TERTIARY EDUCATION DEPARTMENT

FIRST SEMESTER 2024-2025

SNED 310 – Instructional Adaptations in Language and Literacy Instruction

FINAL EXAM TEST QUESTIONNAIRE

GENERAL INSTRUCTION: Carefully read all instructions provided on both the questionnaire
and the answer sheet. Use a PENCIL to shade your answers on the answer sheet. Completely fill in
the box corresponding to your chosen answer, if you need to change an answer, ERASE it clearly
and shade the new answer. You will have a total of 1 and 30 minutes to complete the exam.

I. MULTIPLE CHOICE

1. What is the primary purpose of instructional adaptations in language and literacy?

a. To minimize teacher involvement in the learning process

b. To provide a uniform learning experience for all students
c. To ensure that all students have the opportunity to thrive
d. To increase the complexity of the curriculum

2. Which principle involves tailoring content, process, and product to meet the unique needs of
learners?

a. Accessibility
b. Differentiation
c. Individualization
d. Evidence-Based Practices

3. What is the role of assessment and monitoring in instructional adaptations?

a. To identify errors in student learning

b. To replace traditional teaching methods
c. To promote uniformity in learning outcomes
d. To ensure adaptations are effective and adjustments are made as needed

4. Which adaptation is specifically beneficial for English Language Learners (ELLs)?

a. Explicit language instruction

b. Removal of all written tasks
c. Advanced assignments
d. Independent projects

5. What is one effective strategy for teaching vocabulary in reading instruction?

a. Using word walls and graphic organizers

b. Focusing only on grammar exercises
c. Avoiding repetition in instruction
d. Skipping over unfamiliar words

6. Which technology tool can support students with disabilities by providing access to information?

a. Online quizzes
b. Screen readers and text-to-speech software
c. Standardized tests
d. Classroom bulletin boards

7. Which instructional adaptation involves using peer feedback and checklists to improve student
writing?

a. Pre-writing

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 b. Revising and editing
c. Drafting
d. Publishing

8. What does the principle of accessibility in instructional adaptations emphasize?

a. Restricting materials to a select group of students

b. Ensuring materials and activities are available to all learners
c. Creating complex lesson plans for advanced students only
d. Focusing solely on technology-based resources

9. How can technology be leveraged for instructional adaptations?

a. By replacing all face-to-face interactions

b. Through the use of educational apps and online learning platforms
c. By limiting access to information
d. By creating standardized lessons for all students

10. Which of the following is a key principle of effective instructional adaptations?

a. Uniformity
b. Individualization
c. Exclusivity
d. Complexity

11. What is the first language (L1) principle emphasized in the K-12 program?
a. Language transfer
b. First-language-based multilingual education
c. Sequential language learning
d. Immersion method

12. Which skill is foundational for early literacy in the Reading and Literacy curriculum?
a. Listening
b. Phonemic awareness
c. Writing
d. Visual literacy

13. At what grade does Filipino and English language learning start simultaneously in the curriculum?
a. Grade 1
b. Grade 2
c. Grade 3
d. Kindergarten

14. Which of the following is an example of basic literacy according to the document?
a. Grammatical proficiency
b. Text comprehension
c. Phonemic awareness
d. Text synthesis

15. The ability to identify and understand printed materials is termed as?
a. Reading fluency
b. Literacy
c. Text evaluation
d. Applied literacy

16. What is the primary rationale for learning multiple languages in the K-12 curriculum?
a) To meet global standards
b) To promote multilingual communication
c) To foster academic language proficiency
d) To help learners understand diverse cultures and social contexts

17. Why is it important for students to be literate in their first language according to research?

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 a) It develops fluency in English
b) It enhances second language learning
c) It speeds up comprehension skills
d) It helps in developing problem-solving skills

18. The Reading and Literacy curriculum emphasizes the relationship between language and culture
because:
a) It helps in identity formation
b) It improves memory retention
c) It accelerates grammar learning
d) It helps in vocabulary acquisition

19. Which key concept does the curriculum aim to develop through its use of various languages?
a) Scientific knowledge
b) Literacy repertoire
c) Cultural heritage
d) International proficiency

20. What is a significant advantage of the spiral progression approach in language learning?
a) It increases learners' independence
b) It provides immediate fluency
c) It deepens understanding of concepts over time
d) It focuses solely on communication

21. A student is learning how to blend sounds to read words. According to the curriculum, which
literacy skill is being developed?
a) Text synthesis
b) Phonological awareness
c) Comprehension
d) Critical literacy

22. Which of the following strategies can a teacher use to help students transition from L1 to L2
literacy?
a) Immersive bilingual classroom environment
b) Using sight words for content learning
c) Translanguaging
d) Strict focus on L2 grammar rules

