Certain instructional procedures are particularly productive for use with language minority children. Which of these is not one of those effective procedures?

Question

A. Consciously build new background knowledge for each English reading experience. To do so, examine materials beforehand and provide discussions, demonstrations, media, modeling, and the like, to fill in missing links.
B. For purposes of discerning ELLs' true literacy accomplishments and to determine their present instructional needs, administer standardized reading tests in English.
C. Only words particularly significant for understanding a story are highlighted for special attention, rather than overwhelming students with many new words. After reading the story, activities to practice the same words are used (for example, writing the words; having students use them in an oral context; having students draw a picture based on the story and use one or more of the words to describe the picture to the class; and others).
D. Include time for daily discussion or oral language use (e.g., taking a picture walk before reading any book; having students make page-by-page statements about what they observe; or keeping a picture scrapbook of words as they come under English control and regularly share, through oral discussion, the scrapbook with a buddy).

Answer 1

B