Ch. 8 and 9

Question 1

Multilingual writers use their

Answer 1

Knowledge of English to create texts for different audiences and different purposes, just as first-language writers do.

Although English writing processes are similar for the two groups, students new to English may experience some limitations in expressive abilities.

Some multilingual writers know how to write in their native language, and this knowledge facilitates the English writing task.

Question 2

In process writing,

Answer 2

Students experience five interrelated phases: prewriting, drafting, revising, editing, and publishing.

By breaking the writing task into manageable parts, the process approach makes writing easier to teach and learn.

Question 3

The process writing approach works well with multilingual learners because

Answer 3

it allows them to write from their own experiences.

Question 4

Cooperative writing groups promote

Answer 4

It promotes better writing and provides numerous opportunities for oral discussion whereby comprehensible input is generated, promoting overall language development for multilingual learners.

Question 5

Genre-based writing instruction is used to

Answer 5

provide writing process instruction carefully aligned to specific characteristics of a particular genre.

Students are taught to plan by analyzing the writing task and genre, noting the specific characteristics of the genre, and employing visual and graphic organizers that represent those genre-specific characteristics.

They also learn to evaluate and revise their writing based on genre-specific criteria drawn from the same resources used in planning.

Question 6

Teachers and researchers have identified general characteristics inherent in good writing, including

Answer 6

(1) ideas/content, (2) organization, (3) voice, (4) word choice, (5) sentence fluency, and (6) conventions.

Question 7

Cooperative group work is particularly crucial during

Answer 7

revision and editing

Question 8

Groups that help writers during revision are called

Answer 8

peer response groups

Question 9

Groups concerned with editing are called

Answer 9

peer editing groups

Question 10

Instructional strategies for beginning multilingual writers include

Answer 10

partner stories using pictures and wordless books; concept books; peek-a-boo books/riddle books; pattern poems for elementary and secondary school students; personal journals, dialogue journals, and buddy journals; improvisational sign language; life murals; clustering; and freewriting.

Question 11

Intermediate writers need to develop

Answer 11

writing genres and forms and focus on spelling, grammar, and punctuation during editing.

Question 12

Instructional strategies for intermediate multilingual writers include

Answer 12

Show and Not Tell; sentence combining; sentence shortening; sentence models; teaching voice; and mapping.

Question 13

The most effective writing assessment for multilingual learners comes from

Answer 13

Day-to-day informal observations of students as they write and interact in their writing groups

Question 14

Three important goals in writing development are

Answer 14

Fluency, form, and correctness.

Question 15

To differentiate writing instruction, it is vital to assess

Answer 15

What your students already know, their ELP and general literacy abilities, as well as their home languages, cultures, and prior schooling and abilities.

Question 16

The linguistic systems involved in reading are

Answer 16

graphophonics (sound/symbol correspondences), syntax (word order), and semantics (meaning).

Question 17

A reader’s background knowledge plays a powerful role in comprehension. Activating or building background knowledge can

Answer 17

alleviate reading comprehension difficulties stemming from limited ELP and background knowledge.

Question 18

Metacognition is the cognitive process in which

Answer 18

we reflect upon our own thinking, essentially “thinking about thinking.”

We use metacognitive strategies to recognize and repair reading problems.

Question 19

Guided reading

Answer 19

Teachers work with small groups of students at similar reading levels.

Teachers provide specific, individualized help when students come to a stumbling block, thus differentiating reading instruction.

During guided reading, teachers employ specific strategies to support students before, during, and after reading.

Question 20

Literature response groups consist of

Answer 20

Three to six students who discuss a story or essay, and it is important to model how to respond to literature for students.
Multilingual learners can be active participants in response groups. Multilingual learners benefit from oral discussions that provide opportunities for comprehensible input and negotiating meaning through social interaction.

Question 21

Three models for independent reading include

Answer 21

Uninterrupted sustained silent reading (USSR), extensive reading, and narrow reading.
It is important to help students select reading material. Students’ background knowledge and interest in particular topics often facilitate their ability to read material that might otherwise be too difficult.

Question 22

Beginning multilingual readers need to be

Answer 22

be immersed in reading and writing and need practice to solidify sound/symbol correspondences in English. Some may need reminding that English reads from left to right and top to bottom.

            Instructional strategies for beginning multilingual readers include language-experience approach; providing quality literature and informational texts; pattern books; illustrating stories and poems; shared reading with Big Books; directed listening-thinking activity; reader’s theater; and story mapping.

Question 23

Informal assessment procedures can be used with individual multilingual students to evaluate their reading performance:

Answer 23

Miscue analysis is an informal reading assessment tool that focuses on the reader’s miscues, or variations from print made during oral reading

Informal reading inventories (IRIs) are published sets of reading passages of gradually increasing difficulty, followed by factual and interpretive comprehension questions.

Running records are shorthand transcriptions of a student’s oral reading of a text, taken while a student is reading.

Question 24

Portfolio assessment involves the collection of samples of individual student work over