23. A student struggles to express ideas in English. Based on the curriculum, how should the teacher
address this issue?
a) By focusing on drills in English
b) By allowing use of L1 to scaffold learning
c) By assigning more written tasks
d) By using English-only communication

24. What type of literacy is a student using when they critically evaluate media sources for reliability
and credibility?
a) Applied literacy
b) Critical literacy
c) Visual literacy
d) Textual analysis

25. A Grade 1 teacher observes that her students easily recognize environmental symbols but struggle
with decoding words. Which curriculum focus should she reinforce?
a) Vocabulary development
b) Phonological awareness
c) Cultural identity
d) Text creation

26. In which scenario would a teacher use guided reading as outlined in the curriculum?
a) When introducing students to new vocabulary
b) When a student is reading independently

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 c) When students are reading texts as a class
d) When supporting small groups at instructional level

27. How would a teacher apply the principles of translanguaging in a multilingual classroom?
a) By using visual aids only
b) By encouraging the use of L1 in discussions
c) By prohibiting the use of any language other than English
d) By limiting group discussions to L2 only

28. How should teachers integrate the development of 21st-century skills in language learning
activities?
a) By focusing solely on digital platforms
b) By encouraging collaboration and critical thinking
c) By using traditional assessment tools only
d) By teaching through rote memorization

29. Compare the roles of the Reading and Literacy learning areas in Grade 1 and Grade 3. How do
they differ?
a) Focus on oral language vs. writing
b) Emphasis on grammar vs. syntax
c) Early reading skills vs. higher-level text analysis
d) Basic comprehension vs. critical thinking

30. Why does the curriculum highlight oral language development in early literacy?
a) It reduces dependency on reading
b) It serves as a bridge to text-based learning
c) It emphasizes conversational skills only
d) It replaces written literacy

31. A teacher is designing a lesson for reading comprehension. She asks students to predict the
ending of a story. What skill from the curriculum is she focusing on?
a) Critical reading
b) Phonological awareness
c) Inferencing
d) Sequencing events

32. In a classroom scenario, students are struggling to apply newly learned vocabulary in context.
What might be the cause according to the literacy development model?
a) Insufficient phonemic awareness
b) Lack of scaffolding for comprehension
c) Poor decoding skills
d) Overemphasis on creative writing

33. When analyzing the spiral progression approach, why is it crucial for learners to revisit familiar
concepts at increasing levels of complexity?
a) It simplifies their workload
b) It helps reinforce memory
c) It reduces confusion between topics
d) It deepens understanding progressively

34. A teacher notices that students can read texts but struggle with making connections to prior
knowledge. According to the curriculum, what could be the missing element?
a) Critical literacy development
b) Cultural relevance in texts
c) Proper sentence structuring
d) Vocabulary retention

35. What is the primary reason for incorporating both narrative and informational texts in early
reading instruction?
a) To improve memory retention
b) To enhance students' ability to process diverse types of information

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c) To increase reading speed
d) To reduce the complexity of the curriculum

36. In a classroom observation, a student quickly identifies the characters and setting of a story but
struggles with identifying the problem and solution. According to the curriculum, which area
needs reinforcement?
a) Oral language development
b) Vocabulary acquisition
c) Comprehension and analysis
d) Phonological awareness

37. Students are asked to compare two stories and identify similarities in their themes and structure.
What skill is being developed?
a) Text comprehension
b) Applied literacy
c) Comparative analysis
d) Phonemic differentiation

38. A teacher asks students to draw on their first language to understand sentence structures in
English. This approach is an example of:
a) Multiliteracy development
b) Applied linguistic theory
c) Translanguaging
d) Phonological scaffolding

39. In analyzing the curriculum’s design for multiliteracy, why is it essential for learners to engage in
multiple modes of meaning (written, visual, oral)?
a) It helps learners become proficient in all subject areas
b) It allows for varied assessment methods
c) It ensures students develop only reading and writing skills
d) It supports diverse forms of communication in real-world scenarios

40. A class focuses on understanding how language relates to culture. How does this align with the
broader goals of the curriculum?
a) It addresses multicultural awareness
b) It enhances grammatical understanding
c) It improves language retention rates
d) It prepares students for global citizenship

41. Which strategy should a teacher use when students are having difficulty understanding complex
sentences in English but are proficient in their first language?
a) Focus on intensive grammar drills
b) Encourage the use of L1 to scaffold learning
c) Use only simple English texts
d) Delay learning complex sentences until later grades

42. How can the success of teaching foundational literacy in a multilingual setting be evaluated?
a) By focusing on test scores in English only
b) By assessing students’ ability to switch between languages
c) By evaluating reading fluency and comprehension in both L1 and L2
d) By testing grammar proficiency

43. What is the best method for assessing a student’s understanding of narrative structure?
a) Asking them to list the characters in the story
b) Having them retell the story in their own words
c) Asking them to identify rhyming words in the story
d) Providing multiple-choice questions on the plot

