Name:

Curriculum-based Measure 8-EDU 203: Multicultural Education

  1. A learning activity is an example of
  2. Conceptual and context reduced activity
  3. A conceptual and context-embedded activity
  4. A surface-language form of learning
  5. A cooperative form of learning
  6. In promoting reading comprehension, which of the following would best apply
  7. Comprehension precedes production
  8. Teachers should focus on reading accuracy before reading fluency
  9. Teachers should focus on reading fluency before accuracy
  10. Reading decoding facilitates comprehension
  11. A transitional bilingual education program would be an example
  12. Keeping a student’s native language
  13. An Additive approach to bilingual education
  14. A Subtractive approach to bilingual education
  15. A dual language approach to bilingual education
  16. To benefit from bilingualism a student needs
  17. To learn enough of a new language for basic survival needs
  18. To be proficient in the first language first and begin learning the second language
  19. To be proficient enough in both languages
  20. To have full fluency in two languages
  21. Using English to know how to order a hamburger at McDonald’s would be an example
  22. Communicative interpersonal skills
  23. Academic language proficiency
  24. A common underlying proficiency in two languages
  25. Only happens when the student has achieved a threshold of bilingualism
  26. Using English to study a chapter in a text in English is an example of
  27. Communicative interpersonal skills
  28. Academic language proficiency
  29. A common underlying proficiency in two languages
  30. Only happens when the student has achieved a threshold of bilingualism
  31. “Every dialect, every language, is a way of thinking. To speak means to assume culture”; this quote comes from
  32. Maya Angelou
  33. Jesse Jackson
  34. Franz Fanon
  35. Lisa Delpit
  1. Children who speak Ebonics (Delpit, 2014) are found to have a difficult time becoming proficient readers largely because
  2. Ebonics is too similar to standard English
  3. Children get built in illiteracy speaking Ebonics
  4. Teachers teach reading standard English competently
  5. Teachers assess competency influenced by the language children speak
  6. Research on using teacher correction of Ebonics (Delpit, 2014) results in
  7. Improved reading comprehension
  8. Increased fluency with two languages
  9. Decreased use of Ebonics by children
  10. Decreased comprehension in pronouncing new language
  11. The Bridge series curriculum (Hobbes, 2017) to Ebonics speakers develop standard English skills is an example of
  12. A dominant language ideology
  13. An effective program of reading comprehension
  14. A failed reading curriculum
  15. An effective program of speaking standard English
  16. Ebonics as a language (Bouie, 2014) is rooted in
  17. 16th century African Slave languages
  18. Modern Africanized Standard English
  19. African resistance to slavery
  20. 17th century British English
  21. The “acting white” theory of dismissing intellectualism and academic achievement is found (Bouie, 2014) to be
  22. Primarily among Black students in honors classes
  23. Among White students rather than Black Students
  24. Mostly among urban Black students
  25. Both among White and Black youth