Use the information below to answer the question that follow.

A middle school ESL teacher is beginning a multidisciplinary thematic unit about tropical rain forests with developing-level English language learners.

The teacher introduces the rain-forest unit by reading aloud the picture book The Great Kapok Tree, a story in which animals of the Amazon rain forest convince a man not to cut down a native kapok tree. This use of literature as part of sheltered content instruction promotes the English language learners' content learning primarily by:
  1. Scaffolding their use of cognitive learning strategies.
  2. Building their knowledge of content-specific vocabulary.
  3. Developing their cognitive-academic language proficiency.
  4. Exposing them to content-specific language structures.
Explanation
Correct Response: B. By reading aloud a picture book that is set in a rain forest at the beginning of the unit, the teacher provides an opportunity for students to develop valuable schema related to new vocabulary and concepts that will be studied in the unit. A is incorrect because the teacher does not model cognitive strategies during the read-aloud and the students are not asked to use cognitive learning strategies. C is incorrect because, although the read-aloud provides students with a context- embedded introduction to new vocabulary, the read-aloud in itself merely introduces new vocabulary but does not provide students with explicit instruction in academic language. Finally, since the book is a work of literature and not an informational text, the read-aloud is not likely to expose the students to content-specific language structures, making D incorrect.
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