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NYSTCE EAS EXAM QUESTIONS AND ACCURATE ANSWERS NEW UPDATE
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NYSTCE EAS EXAM QUESTIONS AND ACCURATEANSWERS NEW UPDATE
Universal Design-Answer Framework that designs learning experiences to meet the
needs of all learners. Like handicapped ramps, use of technology, etc. Plan access to
learning in advance. (built in to the lesson) Engages learner, activates thinking, and
scaffolds deep understanding.
Culturally Relevant Classroom Environment - Answer Classrooms that give good
teaching to students from diverse backgrounds to be able to: achieve academic
success, develop/ maintain cultural competence and to develop a critical
consciousness.
First and second language acquisition patterns - Answer Language learners, mostly go
through a similar set of stages of development. How we learn our first language differs
from the way we learn additional languages. However, we develop skills in speaking,
listening, reading, and writing.
Cognitive learning styles Questions the general way individuals prefer information to be
given to them so they problem solve, process, learn and remember new information.
Modalities refer to the sensory channels or pathways individuals give, receive and store
information. Perception, memory and sensation make up the concept of modality.
cultural background - Answer A person's race, ethnicity, or country of origin. shapes the
way one thinks, learns andbehaves. And, this uniquely impacts children's attitudes and
expectations toward school.
Exceptionalities - Answer Similar to all children, there are those exceptional cases
where some ELLs may not develop
language skills in the similar manner as most children. There are some ELLs who have
particular language
delays or disabilities. It is essential to distinguish language disabilities
, from normal second language development.
Previous experience with the second language - Response It is always necessary to
evaluate the prior experience of ELLs learning in English to understand better
how long each student has learning English, and the kind of support received.
SIFE-interrupted, limited or no formal education - Answer Many ELLs have had
disrupted or little formal schooling because of immigrating etc. These students are
sometime referred to as 'students with interrupted formal education' .Unique
considerations and accommodations must be given to these students as they are at risk
for academic difficulties and are performing below grade level expectations.
classroom environment where the ELLs feel represented and that their cultures are
welcome and invited into the class in a meaningful way. The creation of a "culturally
relevant" learning environment benefits all students by understanding how their
learning relates to diverse cultures.
Literacy in the primary language - Answer Children who have developed literacy and
have more experience with reading and writingin their first language are more likely to
develop second language literacy skills faster andwith greater ease.
Bilingualism - Answer Ability to speak two languages. Bilingual Children, for example,
may be born knowing a second language and some may acquire a second language
after their first language.
Successive bilingualism - Answer children learn one language first, then learn a second
language later
simultaneous bilingualism - Answer bilingualism in which the two languages are both
learned from birth
Transitional Bilingualism Education - Answer in providing instruction in content areas,
the teacher must also provide materials and instruction in the native language while
they are learning English-assimilation.
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