Impact Survey

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Random Assignment Evaluation of Pacific CHILD
ANNUAL PROGRAM IMPACT SURVEY*

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*The Pacific Communities with High Performance in Literacy Development (Pacific CHILD) Program is a
professional development program administered by the Pacific Resources for Education and Learning
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Your school: _________________________________________________

For the questions 1 to 46, please circle[select] what you think is the best response for
each question.
I. Instructional Techniques
1. Schema building refers to ________________.
a. Constructing concept maps for textual themes
b. Using thematic units to develop language skills
c. Monitoring your own thinking process
d. Developing complex connections between and across ideas
e. Using graphic organizers to develop meanings for vocabulary items
2. The purpose of scaffolding is to ________________.
a. Enable a student to complete a task that he/she would otherwise not be able to
do alone
b. Teach language to English Language Learners in stages
c. Guide an activity that is carried out as the result of processing language
d. Activate a students’ prior knowledge about the content of a text
e. Help a student to whatever extent necessary so that the task is completed
3. Which is an essential part of Sheltered Instruction?
a. Teachers modify curriculum, use supplementary materials and alternative
assessments
b. ESL and bilingual teachers are assigned to teach these classes
c. ELL students are partnered with native-speaking peers
d. ELLs use content to learn language
e. Teachers use sheltered instructional techniques only when ELLs are present
4.

Flexible grouping of students is based on _________
Data from classroom assessment results
Language ability
Ethnicity/shared language
Academic ability
Standardized test scores

a.
b.
c.
d.
e.

5.

Judicious use of support services refers to ___________________
a. Recognizing that support staff supplement the teachers work but do not replace
classroom instruction
b. Recognizing that ELLs need to receive instruction primarily from ESL teachers
c. Placing the primary responsibility for the instruction of ELLs on support staff
d. Placing the student in extended-day help so that he or she learns content
material
e. Seeking parental input on student’s learning
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6. What role do formative assessments play in planning a lesson?
a. They help inform the teacher about students’ prior knowledge and should guide
instruction
b. They help teachers determine which students need support services
c. They help teachers form questions about students’ ability
d. They are not necessary in planning a lesson
e. They reveal students likes and dislikes so that the teacher plans a high-interest
activity
7. Which of the following best describes Sheltered Instruction?
a. ELLs participate in grade-level appropriate content material while developing
English language proficiency
b. Students receive simplified content while they develop language skills
c. ELLs are protected from the social influences of their English proficient peers
d. Teachers are experts in second language instruction
e. Teachers modify assignments by assigning less cognitively demanding work to
ELLs
8. In a literacy-rich environment ___________________.
a. There is an abundance of print visible
b. Artwork, photos and artifacts are displayed
c. Natural and found objects are present
d. Classroom charts are used for daily communication
e. All of the above
9. An interactive approach to learning requires that the role of the teacher change from
that of _______________ to _______________.
a. Transmitter to facilitator
b. Transmitter to co-learner
c. Expert to resource person
d. Expert to receiver
e. Facilitator to transmitter
10. Which of the following is NOT a required characteristic of an interactive task?
a. Cooperative group work
b. Students learning by doing
c. Teachers and students learning together
d. Students thinking and working with others to apply new ideas
e. Physical or hands-on experience followed by discussion
11. A classroom environment that is full of literature, art, print material and community
resources is ____________________.
a. Cognitively-rich
b. Distracting to English learners
c. Literacy-rich
d. All of the above
e. None of the above
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12. What is the first step toward building students’ reading vocabulary?
a. Building their oral vocabulary
b. Building their productive vocabulary
c. Building their receptive vocabulary
d. Building their academic/technical vocabulary
e. None of the above
13. Which of the following is NOT a characteristic of a literacy-rich environment?
a. An emphasis on sequential skills mastery
b. Reference books (dictionaries, encyclopedias, etc.)
c. The teacher making and pointing out own errors
d. Student created print
e. Displayed library books
14. Which of the following is an example of "modeling"?
a. Showing video clips to emphasize a particular concept
b. Having students orally repeat a set of vocabulary words until pronunciation
approximates that of a native speaker
c. Having students create a poster that summarizes a story or passage
d. Demonstrating a science experiment
e. Using prior knowledge and experience to connect ideas

15. Academic language refers to _____________.
a. Language that is used by a teacher or instructor
b. Abstract concepts
c. Written language like that used in college texts
d. Language used in formal contexts for academic subjects
e. Non-comprehensible input

