Bilingual Education Supplemental 164 PART 4

According to Cummins, the two languages used by a bilingual student appear to be separate on the surface,

Writing a summary is an assessment for a student at the intermediate level of English proficiency, not beginning level.

In the language experience approach, the learner describes his or her experience and, therefore, determines the

TELPAS measures the academic progress of Limited English Proficient (LEP) students.

Specially Designed Academic Instruction in English(SDAIE) is a teaching approach, not language descriptor or expectation

In the language experience approach, the teachers lead and stimulate discussions.

Vowels each have one sound and not several sounds in Spanish.

ELLs at the intermediate level of reading and speaking can participate in a guided discussion and comprehend a passage

According to Cummins, students can transfer the content knowledge from L1 to L2.

Phonemic awareness involves orally producing or manipulating letter sounds such as rhyming words.

The dialogue journals are meant to be formally assessed.

Language objectives are an essential and explicit component of sheltered instruction and must be included to meet the

The language experience approach is suitable for all language learners.

Literacy instruction does not begin with onsets and rimes; rather it begins with the study of the syllabic structure.

Spanish language has a well-defined syllabic structure that depends on the syllable for literacy development.

Personal reflection is an important self- monitoring skill for ELLs.

TEKS are the state curriculum for all students

Common underlying proficiency (CUP) doesn’t take academic performance into account.

having students correct their work based on reference materials is not a way for students to monitor their learning;

ELLs examine each word and, through analysis, determine that scribe means “to write.”

Portfolios are the final products.

Basic interpersonal communication skills (BICS) are not related to Cummins theory.

The focus of dialogue journals is fluency. Sharing them with classmates will likely raise their affective filter.

The word map allows students to discern similarities and differences among words and create links to known words in

The graphic organizer would best increase the comprehensible input of the lesson.

Journals provide a safe and private place to write, allowing ELLs a place to take risks that are necessary for them to