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Practice Test 1 Questions
Which of the following programs provides federally mandated accountability data on the progress of ELL students in Texas in meeting language proficiency goals? A. The State of Texas Assessments of Academic Readiness (STAAR) B. Texas English Language Proficiency Assessment System (TELPAS) C. Texas Essential Knowledge and Skills (TEKS) D. English Language Proficiency Standards (ELPS) (B). TELPAS includes criteria for rating students' yearly language proficiency as beginning, intermediate, advanced, or advanced high. A high school English teacher plans a unit focused on a frequently taught short story from American literature. Because half of his students are intermediate to advanced ESL students, he needs to provide appropriate accommodations to create comprehensible input. Which of the following instructional activities should the teacher select to meet this goal? A. Before starting the unit, the teacher writes 20 vocabulary words on the board and gives students a class period to look them up. B. Students watch a film on the author's novels and stories, focusing on the shared thematic elements. C. The teacher begins the unit with a "book talk" in which he introduces the characters, the initiating event, and touches on the conflict. He then reads a few pivotal passages from the story. D. For homework prior to the first unit day, students are required to read the story and answer a set of questions. C. The teacher begins the unit with a "book talk" in which he introduces the characters, the initiating event, and touches on the conflict. He then reads a few pivotal passages from the story. Explanation: This teacher faces the challenge of ensuring that both his native speakers and the ESL students learn literature content and that the ESL learners have appropriate instructional scaffolding to promote language learning. The book talk would provide scaffolding for all learners, including the native speakers. A writing teacher has shown intermediate-level ESL students how to brainstorm, how to do webs, and how to pose questions about the topic. An additional strategy that would
help students during the planning stage of writing would be to A. create an outline. B. draw a simple illustration. C. write the essay in Spanish and then translate it into English. D. write a thesis statement. B. draw a simple illustration. Explanation: Illustration is an invention strategy commonly used with very young writers. In suggesting that ELL students draw an illustration as an idea-generation strategy, the teacher would be taking into account the learner's prior literacy experiences. Ms. Contreras is reading a set of student drafts. The following sentence is in Remi's draft: "I knew that if I just had too more minutes, I could of finished." Remi's sentence demonstrates difficulty in A. using past tense correctly. B. distinguishing between the oral and written forms of homonyms. C. using modals correctly. D. spelling. B. distinguishing between the oral and written forms of homonyms. Remi's draft ends with this sentence: "You should never feel bad just cuz u didn't finish." Which of the following strategies should Ms. Contreras use to help Remi understand the difference between social and academic registers? A. She should mark an X through "cuz" and "u" and write "misspelled" in the margin B. She should use Remi's sentence in the next day's daily oral language exercise and have students try to correct the sentence C. She should have a minilesson on texting language versus academic language, explaining expectations for each register D. Since the sentence occurs in a draft, she should expect that Remi will correct the forms during editing and revision C. She should have a minilesson on texting language versus academic language, explaining expectations for each register. Explanation: The student's use of texting forms in academic discourse suggests he sees no distinction between expectations in academic and social registers. Ms. Contreras's
B. By having the students ask for help, the teacher is integrating a homework completion check into the assignment C. The teacher knows that students don't like to do homework, so the assignment is designed to be easy and student-friendly D. By having students write the words in English and in Spanish, the teacher is embedding vocabulary and spelling into this assignment A. The teacher is creating an opportunity for family involvement in the ESL students' education. ELL students in a third-grade class are having trouble learning the names of math figures (for example, hexagon, quadrilateral, pentagon, and so on). Which of the following instructional strategies would most effectively promote students' learning in this area of math? A. The teacher devises a quiz in which students have to correctly match the figure to its name. The quiz is administered every day until all the students get 100 percent correct. B. The teacher draws each figure on the board and has students copy the figures into their notebooks. The teacher asks for volunteers to come to the board to label each figure. C. The teacher creates a poster for each figure. In addition to an illustration of the figure, the name is written in large letters, with the root underlined and the corresponding number of sides written in large print on the poster. The poster includes pictures of words with the same root. D. The teacher puts students into groups and assigns a different figure to each group. Their task is to make several models of their figure using a variety of resources such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and any other materials they can think of. D. The teacher puts students into groups and assigns a different figure to each group. Their task is to make several models of their figure using a variety of resources such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and any other materials they can think of. Explanation: This is the most learner-centered response and most appropriate for the targeted age and ELL level. Working with manipulatives in a math class is considered a learning-inducing strategy: hands-on strategies create engagement and promote understanding. An elementary school teacher has introduced word problems in his ESL class. The teacher knows that word problems pose conceptual difficulties even for native speakers, so he wants to provide appropriate instructional support for his ESL students' understanding of this math concept. Which of the following strategies would best reinforce his ESL students' understanding of math word problems?