16. A teacher models self –questioning through thinking aloud and while reading. She
ask, “ What would happen if, XXX does YYY?” or “I wonder why….” These are
examples of what type of questions?
a. Thoughtful questions
b. Assessment questions
c. Predictive questions
d. Formative questions
e. None of the above
17. The term morphology refers to ________________________.
a. The study of word formation
b. The study of language change
c. The study of context clues
d. Explicit instruction in individual words
e. All of the above

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18. Which of the following is a feature of informational text that signals key information?
a. Headings, subheadings, forwards, and summaries
b. Charts, diagrams, tables, and flow charts
c. Style, type, and size of font
d. Location of the main idea in a paragraph or sentence
e. All of the above
19. In the ESL/ELD classroom, the primary purpose of interactive tasks is to
______________.
a. Involve ELLs in meaningful content work while they acquire English
b. Pre-teach the language required for engagement in content work
c. Eliminate the need for individual tasks
d. Create homogeneous groupings
e. Differentiate instruction
20. Which of the following is NOT one of the four components of vocabulary
instructions outlined in Pacific Child?
a. Repetition and memorization
b. Providing rich and varied language experiences
c. Explicitly teaching individual words
d. Teaching word-learning strategies
e. Fostering word consciousness

21. Question generation helps with comprehension because it
a. Links their prior knowledge with the text
b. Helps with text interpretation
c. Fosters student ownership of learning
d. Enables students to read for meaning and accuracy
e. All of the above
22. Differentiated Instruction refers to ____________________
a. Teachers adjusting instruction to accommodate individual students’ needs
b. Teachers beginning a lesson at a predetermined set point
c. Teachers sharing class materials to teach the same lesson
d. Students learning from their textbooks, homework and tests
e. Students learning by doing

23. _________________ creates a conceptual framework in which a meaningful
context is maintained for several days or weeks.
a. Culturally responsive teaching
b. Thematic instruction
c. Direct instruction
d. Cooperative group work
e. Information processing model

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24. When readers expect that events will be told in the order they happen or that a
process will be explained step-by-step, what type of expository text structure is this?
a. Sequence
b. Compare-Contrast
c. Cause-Effect
d. Problem-Solution
e. Description-Classification
25. K-W-L is an important pre-reading conversation. What are the steps in K-W-L?
a. Ask students what they know about the topic, what they want to find out and
what they learned or still need to learn
b. Ask students to take notes, create word charts or list items that are unknown
c. Ask students what they know about the topic, what they predict will happen and
what they would like to happen
d. Ask students to discuss, work in groups, and locate the main ideas
e. None of the above
26. The essential components of vocabulary instruction include ________________.
a. Providing rich and varied language experiences
b. Explicitly teaching individual words
c. Teaching word-learning strategies
d. Fostering word consciousness
e. All of the above

27. Flexible grouping provides an opportunity for the teacher to do which of the
following?
a. To work with groups who need targeted assistance
b. To create a low-anxiety environment
c. To ensure more on-task behaviors
d. To guide student-to-student interactions
e. All of the above

II. Theories of Learning and Language Acquisition
28. The instructional technique most clearly aligned with a socio-cultural view of
learning is ______________.
a. Scaffolding
b. Adapting to learning styles
c. Drill and practice
d. Cross-age tutoring
e. Bilingual instruction

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29. Metalinguistic knowledge involves _____________.
a. Metaphoric comprehension
b. The ability to find hidden meanings in the text
c. The ability to talk about language forms and functions
d. The ability to connect new texts with prior knowledge
e. The ability to translate texts accurately

30. A transitional system in which a person uses rules from two or more languages
simultaneously is called ____________.
a. Code switching
b. Interference
c. Word recognition
d. Pidgin
e. Interlanguage
31. Metacognitive development refers to ______________.
a. Learning that occurs as a result of imitation, practice, and reinforcement
b. When a teacher’s lesson plan focuses on developing students’ analytical skills
c. The ways in which students examine and guide their thinking or cognitive
processes
d. The result of a teacher's use of schema building within their lesson plans
e. When students’ development occurs outside of structured learning activities

32. Behaviorism suggests __________________.
a. Human beings are born with a basic knowledge of language
b. Students are believed to construct meaning through experience and active
participation in the learning process
c. Language pragmatics must be explicitly taught to second language learners
d. Learning occurs simply by being exposed to new material and experiences
e. Learning occurs due to imitation, practice, reinforcement, and habit formation
33. The constructivist view of learning is one in which ______________.
a. Students are believed to construct meaning through experience and to be an
active participant in the learning process
b. Students only learn from tightly constructed and compartmentalized lesson plans
c. Learners build from an understanding of basic concepts toward more abstract
reasoning
d. Similarities between the first and second languages allow the learner to acquire
second language structures with ease
e. Learning occurs as a result of imitation, practice, and reinforcement

