Use this handout to record answers for your linguistic diversity video.

1. Name: _________________ Date: ______________
1. (01:12) Why would you use both the book and the video with linguistically diverse
students?
A. It increases comprehension by increasing reputation of the vocabulary in the
story
B. The video acts as a summary of the story before listening/reading the book.
C. The video includes more sheltered English adaptations, by adding audio,
video, and interactions for the student to build understanding
D. All of the above
2. (01:27) What instructional strategy for linguistically diverse students could be
identified IF the vocabulary words shown in print on the video would also include the
same word in the child's native language?
A. Instructional conversations
B. Support first language
C. Response Protocol
D. Language Experience Approach
E. None of these
3. (02:05) By having the students draw a picture to support they new vocabulary in the
video and book, this is an example of which instructional strategy?
A. Supporting first language
B. Thematic teaching
C. Instructional conversations
D. Sheltered English Adaptations
E. All of these

2. 4. (03:22) The teacher in the video is asking questions and writing the answer on the
board as the child dictates the answer. This is an example of what instructional
strategy for linguistically diverse learners?
A. Reading as preparation for writing
B. Webbing and mapping
C. Authenic messages
D. Language Experience Approach
E. Both C and D
5. (03:58) This teacher is sharing an example of the power of using instructional
conversations with linguistically diverse students. How are the students benefitting
from this practice?
A. The teacher is providing repetitive vocabulary by repeating their answers.
B. The teacher is expanding on each child's answer to extend their language
skills in a relatable context.
C. The teacher is using content that the students can make personal
connections to in her conversations.
D. All of these
6. (04:15) What TWO strategies is this teacher using to enhance comprehension with
her students?
A. Response Protocol and Sheltered English Adaptations
B. Language Experience Approach and Reading as a preparation for Writing
C. Reading as a preparation for Writing and Sheltered English Adaptions
D. Language Experience Approach and Response Protocol
E. None of these

3. Name: _________________ Date: ______________
7. (04:57) Building on questions with new questions to extend a student's oral language
is an example of what instructional strategy?
A. Instructional Conversations
B. Writing as a preparation for reading
C. Sheltered English Adaptations
D. Both A and C
E. Both B and C
8. (05:38) What instructional strategy for linguistically diverse students are you most
interested in using with your own students one day? What questions do you have
about any of the strategies?

4. 1. (01:12) Why would you use both the book and the video with linguistically diverse
students?
A. It increases comprehension by increasing reputation of the vocabulary in the
story
B. The video acts as a summary of the story before listening/reading the book.
C. The video includes more sheltered English adaptations, by adding audio,
video, and interactions for the student to build understanding
D. All of the above
2. (01:27) What instructional strategy for linguistically diverse students could be
identified IF the vocabulary words shown in print on the video would also include the
same word in the child's native language?
A. Instructional conversations
B. Support first language
C. Response Protocol
D. Language Experience Approach
E. None of these
3. (02:05) By having the students draw a picture to support they new vocabulary in the
video and book, this is an example of which instructional strategy?
A. Supporting first language
B. Thematic teaching
C. Instructional conversations
D. Sheltered English Adaptations
E. All of these

5. 4. (03:22) The teacher in the video is asking questions and writing the answer on the
board as the child dictates the answer. This is an example of what instructional
strategy for linguistically diverse learners?
A. Reading as preparation for writing
B. Webbing and mapping
C. Authenic messages
D. Language Experience Approach
E. Both C and D
5. (03:58) This teacher is sharing an example of the power of using instructional
conversations with linguistically diverse students. How are the students benefitting
from this practice?
A. The teacher is providing repetitive vocabulary by repeating their answers.
B. The teacher is expanding on each child's answer to extend their language
skills in a relatable context.
C. The teacher is using content that the students can make personal
connections to in her conversations.
D. All of these
6. (04:15) What TWO strategies is this teacher using to enhance comprehension with
her students?
A. Response Protocol and Sheltered English Adaptations
B. Language Experience Approach and Reading as a preparation for Writing
C. Reading as a preparation for Writing and Sheltered English Adaptions
D. Language Experience Approach and Response Protocol
E. None of these

6. 7. (04:57) Building on questions with new questions to extend a student's oral language
is an example of what instructional strategy?
A. Instructional Conversations
B. Writing as a preparation for reading
C. Sheltered English Adaptations
D. Both A and C
E. Both B and C
8. (05:38) What instructional strategy for linguistically diverse students are you most
interested in using with your own students one day? What questions do you have
about any of the strategies?