A. The teacher suggests that students translate the word problems into their L1 before trying to solve them. B. The teacher puts the students in a large circle and has each student read a word problem orally. C. The teacher organizes students into groups and gives each group 12 pencil cap erasers. Each group writes a short word problem focusing on math operations about the erasers. D. The teacher divides the class into two teams. He puts a word problem on the board and gives the teams five minutes to solve the problem. The winning team gets five extra points on their daily math grade. C. The teacher organizes students into groups and gives each group 12 pencil cap erasers. Each group writes a short word problem focusing on math operations about the erasers. Explanation: Having students create their own word problems will give them insider knowledge on the structure and rationale of word problems. To promote students' understanding of social studies content, a third-grade ESL teacher writes keywords and focal points on the board as he lectures. Which of the following additional strategies would best promote students' understanding of content knowledge during each class lecture? A. The teacher starts each class with a pretest and ends with a quiz on the material covered that day. B. Students read aloud from the textbook, and the teacher corrects any mispronunciations. C. At the end of the class, the teacher asks students to submit questions about anything they didn't understand from the lesson. D. The teacher stops every 10-15 minutes to conduct a "state of the class" session, during which he asks questions about key points and encourages students to explain what they understand and identify what they don't understand. D. The teacher stops every 10-15 minutes to conduct a "state of the class" session, during which he asks questions about key points and encourages students to explain what they understand and identify what they don't understand. Explanation: By stopping at 10-15-minute intervals and interacting with his students in the manner described in this response, the teacher is developing his learners' metacognitive strategies for monitoring and boosting students' comprehension of content.
syntactic and semantic (promotes proficiency in syntax and semantics) Ms. Pierce discovers that some of her students are frustrated because they can't figure out the "right answers." Which of the following modifications should she make to support students' efforts to complete this activity effectively? A. She provides a list of possible choices for each blank, including some alternatives that are inappropriate for the context of the blank. B. She asks for volunteers to read the passage aloud in front of the class, saying "blank" every time they come to a blank. C. She tells students who are frustrated to look up words they don't know in the passage. D. She provides picture books and elementary-level storybooks on the general topic of the passage and tells students to read several of these books if they don't understand how to fill in the blanks. A. She provides a list of possible choices for each blank, including some alternatives that are inappropriate for the context of the blank. Which of the following statements correctly expresses current understandings about ESL students' acquisition of L2 listening and speaking competencies? A. In order to read and write in L2, students must first acquire L2 oral language. B. If they are motivated to learn, ESL students acquire oral language naturally with little or no need for formal instruction. Proficiency in the other language domains follows. C. In learning L2, proficiency in the reading, writing, speaking, and listening domains develops simultaneously rather than sequentially. D. To help students succeed academically, teachers should focus on reading and writing proficiency. C. In learning L2, proficiency in the reading, writing, speaking, and listening domains develops simultaneously rather than sequentially. Explanation: ESL theorists and practitioners promote the position that L2 competencies in the speaking, listening, reading, and writing domains develop holistically and simultaneously. Theorists refer to this as the whole-to-part approach which holds that learners construct meaning by processing information contextually. However, this does not mean that learners acquire competency in each area equally. The "opposite" approach—part-to-whole—would have learners acquiring listening skills first, then speaking, then reading, and finally writing. ESL specialists promote learning approaches that focus on the whole communicative context.
A high school with a 75 percent ELL student enrollment has an ESL program in place that meets the following criteria:
- It promotes language proficiency by addressing the needs learners with a of a diverse range of language competencies.
- It enhances students' competence in content areas through classroom experiences that reflect the learner's development while fostering readiness for higher levels of learning.