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34. Krashen's metaphor for the interaction of emotional factors with other factors that
serves to make a learner more or less open to second-language input is called
________________.
a. The Iceberg
b. The Natural Order Hypothesis
c. Comprehensible Input
d. The Affective Filter
e. Metacognitive Development
35. The best way to organize instruction for intermediate to advanced English
Language Learners is to_____________.
a. Use simple sentences and below grade-level texts
b. Ensure that students reach a certain level of English proficiency before teaching
grade level content
c. Provide a specialized all-day program until ELLs reach oral fluency in English
d. Use grade level curricula with appropriate support and scaffolding
e. Teach in stages, beginning with simple vocabulary and the moving to more
complex vocabulary
36. Communicative Competence involves ______________.
a. The ability to communicate on a basic level
b. Mastery of meaning within social and cultural contexts
c. The level at which students are ready to transition into a mainstream classroom
d. Language that is to be used in a classroom setting
e. Code switching
37. Overgeneralization errors are the result of _______________.
a. A learner’s use of patterns of the first language in second language sentences
b. The omission of elements of a sentence
c. The learner’s gradual discovery of the second language system
d. Trying to apply a linguistic rule in a context where it does not belong
e. Illogical reasoning
38. The Zone of Proximal Development is the _________________.
a. Level at which the material is too challenging for a student to comprehend
b. Level at which students plateau and struggle to further their development
c. Level at which a student is able to work independently of help from their teacher
or peers
d. Difference between the level at which a learner can complete a task
independently and the level at which she can complete it with support
e. Frustration level

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39. Transfer refers to _______________.
a. The replacement of the primary language with an acquired language
b. The omission of elements of a sentence
c. Overgeneralization of learned grammar rules
d. The continued use of a student’s first language after they have gained
competency in the newly learned language
e. A learner’s use of patterns of the first language in second language sentences
40. Cummins' Cognitive Academic Language Proficiency (CALP) is _____________.
a. The ability to engage in problem-solving, deduction, and complex memory tasks
b. The level at which students are at a proficient enough level to be introduced into
a mainstream classroom
c. When the first language is partially or completely lost as a second language is
acquired
d. The ability to use language in all its forms as a tool for thinking and
communicating effectively
e. The language required to succeed in higher order, literacy-related tasks of the
classroom
41. Instructional conversation is an effective means for engaging ELLs in classroom
discourse because ______________.
a. It provides different opportunities for modeling and feedback that support
language learning
b. It enables language learners to memorize correct forms
c. It allows for student and teacher to follow a prepared script
d. Students are able to avoid working independently, which could allow for more
mistakes
e. It prevents students from repeating each other's errors
42. Cummins' Common Underlying Proficiency is ________________.
a. Made up of basic interpersonal communication skills (BICS)
b. When teachers encourage all students to memorize key vocabulary prior to the
reading of text
c. Developing networks among clusters of meaning that are interconnected
d. The foundational linguistic knowledge and skills on which a learner can draw to
learn a new language
e. A single underlying abstract structure of all languages that children must acquire
in early childhood

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43. Krashen's Comprehensible Input is _________________.
a. The recommendation that teachers use language just beyond students’ current
ability level
b. A metaphor for the interaction of emotional factors with other factors that serve
to make a learner more or less open to second-language input
c. Translation into the primary language to ensure that the students will grasp key
concepts
d. The order in which certain features of a language are acquired
e. Simplification of language input to the students’ current ability level
44. Developmental errors are _________________.
a. The omission of elements of a sentence
b. An error that reflects the learner’s gradual discovery of the second language
system
c. A learner’s use of patterns of the first language in second language sentences
d. Overgeneralization of learned grammar rules
e. Errors learned or picked up from interaction with peers with limited fluency
45. Leaving out elements of a sentence is called ______________.
a. A systematic error
b. A developmental error
c. An overgeneralization error
d. Language transfer
e. A simplification error
46. Additive Bilingualism is _________________.
a. Developing the students primary language and adding a second language
b. The ability to engage in problem-solving, deduction, and complex memory tasks
c. Having equal proficiency in two languages across a range of contexts
d. The act of acquiring a third or fourth language
e. Replacing the primary language with a new language

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