3_9Answers to Questions (1).docx
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Bradley University *
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Course
393
Subject
Linguistics
Date
Feb 20, 2024
Type
Pages
5
Uploaded by ColonelBeaver1413
1) A person's ability to understand language (eg, following directions) is referred to as:
A) receptive language
B) semantics
C) syntax
D) expressive language
2) Which of the following statements is the overarching goal that represents the
standards for language development, according to the Common Core Standards?
A) Use knowledge of language only in special education settings
B) Use knowledge of language only in general education settings, or when deemed necessary
in a special education setting
C) Use knowledge of language and its conventions when writing, speaking, reading, or
listening
D) Use knowledge of language only when necessary in the classroom
3) What does the language component "content" refer to?
A) Syntax
B) Semantics
C) Pragmatics
D) Ideas and concepts
4) How does the words "bat" and "cat" differ?
A) By one phoneme
B) In form
C) In syntax
D) By one morpheme
5) Which of the following components of language refers to the purposes or functions of
communication, or how we use language to communicate?
A) Phonology
B) Pragmatics
C) Semantics
D) Grammar
6) Which of the following choices represents the basic syntactical structure for English?
A) Verb + subject + object
B) Subject + verb + object
C) Verb + object + subject
D) Subject + object + verb
7) Sheila is a third grader who often uses nonspecific words (eg, thing, stuff) for specific
words Sheila most likely has a:
A) phonic deficit
B) receptive language delay
C) word-retrieval problem
D) pragmatic deficit
8) Throughout school-age years, students become more empathetic toward their
conversational partner and are better able to understand a variety of perspectives. This
is an increase in:
A) CALP
B) language form
C) BICS
D) language pragmatics
9) When planning a language program for students with delayed language skills, begin
by:
A) focusing on receptive language before expressive language
B) adhering closely to a language curriculum
C) determining what knowledge and skills a student has already acquired
D) focusing on expressive language before receptive language
10) When working with culturally and linguistically diverse students, which of the
following strategies would NOT be representative of an effective teacher?
A) Displaying a sense of confidence in their ability to succeed with students who are culturally
and linguistically diverse
B) Having high expectations of their students
C) Reminding students that the classroom is no place for their first language and
discouraging its use in school
D) Seeing themselves as a member of the community
11) Ms Volpe is working with a third grader who is an ELL and has difficulty forming
complex sentences and causal structures. The third grader said, "I didn't arrive school
on time. The bus was late." Ms Volpe says, "Oh, you didn't arrive to school on time
because the bus was late." What technique is she using to assist this third grader?
A) Slow pacing
B) Chunk information
C) Self-talk
D) Expansion
12) When working with students with literacy and language difficulties, a
speech-language teacher may do all of the following strategies EXCEPT:
A) collaborate with classroom teachers to implement developmentally appropriate language
arts and literacy programs
B) withhold information on students' progress from other school personnel so as not to
influence their opinions of the students
C) provide information and support for parents of at-risk children regarding language and
literacy activities in the home environment
D) assist in modifying and selecting language and instructional strategies that integrate oral
and written communication skills
13) All of the following ideas are things speech and language therapists do to promote
RTI in their schools EXCEPT:
A) explain the role of language in curriculum and instruction
B) take exclusive control in identifying screening measures
C) provide professional development on language
D) provide research-based knowledge on language screening and assessment
14) When working with students with difficulties with social-emotional communication
skills, a speech-language teacher may do all of the following strategies EXCEPT:
A) provide information regarding the link between social-emotional problems and social
communication skills
B) demonstrate lessons to enhance pragmatic communication skills
C) assist in training school staff to use effective verbal and nonverbal communication
strategies in conflict resolution
D) adopt the role of a special education teacher and coteach in the general education
classroom
15) When working with families to extend language concepts, all of the following are
suggestions for using newly learning language concepts at home EXCEPT:
A) encourage parents/guardians to use new vocabulary words at home for the child to share at
school
B) encourage parents/guardians to ask open-ended rather than closed questions about their
child's school day
C) have students ask their families about hypothetical situations to practice asking questions
and listening skills
D) discourage families from reading books to their children and instead focus on real-life
conversations
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16) Teachers use a variety of strategies to make learning English easier for culturally and
linguistically diverse students. Which of the following choices would NOT be one of those
strategies?
A) Include both language development and content vocabulary development
B) Never repeat spoken instructions or key ideas in order to increase their listening
comprehension
C) Simplify language, but continue to use more complex language as the students'
understanding progresses
D) Adapt materials without watering down the content
17) Mrs Moore's class was learning about the skeletal system and discovered where the
smallest bone in the body is located. Students were instructed to ask their parents if they
knew where it was. This is an example of:
A) using newly learned language concepts in a variety of environments
B) second language acquisition
C) a scavenger hunt
D) response to intervention
18) Mr Hinton creates a barrier game for his students to work in pairs. Each pair sits
facing each other with a barrier (large piece of cardboard) between them. One student
has a picture and the other student has a blank piece of paper. The student with the
picture has to describe it while the other student draws. Which of the following choices
would NOT be considered a language goal for this activity?
A) Giving directions
B) Listening to directions
C) Asking for clarification
D) Forming complete sentences