- It provides instruction through certified ESL instructors who promote learners' L competence and uses L2 as a medium for learning in academic subjects. Which of the following ESL program models do these criteria describe? A. Content-based program B. Immersion program C. Pull-out program D. Grammar-based ESL and content-area enrichment A. Content-based program The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968, was significant in the history of ESL education in America because it A. implemented federal guidelines for integrating children of undocumented immigrants into American schools. B. established the National Center for Bilingual Education as a resource center for teachers and administrators. C. initiated federal involvement in mandates, funding, rationales, and goals for bilingual/ESL education programs. D. established the "separate but equal" precedent for implementing bilingual education programs in American schools. C. initiated federal involvement in mandates, funding, rationales, and goals for bilingual/ESL education programs. An elementary school with a large number of students identified as ELL is aiming for 100 percent parental approval for placing students in the district's ESL program. Which of the following strategies would best address the school's goal to facilitate family involvement in ELL students' educational experiences? A. Inviting families to a meeting where several teachers do a class demonstration showing how ESL methods are integrated into daily instruction
A. Janie has virtually no understanding of English grammar. B. Janie's syntactic and phonological output point to interference from Spanish grammatical structures. C. Janie is not capable of completing a logical utterance in English. D. Janie is unable to use her L1 competence as scaffolding for her L2 development. B. Janie's syntactic and phonological output point to interference from Spanish grammatical structures. Janie is a middle school student whose family recently emigrated from Mexico. On the first day of class, she told her teacher that she had to drop out of school in her native country a year ago. In the interval, she has had no tutoring or formal schooling. She has the following conversation with her English teacher regarding a missed homework assignment. Janie: Is because I lose...uhmmmm...USB [pronounced "u əsbi"]. Is no finish. Uhmmmmm...the homework. Teacher: You were unable to complete your assignment, Janie? [speaking slowly and clearly enunciating] Janie: Yes. No do it. Teacher: Do you think you could complete your homework during your study period? [speaking slowly and clearly enunciating] Janie: Uhmmmmm...Estudy time. Yes. Finish. Teacher: That's great, Janie. I hope to get your completed assignment later today. Janie: Is good. The L2 acquisition strategy that Janie's pronunciation of USB as "u əsbi" is indicative of A. transfer. B. incorrect translation. C. risk-taking. D. inactive filter. A. transfer. A high school teacher wants her intermediate and advanced students to write sentences of increasing syntactic complexity. Which of the following instructional strategies would most effectively promote students' ability to construct sentences using subordinate and coordinate clauses in a variety of patterns? A. Sentence-combining exercises B. Grammar drills in which students correctly identify written compound and compound-
complex sentences C. Daily oral language sentences that include errors in subordination and coordination D. Memorizing lists of subordinate and coordinate conjunctions A. Sentence-combining exercises A high school history teacher wants his ESL class to develop a deeper understand of historical events. He develops the following list of essential questions:
- Who are the pivotal participants?
- How does each participant impact the outcome?
- Why is this event important?
- Could the participants have taken any other course of action? Following each unit, students discuss the questions in groups and make brief oral reports on their findings. This instructional strategy promotes students' content-area proficiency by A. integrating several levels of Bloom's taxonomy. B. engaging students in critical thinking through activities that foster communicative competence. C. impressing upon students the need to memorize the names of key historical figures. D. encouraging students to create a historical timeline that helps them remember when pivotal events happened. B. engaging students in critical thinking through activities that foster communicative competence. A high school teacher works in a newcomer program in her district. She wants to make sure she integrates all of the Texas Administrative Code (TAC) regulations about meeting learners' needs. She knows newcomer ELL students may be shy about asking questions in class, so she puts up a poster showing students raising their hands. The dialogue bubbles show some questions in English and some in Spanish. The teacher in the poster has a smile on her face, and her thought bubble says, "Great questions!" This classroom strategy is designed to address which of the following learner needs? A. Conversational B. Classroom decorum C. Linguistic D. Affective
language-learning strategy for beginning ESL students. Filling in words and sentences in a familiar text is also an effective language-learning strategy for this ESL level. A ninth-grade speech communication class is evenly divided among ELL students and native speakers. The teacher has assigned an informal speech. As part of the preparation for this assignment, she shows several movie clips with the sound turned off. The rational that best explains how this activity will promote student achievement in this informal speech assignment is that A. watching film segments with the sound off will provide an opportunity to analyze how nonverbal cues, body language, and gestures contribute to communication. B. watching a film prior to a challenging assignment reduces anxiety and helps students perform at a higher level. C. watching film clips with the sound off and then rewatching with the sound on will enable students to recognize how important good elocution is in being understood by an audience. D. watching film clips will show students how important