant culture so that the students will have a chance at being successful in the classroom.
it is important not to view students through the lens of the teacher’s culture and recognize the importance of researching their students’ cultures.
their teaching is more effective if ELL students are viewed through the lens of the teacher’s own culture.
it is important to view students through the lens of their own culture thereby creating a learning lab of how to assimilate into the American culture.
it is important not to view students through the lens of the teacher’s culture and recognize the importance of researching their students’ cultures.
Mrs. Rodriguez enjoys teaching her culturally diverse 5th grade Language Arts class. To become better attuned to the cultural variances in her class which two of the following does she do?
Mrs. Rodriguez recognizes and appreciates the cultural variances among her students.
Mrs. Rodriguez realizes that recognizing students from collectivist backgrounds is more beneficial than recognizing students from backgrounds that value individualism.
Mrs. Rodriguez looks beyond cultural patterns and sees each student as an individual.
Mrs. Rodriguez recognizes the importance of placing students with similar cultural backgrounds on the same learning continuum.
Mrs. Rodriguez recognizes and appreciates the cultural variances among her students.
Mrs. Rodriguez looks beyond cultural patterns and sees each student as an individual.
It is important that students understand that cultural differences are worth embracing. There are many ways to effectively assist students on this cultural journey. Which two of the following statements provide assistance in preparing students for a world of many cultures:
Students must understand that to effectively embrace a global readiness perspective of culture they must completely buy into “mainstream” society and its ideals.
Students understand that they must “leave” their culture behind and assimilate into the dominant culture as quickly as possible to avoid conflict.
It is important for students to understand they have a cultural background and that they can learn from other cultures.
Student cultural engagement must begin from a place of positivity.
It is important for students to understand they have a cultural background and that they can learn from other cultures.
Student cultural engagement must begin from a place of positivity.
Mrs. Baker has a student who is new to the United States and is not assertive in class nor does he participate in whole-group discussions. It is important for Mrs. Baker to understand that:
The families of recent immigrants do not have high academic expectations for their children.
All immigrants are reluctant to participate in class.
She should learn about and look for culturally influenced patterns while looking beyond those patterns to see individuals.
Families of recent immigrants expect their children to focus on socialization rather than academics.
She should learn about and look for culturally influenced patterns while looking beyond those patterns to see individuals.
Teachers must be keenly aware of which of the following strategies for teaching culturally diverse students? (Select two strategies)
Teachers must appreciate and accommodate the similarities and differences among their students’ cultures.
Teachers must recognize the importance of using limited instructional strategies and activities to avoid confusion in the classroom.
Teachers must recognize the importance of developing learning objectives and instructional strategies independent of the cultures represented in the classroom.
Teachers must recognize the importance of building rapport with their students to develop more meaningful lessons.
Teachers must appreciate and accommodate the similarities and differences among their students’ cultures.
Teachers must recognize the importance of building rapport with their students to develop more meaningful lessons.
What type of educational program will result in literacy proficiency for virtually all students?
Rote memorization based on a set of common facts students should learn at each grade level.
Content area studies for ELL students, bilingual students, and native English speakers.
Drill-skill approach
An in-depth approach that builds students’ background knowledge and vocabulary, fosters language development, and develops skills needed to cope with future literacy demands.
An in-depth approach that builds students’ background knowledge and vocabulary, fosters language development, and develops skills needed to cope with future literacy demands.
Instead of giving students the answers to questions, Mrs. Moore allows her students to reason their way to finding the answers. She uses prompts and other methods to support students toward this goal. Mrs. Moore is implementing
Scaffolding
Schema
Situation Model Theory
Sheltered English
Scaffolding