44. A teacher provides feedback on student writing by focusing on creativity rather than grammatical
errors. Which curriculum goal is the teacher emphasizing?
a) Technical writing accuracy

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b) Phonological awareness
c) Creative and critical thinking skills
d) Text comprehension

45. Why is the integration of culturally relevant texts important for language learning?
a) It improves vocabulary retention
b) It helps students identify with the material, fostering deeper engagement
c) It reduces the complexity of content
d) It introduces students to global narratives

46. Which assessment method would best gauge a student’s ability to analyze informational texts?
a) Reading speed tests
b) Multiple-choice comprehension questions
c) Open-ended questions that ask for inferences and conclusions
d) Spelling and grammar checks

47. How should a teacher approach students who perform well in decoding words but struggle with
comprehension?
a) Focus on word recognition exercises
b) Introduce more complex texts
c) Work on improving comprehension strategies like inferencing and summarizing
d) Reteach basic phonics

48. What is the best way to evaluate the effectiveness of a literacy program in a multilingual
classroom?
a) Testing fluency in English only
b) Assessing language transfer from L1 to L2
c) Comparing reading fluency in multiple languages
d) Measuring written output in the target language

49. If a student can summarize a story but struggles with identifying the theme, which skill needs
further development?
a) Phonemic awareness
b) Inferencing
c) Critical thinking
d) Oral fluency

50. In evaluating the structure of the curriculum, what is the rationale for including both oral and
written language components from early grades?
a) Oral language replaces the need for written language
b) Oral proficiency is easier to assess than written skills
c) Early oral language development supports written language acquisition
d) Written language is unnecessary at early stages

51. Design a learning activity that would help Grade 1 students bridge their oral language skills to
written language proficiency. Which elements would you include?
a) Phonics games, sight word practice, and shared writing activities
b) Oral recitations and spelling tests
c) Group discussions and grammar worksheets
d) Reading comprehension exercises only

52. Create a strategy to incorporate multiliteracies (reading, viewing, listening, and writing) into a
Grade 3 lesson on narrative texts. What would be the key components?
a) Focus on reading only, leaving other skills for later grades
b) Have students read a story, then create a digital presentation to retell the narrative using visuals
and sound
c) Ask students to analyze characters using a written report
d) Use traditional pen-and-paper assessments only

53. Devise a plan for supporting struggling readers in a multilingual classroom. What would be the
first step?
a) Provide extra grammar lessons in L2

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b) Assess the student’s reading proficiency in L1 to build a support strategy
c) Increase the amount of reading assignments
d) Focus on fluency exercises in L2

54. A teacher wants to encourage students to create their own narratives after reading a myth. How
should they structure the activity to align with the curriculum's goals for creativity and critical
thinking?
a) Have students write a summary of the myth
b) Ask students to rewrite the myth in their own words
c) Encourage students to create a new story inspired by the myth and present it using multimedia
tools
d) Provide students with a template to fill out with basic story elements

55. How can a teacher use assessment data to create personalized learning plans for students with
varied literacy levels in a multilingual classroom?
a) Group all students by L1 proficiency
b) Use standardized test scores to assign all students the same tasks
c) Identify individual strengths and weaknesses in literacy and provide scaffolded support where
needed
d) Focus on advanced students only

56. Design an instructional adaptation for a student who excels in oral language but struggles with
written expression. What would this include?
a) More oral exercises to strengthen speaking skills
b) Dictation exercises where the student can speak aloud before writing
c) Grammar drills focused on sentence structure
d) Peer-assisted writing sessions only

57. Create a project-based assessment that would help evaluate both oral and written literacy in a
Grade 2 classroom. What activities would you include?
a) An individual essay writing task
b) A group presentation and written report on a familiar topic
c) A spelling bee competition
d) A listening comprehension test followed by a creative writing task

58. Develop an interactive classroom activity that fosters both reading and critical thinking skills.
How would you structure it?
a) Reading a story aloud and asking factual recall questions
b) Having students read a passage and then debate the characters’ actions and motives
c) Focusing on reading speed to increase fluency
d) Providing multiple-choice questions on plot and setting

59. How can a teacher design a unit plan to support the transition from basic phonics to complex text
comprehension in Grade 1?
a) Include sight word drills and focus on phonics only
b) Introduce phonics early and gradually move toward sentence and story comprehension through
guided reading
c) Focus on oral storytelling until Grade 2
d) Emphasize spelling and sentence writing simultaneously

60. Create a collaborative project that integrates cultural texts into the language learning process.
What would this project look like?
a) A group presentation on a famous local myth, incorporating both oral and written elements
b) A class debate on the merits of cultural narratives
c) A worksheet with comprehension questions on a cultural story
d) Individual reading assignments on cultural texts followed by a quiz

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