staging is in delivering a good speech performance A. watching film segments with the sound off will provide an opportunity to analyze how nonverbal cues, body language, and gestures contribute to communication. A school district in a border area of Texas establishes an ESL program for young students who have recently arrived in the United States and who have limited or no academic background in their native language. The program addresses acculturation, language, affective, and academic aspects of the children's educational experience. The program is a temporary "stop over." The goal is to transition these students into a traditional ESL program. This type of program is typically labeled as a A. transitional ESL program. B. language-intervention program. C. SIFE program (students with interrupted formal education). D. newcomer program. D. newcomer program. A teacher new to the ESL program in her district wants to learn the state-mandated responsibilities for teachers in required bilingual and ESL programs. Which of the following offers the most thorough resources for ELL teaching in Texas? A. The Language Proficiency Assessment Committee Framework Manual B. The Texas Education Agency's English Language Learner Web Portal
C. The Texas Education Code D. The Texas Essential Knowledge and Skills B. The Texas Education Agency's English Language Learner Web Portal A middle school teacher wants to promote his ESL students' understanding of social studies content-area vocabulary. His students frequently tell him that they think looking up every word they don't know is boring. In order to meet this instructional goal, the teacher A. identifies a focal concept in the next reading assignment and models how to create a semantic map. B. reads part of the next chapter aloud while students read along silently. Every time he comes to a word he thinks that students don't know, he writes it on the board and defines it. C. has a student volunteer read aloud the chapter title and all the subheadings. Then he asks for another volunteer to predict what topics the chapter might cover. D. shows a short video on the key concepts covered in the chapter prior to reading the next chapter. A. identifies a focal concept in the next reading assignment and models how to create a semantic map. Explanation: By modeling how to create a semantic map, the teacher is providing students with an important content-area learning strategy. An elementary school teacher with a class of beginning ESL students distributes a card with a consonant blend to each student. The teacher orally reads a list of words. Whenever the teacher reads a word that starts with the consonant blend a student is holding, the student is supposed to hold up the card. This activity promotes language proficiency in A. morphological knowledge. B. vocabulary development. C. phonological knowledge. D. oral language. C. phonological knowledge. Which of the following best describes the individual teacher's role in the responsibilities of the LPAC as described in the Texas Education Code and the Texas Administrative Code? A. To inform parents of each students' progress in language acquisition and core course
important period in American history to historical events in their home countries. D. By integrating electronic resources, the teacher creates a class environment that reduces the effort that learners need to expend and reduces anxiety over required class work. A. The integration of technology with the option to use Internet resources in their L1 will promote students' content-area knowledge and language acquisition. A high school teacher presents a unit on the 1960s civil rights movement in a sheltered social studies class. The lesson includes film clips, news stories, magazine pictures published in the 1960s, excerpts from speeches from key civil rights leaders, as well as textbook chapters. As a culminating activity, the teacher organizes the class into a large circle for a round- robin discussion. Each student completes the sentence: "I admire _____ (the person the student chose) because _______." Then, the teacher has each student write a letter to the historical figure they mentioned. Which of the following ESL instructional strategies does this activity best reflect? A. The teacher creates an assignment that ESL students can complete effortlessly. B. The teacher creates a learning environment in which students find meaningful connections to content-area knowledge presented in a multicultural setting. C. The teacher creates an assignment that allows for authentic assessment in contrast to the traditional end-of-unit test. D. The teacher makes an assignment that will encourage students to do additional research in order to complete the letter satisfactorily. B. The teacher creates a learning environment in which students find meaningful connections to content-area knowledge presented in a multicultural setting. A middle school teacher shows her ESL class film clips of people from different countries and cultures greeting each other. This instructional strategy primarily focuses on A. showing students that shaking hands is not a universal greeting. B. developing students' awareness of cultural diversity. C. emphasizing the need to watch videos set in other countries. D. reinforcing students' understanding of body language in communicating. B. developing students' awareness of cultural diversity. To promote her fifth-grade ESL students' academic language proficiency, a science teacher takes her students to the school library once a week and has the students check out books on topics related to the unit they are currently studying. The teacher
