Student Diversity

Question 1

Texas English Language Proficiency Standards (ELPS)

Answer 1

represent the learning strategies, listening, reading, speaking, and writing skills that ELLs need to learn to become proficient in English in the context of academic instruction.

Question 2

TELPAS Proficiency Level Descriptors (PLDs) describe

Answer 2

The English that ELLs can use and understand at each of the four proficiency levels.

Question 3

PLDs (proficiency level descriptors)

Answer 3

Beginning - little or no English ability
intermediate - limited ability, simple language structures, high-frequency vocabulary, routine contexts
Advanced - ability to engage in grade-appropriate academic instruction with SLA support
Advanced high - the ability to engage in grade-appropriate academic instruction with minimal SLA support

Question 4

Texas School Districts are required to indentify students’ English language proficiency levels in each domain and provide

Answer 4

linguistically accommodated content-based instruction aligned with students’ levels

Question 5

_____ and ____ are a good idea for ELLs at all levels, although rarely needed once a student has reached

Answer 5

extra processing time and linguistic support
rarely needed once student has reached Advanced High

Question 6

To quickly determine a student’s English level based on speaking, remember

Answer 6

beginning uses single words, short memorized phrases, or incomprehensible speech
intermediate communicates a simple message with basic vocabulary and limited tenses
advanced uses a variety of tenses and some abstract vocabulary
high advanced speaks as clear and detailed as native speaker

Question 7

remember that in reading it is not until the students reach advanced level that they start to

Answer 7

independently construct meaning of grade-appropriate text

Question 8

To determine a student’s English level based on writing, read the writing aloud - grammar errors are easier to identify when read aloud

Answer 8

a beginning student’s writing will have no flow
an intermediate student’s writing will feel choppy
an advanced student’s writing will flow
an advanced high student’s writing will give detail with less repetition

Question 9

Teachers will need to understand that not all students have the same

Answer 9

interests, skills, backgrounds, or needs. They cannot discriminate based on any factor and should aim to identify, understand, and meet the needs of each student, regardless of their background.

Question 10

Types of diversities include differences in

Answer 10

interests, skills, ethnicity, culture, language background, gender, sexuality, socioeconomic status

Question 11

diversities also include exceptionalities related to

Answer 11

behavior, speech, communication, cognitive ability, physical ability, intellect, and giftedness

Question 12

effective teachers use an understanding of diversity to inform how they develop

Answer 12

the environment and activities in the class

Question 13

teachers should strive to promote the understanding of diversity by

Answer 13

acknowledging and celebrating the differences that exist within the classroom

Question 14

Students should have the opportunity to

Answer 14

share and get to know each other throughout the year

Question 15

students should be led away from forming

Answer 15

ignorant or deragatory opinions that could lead to inappropriate or discriminatory behavior

Question 16

Take opportunities during readings or lessons to pull texts or activities that

Answer 16

Relate to student cultures and interests

Question 17

use student diversities as

Answer 17

strengths to guide group work and lesson planning

Question 18

whatever the diversity is, it is critical for the teacher to recognize

Answer 18

when those diversities are putting limits on student learning, and work to provide the best support and adjustments in teaching strategies for the student to help them learn and perform. This is known as differentiating instruction to meet students’ needs.

Question 19

recognizing the impact of diversities and finding ways to use them as strengths and lesson enhancements is

Answer 19

key to the successful teaching of all students

Question 20

The IEP will specify

Answer 20

strenghts and challenges the studnet has in each content area, and specify accommodations and modifications required to be implemented for the student

Question 21

the first step in adapting curriculum for a student with a disability is to

Answer 21

Read through the IEP and identify these requirements. Meeting with SPED teachers can also be beneficial in ensuring that you are meeting the needs of your students.

Question 22

When planning learning experiences and designing assessments for student with disabilities, the teacher should make sure these students

Answer 22

are included in content activities and do not feel isolated or overwhelmed. Group projects should be adapted to match their academic ability.

Question 23

Sometimes accommodations for a student with a disability will be

Answer 23

beneficial to the whole class and can be used without drawing attention to or isolating that student

Question 24

The purpose of the IEP is to

Answer 24

not the student’s present level of performance, create measurable annual goals to determine and monitor progress within the general education curriculum, create accommodations to assist in the learning process, and determine the district and state assessments the student will participate in

Question 25

An IEP may include modifications to the general education curriculum or accommodations or

Answer 25

both

Question 26

Modifications to the curriculume

Answer 26

change what the child is being taught.

Question 27

Accommodations change

Answer 27

how it is taught. They have help in the way they master it.

Question 28

Remember that students with disabilities should be treated with

Answer 28

the fewest accommodations needed to ensure success in their least restrictive environment and be included in the classroom activities as much as possible (inclusion)

Question 29

There are ___ major disability categories as identified by IDEA (individuals with disabilities act). Other than _____, each of these categories has a range in which the students can fall.

Answer 29

13 major disability categories
other than deafness, each has a range in which the student can fall

Question 30

sex is

Answer 30

the physical state of being male or female

Question 31

gender is the therm used to

Answer 31

describe how a person identifies herself

Question 32

with the new awareness of other genders and sexualities,

Answer 32

addressing gender biases in the classroom becomes more important. Students with alternative gender expressions may be more likely to encounter misrepresentation or biases in the classroom.

