K
C
LO
YC
D
U
ST
D096/D169 ESSENTIAL PRACTICES FOR
SUPPORTING DIVERSE LEARNERS
EXAM QUESTIONS AND CORRECT
DETAILED ANSWERS A+ GRADED
, Acquisition-Learning Hypothesis - ANS The Acquisition-Learning hypotheses Two
independent systems of foreign language performance: 'the acquired system' and 'the learned
system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very
similar to the process children undergo when they acquire their first language. It requires
meaningful interaction in the target language - natural communication - in which speakers are
concentrated not in the form of their utterances, but in the communicative act. The "learned
system" or "learning" is the product of formal instruction and it comprises a conscious process
which results in conscious knowledge 'about' the language, for example knowledge of grammar
K
rules. A deductive approach in a teacher-centered setting produces "learning", while an
inductive approach in a student-centered setting leads to "acquisition". According to Krashen
'learning' is less important than 'acquisition'.
C
English Learner - ANS a student who is in the process of acquiring English and has a first
language other than or in addition to English.
LO
Formative Assessment - ANS administered throughout a unit, aligned with KUDs, can use a
variety of formats, meant to help the teacher understand how each student is progressing, rarely
graded.
YC
Summative Assessment - ANS used at the end of key segments and the end of a unit,
aligned with KUDs, determine the level of mastery each student has achieved with the KUDs at
the end of unit, can use closed formats or performance formats, typically graded.
1. Timing/scheduling accommodations for assessments - ANS multiple testing sessions, rest
breaks extended time to complete tests
D
Setting accommodations for assessments - ANS small group, separate location, in a carrel,
special lighting, acoustics, at the student's home, hospital, individual testing stations, special
U
furniture, minimal distractions
Presentation accommodations for assessments - ANS large print exams, Braille, directions
ST
read aloud, test given by person familiar to child, directions in simplified language, directions
repeated, additional examples provided, size share or location of the space for answers altered,
noise buffers worn by student
Response accommodations for assessments - ANS marks answers in test booklets, by
machine, large-spaced paper, dictates answers, signs or points as alternative responses,
spelling, punctuation and paragraphing requirements waived, use of response aids such a
abacus, arithmetic table, etc, calculator, spell-check device
What is Progress monitoring? - ANS provides essential data that helps teachers know what
students are learning, whether they are on track to master IEP goals, and how their