notices that students talk constantly in the library, showing each other their books, and reading each other's books. She recognizes this as an opportunity to promote her students' communicative language development. Which of the following instructional activities best addresses the teacher's intent? A. Assigning students book reports on the books they pick and posting the reports on the class writing wall B. Having each student do a book talk on his or her book C. Having each student post the title of her or his book on the class notes wall. D. Having a question-and-answer session where the teacher asks each student one question about the book he or she checked out B. Having each student do a book talk on his or her book. An ELL included the following sentences in her essay: "When one talks about improving the education quality, many ideas such as smaller class sizes, teacher's quality, and lack of resources." "Although increasing funds might be a solution, other ways to improve the educational qualities without more funds." The explanation that the teacher should offer to enable the student writer to understand the L2 problems shown in these sentences is that A. the student is overusing the definite article: "the." B. the student should keep the sentences short so as not to make so many errors in syntax. C. the student needs to proofread the writing more carefully. D. in English, abstract concepts such as education and educational quality generally do not take an article. D. in English, abstract concepts such as education and educational quality generally do not take an article. A high school English teacher is about to start a unit on Jack London's "To Build a Fire" in her sheltered class. She starts a whole-class discussion by asking: "When the temperature is very high and you feel very hot, what are some things you are supposed to do to stay safe?" She writes their comments on the board and encourages students to follow up on some of the things they say. Then she tells students to work in groups to respond to this question: "When it's very, very cold, what are some things you should do to stay safe?" She gives students five minutes to prepare their group response. How does this oral language activity promote students' communicative language competence? A. The teacher activates prior knowledge to help students connect their real-world
calls on student volunteers to pronounce them, too. B. Working in groups, students pick one of the new words to explore by looking in their books, using the dictionary, and using other class resources. Each group does a short presentation to introduce the class to the new word. C. The teacher gives students two days to learn the words. They spend a few minutes each day pronouncing the words out loud in unison. On the third day, they have a spelling test on all the new words. D. The teacher shows an animated video in which animal characters introduce the new words on the list. After the video, the teacher gives students a short test to determine which words they seemed to understand best. B. Working in groups, students pick one of the new words to explore by looking in their books, using the dictionary, and using other class resources. Each group does a short presentation to introduce the class to the new word. Ms. Sahid teaches at a high school that includes The Great Gatsby as mandatory reading for all students in eleventh-grade curriculum. Her classes include many intermediate-level ESL students. Which of the following accommodations might best help Ms. Sahid's ESL students understand the novel? A. Showing a film version of the novel before reading it B. Integrating historical photographs, period music, art, and brief historical overviews to contextualize the themes and events in the novel C. Handing out a chapter-by-chapter summary of the novel D. Listening to a professional recording of the novel as students follow along in their books B. Integrating historical photographs, period music, art, and brief historical overviews to contextualize the themes and events in the novel. Ms. Sahid teaches at a high school that includes The Great Gatsby as mandatory reading for all students in eleventh-grade curriculum. Her classes include many intermediate-level ESL students. To help her students appreciate the literary language in The Great Gatsby, Ms. Sahid arranges her class into groups and assigns each group an especially vivid passage from the novel. To promote students' understanding of literary language, she asks each group to dramatize the passage they've been given. The instructional strategy that would be most effective in helping students complete this activity meaningfully and effectively is for the teacher to
A. model the activity by acting out a passage and explain how her actions, movements, and gestures reflect the language of the text. B. ask students to underline and label the literary devices they recognize in their passages. C. join each group and ask group members to read the passage aloud and then correct all mispronunciations and incorrect intonations. D. ask each group to explain why the passage is important to the reader's understanding of the scene. A. model the activity by acting out a passage and explain how her actions, movements, and gestures reflect the language of the text Ms. Sahid teaches at a high school that includes The Great Gatsby as mandatory reading for all students in eleventh-grade curriculum. Her classes include many intermediate-level ESL students. The accommodations Ms. Sahid makes in teaching The Great Gatsby to intermediate ESL students are likely to be most effective if her teaching activities reflect A. sheltered instruction. B. English-language development (ELD). C. specially designed academic instruction in English (SDAIE). D. content-area reading strategies. C. specially designed academic instruction in English (SDAIE). Explanation: Reading a literary text calls for specialized instruction that enables students to access and appreciate the text. Accommodations should promote the learners' language development while making the content (in this case, a literary text) meaningful and accessible. The SDAIE approach is best suited for the pedagogical task described in this scenario. A high school ESL teacher has students ranging from intermediate to high advanced in his class. He assigns them the following project: "Think of your favorite movie in your native language. Create a poster that includes information about the basic plot elements (the characters, the key events, the conflict, and the outcome). Each of you will have five minutes to present your movie poster to the class and explain why it is your favorite film. The assignment will take two class periods followed by two presentation periods." The teaching goal that this assignment best addresses is to:
