According to the SIOP modelÃ¯Â¼Å’ which of the following best d

Praxis 5362

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Question 1 of 5.

According to the SIOP modelÃ¯Â¼Å’ which of the following best describes the rationale for activating ELLs'schemata?

A. Frequent use of patterned drills provides ELLs with a systematic and logical way to acquire L2.

B. Increased interaction among fellow ELLs promotes confidence when making presentations to the class.

C. Providing choices for ELLs when making classroom assignments develops learner autonomy.

D. Linking ELLs'personal experiences to language learning is an effective way to facilitate comprehension.

Explanation: Activating schemata (background knowledge) is a key principle in the SIOP model. By connecting new information to what students already know or have experienced, teachers help students make sense of the new content more easily, thereby facilitating comprehension. The other options describe different aspects of language learning or teaching but not specifically the rationale for activating schemata.

Question 2 of 5.

The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as

A. sociolinguistic competence

B. strategic competence

C. grammatical competence

D. structural competence

Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.

Question 3 of 5.

An ELL asks his teacherÃ¯Â¼Å’ ""Can you tell me what time is it?"" The student's question includes an error in

A. the use of relative pronouns

B. subject-verb agreement

C. subject-verb inversion

D. the use of modals

Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.

Question 4 of 5.

ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of

A. false cognates

B. sight words

C. inflectional morphemes

D. English language inconsistencies

Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.

Question 5 of 5.

IfÃ¯Â¼Å’ you knowÃ¯Â¼Å’ some studentÃ¯Â¼Å’ something happen like thatÃ¯Â¼Å’ they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on

A. initial S

B. initial H

C. final T

D. final N

Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.

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