Question 33

As a teacher, it is important to ensure that

Answer 33

no gender stereotypes are influencing teaching or learning in the classroom, and that all genders and sexualities are acknowledged and supported.

Question 34

gender stereotypes may come into play when creating assignments or activities. Checking biases will ensure

Answer 34

that students are being treated equally and allowed to develop skills associated with success, regardless of gender.

Question 35

It is important for teachers to acknowledge and respect diversity and

Answer 35

facilitate a culturally inclusive classroom.

Question 36

To promote learning for all students, teachers can adopt

Answer 36

culturally responsive teaching

Question 37

culturally responsive teaching is

Answer 37

an approach that recognizes the importance of including students’ cultures in all aspects of learning

Question 38

culturally responsive teaching strategies include

Answer 38

learn about student backgrounds and interests to cultivate authentic relationships in which students feel respected and valued.

activate students’ prior knowledge and understand it will differ

teach concepts in context

draw connections to the real world

include literature into the curriculum about various cultures and ways of life written by diverse authors

present concepts to students using their vocabulary and incorporating their interests.

Question 39

Culturally responsive teaching seeks to

Answer 39

make education meaningful and valuable to all cultural groups, as well as combat stereotype threat

Question 40

Who is susceptible to stereotype threat

Answer 40

children who are not part of the dominant or privileged group

Question 41

an effective teacher recognizes

Answer 41

cultural and social diversity and how it impacts student learning

Question 42

When students’ cultural norms differ from what is expected or typical in a classroom,

Answer 42

discomfort or self-consciousness arise

Question 43

Some cultural differences include

Answer 43

eye contact, punctuality, asking questions, individualism and collectivism, body language, views on teachers and school

Question 44

Eye contact and culture

Answer 44

some cultures believe it is impolite to make eye contact with a person of authority. Therefore, some students will avoid making eye contact when a teacher is speaking to them

Question 45

Punctuality and culture

Answer 45

in many cultures, there is less emphasis on arriving at a set time. There is a general understanding that arrival times are relative and flexible. Studnet may need help understanding the importance of adhering to the schedule.

Question 46

Asking quesitons and culture

Answer 46

some cultures believe it is disrespectful to ask a person in authority questions. As a result, some students may not realize that asking questions is encourage and appropriate in the classroom

Question 47

Individualism and collectivism and culture

Answer 47

in many cultures, the needs of the group are valued above the needs of the individual. Students are accustomed to working in groups and may never have been required to complete an assignment individually. You may observe some students having difficulty distinguishing between group and independent activities in the classroom

Question 48

body language and culture

Answer 48

body language and gestures are different in all cultures. For example, some children have been taught to look down to show respect when they are reprimanded. The amount of personal space given when talking to someone also varies from culture to culture

Question 49

views on teachers and school in cultures

Answer 49

the are cultural variations in the degree to which teaching is viewed as a high-status, highly respected profession.

Question 50

being aware of cultural differences is important for

Answer 50

recognizing cultural roadblock to optimal classroom performance

Question 51

students who live in low socioeconomic conditions might be experiencing

Answer 51

disadvantages in their access to various resources such as technology which can lead to equity issues when implementing projects that require computer usage or other resources

Question 52

when designing and implementing learning activities, the teacher needs to be aware that not all students have

Answer 52

equal access to outside resources

Question 53

the teacher should design instruction to allow all students

Answer 53

equal access to school resources, such as poster board, markers, printers, computers, etc.

Question 54

Low socioeconomic students might experience disadvantages in their home lives that affect classroom learning. For example:

Answer 54

food insecurity, lack of parental involvement, neglect/psychological trauma, poor physical living situations

Question 55

students from high socioeconomic families have limitations too

Answer 55

parents might be motivated by grades and performance which may lead them to push students harder or show strong disappointment when they perform lower than “acceptable”

Question 56

ELLs will need additional support for

Answer 56

their English Language Skills

Question 57

ELLs should not receive different content, they should receive

Answer 57

linguistically supported content

Question 58

Teachers should deliver comprehensible input to their ELLs. This means the information can

Answer 58

be understood despite language barriers.

Question 59

Support ELLs through

Answer 59

visuals, vocab support, and adjustment to delivery

Question 60

Supporting ELLs through visuals

Answer 60

word walls, vocabulary lists, pictures, gestures, props

Question 61

Supporting ELLs through vocabulary support

Answer 61

pre-teach key terms, reference materials, word banks, dictionaries, glossaries (depending on the studnets’ proficiency levels, some translations to their native language for these resources may be appropriate. However, their goal is to learn English along with the content, so they should be exposed to the terms in English as well.

Question 62

supporting ELLs by adjustments to delivery

Answer 62

no idioms, use straight-forward language, gestures, non-verbal cues, slow down, pause after complete thoughts

Question 63

How to support ELLs in demonstrating their learning

Answer 63

Provide sentence stems to help with writing or speaking

provide additional time to complete assignments since their cognitive load is increased when processing both content and new language

since students acquire a significant amount of language through peer interactions, make time for discussions, group work, and socialization

give students opportunities to demonstrate their knowledge in various ways

if a student is struggling with their assignment, make sure they are set up for success to demonstrate their content knowledge or academic skills. They should be given the language support they need to be successful.