- Description
SEI 300 Wk 4 – LDA and SEI Models Quiz
- Question 1
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According to Arizona SEI policies, how many minutes (minimum) of English language development must students in elementary (grades K-5) and secondary (grades 6-12) receive per day?
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Elementary: 120 mins per day; Secondary: 100 mins per day
Elementary: 100 mins per day; Secondary: 120 mins per day
Elementary: 90 minutes per day; Secondary: 60 mins per day
Elementary: 60 minutes per day; Secondary: 90 mins per day
- Question 2
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Kristina is a 4th-grade English learner who has completed 2 hours of English language development today – all 120 minutes were focused on targeted ELD instruction. What SEI model does her class follow?
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Dual Language Immersion model
Two-Hour model
Pull-Out model
Newcomer model
- Question 3
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Alonzo is a 7th-grade English learner who has completed 1 hour and 40 minutes of English language development today – 50 minutes were focused on targeted ELD instruction, and 50 minutes were focused on integrated ELD instruction. What SEI model does his class follow?
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Dual Language Immersion model
Two-Hour model
Pull-Out model
Newcomer model
- Question 4
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Alicia is a 10th-grade English learner who has completed 3 hours and 20 minutes of English language development today – 100 minutes were focused on targeted ELD instruction, and 100 minutes were focused on integrated ELD instruction. What SEI model does her class follow?
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Dual Language Immersion model
Two-Hour model
Pull-Out model
Newcomer model
- Question 5
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According to the Staff Considerations, any teacher responsible for teaching any portion of Targeted English instruction or Integrated instruction must have which of the following. (Choose two.)
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A foundational understanding of high-quality instruction for ELs
A certification in Reading
A certification in English
An SEI, ESL, or Bilingual endorsement
- Question 6
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What is the foundational understanding underlying Arizona’s Language Development Approach (LDA)?
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The four principles of the Language Development Approach must be implemented.
English learners are valuable members of the educational community and all individuals at every level within the educational system have an active role in ensuring their success and achievement.
Educators must encourage independent learning by teaching effective strategies for learning language and content.
Materials provided for instruction must be age and grade level appropriate.
- Question 7
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Select two asset-based behaviors and expectations that are consistent with Principle One. (Choose two.)
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Recognize there is no universal EL student profile and no one-size-fits-all approach.
Model learning approaches so students can construct meaning using metacognition strategies.
Recognize that multilingualism and biliteracy are assets.
Use Arizona’s English Language Proficiency Standards to align instruction and assessment on a language learning continuum.
- Question 8
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For Principle Two, select two aspects of integrated instruction in disciplinary language and content. (Choose two.)
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Use short cycle formative assessment data (i.e., minute-by-minute, day-by-day) to gather evidence on student progress.
Immerse students in a language-rich environment and engage in interactive and discussion-based learning tasks about the language of complex content-area texts.
Support EL students’ deep learning and ability to engage in extended academic discourse and abundant, authentic writing.
Ensure students’ cultural and linguistic assets are acknowledged and respected in a safe, affirming, and inclusive climate.
- Question 9
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For Principle Three, select two aspects of targeted and explicit language instruction. (Choose two.)
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Design instruction that fosters EL students’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.
Use analytical rubrics and assessment data to provide meaningful feedback on language development, skill development, and content knowledge.
Consistently acknowledge and build on the background knowledge and prior experiences of EL students.
Use language supports, academic language development, and opportunities for academic discourse.
- Question 10
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For Principle Four, select two aspects of assessment, monitoring, and feedback. (Choose two.)
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Use student progress evidence to guide teachers’ and students’ productive next steps to support content learning and academic language development.
Leverage home languages and cultures as assets for the EL student and their community (e.g., peers, teachers)
Use Arizona state assessment data to evaluate language and content instructional effectiveness and inform future language and academic program decisions.
Provide differentiated scaffolds to make grade level concepts comprehensible in receptive, productive, and interactive language and to support students to make informed and deliberate choices about language when speaking and writing.