The primary purpose of these questions is to help students

use several cognitive strategies to internalize the new vocabulary

develop strategies to correct misunderstandings

become proficient at understanding their own language proficiency

offset gaps in their current language abilities

An example of simplification is:

Asking someone "you like?" instead of "Do you like this one?"

adding "ed" to irregular verbs as a way to use the past tense

stating "I have a house beautiful in Miami" for "I have a beautiful house in Miami"

Hispanics pronouncing words that begin with "s" like "students" as "estudent"

Interlanguage is best described as:

a language characterized by overgeneralization

a strategy characterized by poor grammar

Vygotsky's zones of proximal development include activities that are:

adapted to students' current language capabilities

used to teach the classroom goals

Incorporating prior knowledge into L2 learning does NOT:

permit readers to learn and remember more.

help readers to evaluate new arguments

Which of the following activities would NOT be considered a communicative activity?

Teacher/student/teacher questions and answers

Which one of the following is NOT a reason for interactive group work?

different thinking skills and oral skills can be utilized

When using instructional technology (e.g., videos, DVDs, or CDs) in ESOL classes, the instructor should :

frequently stop to check on comprehension

play the entire piece to build listening skills

quiz the ELLs for comprehension after listening

block the captions on the video

Ms. Rojas' second grade ESL class rotates through independent learning centers that support the week's reading objectives. One of the centers incorporates using a district's purchased reading software program to help students develop comprehension skills. Another center has eBooks available on the school's eReaders that address this week's topic. The third center has an art activity that incorporates one of the stories read as a class, and the fourth center has students sequencing the same story using pictures and simple sentences. Based on the information in this scenario, Ms. Rojas knows how to:

integrate technology as a tool and resource to facilitate and enhance student learning.

apply knowledge of effective practices to engage students in critical thinking and grow their communication abilities

select instructional methods, resources, and materials to address instructional goals for her ESL students

design and implement instruction that fulfills the domains of listening, speaking, reading and writing.

Ms. Rojas' second grade ESL class rotates through independent learning centers that support the week's reading objectives. One of the centers incorporates using a district's purchased reading software program to help students develop comprehension skills. Another center has eBooks available on the school's eReaders that address this week's topic. The third center has an art activity that incorporates one of the stories read as a class, and the fourth center has students sequencing the same story using pictures and simple sentences. After monitoring her students at the various centers, Ms. Rojas realizes that her students are struggling to read the sequence strips in the fourth center. Based on Ms. Rojas' observations, which of the following is the most appropriate support to add?

Key vocabulary word cards from each sentence with simple definitions that are read before beginning the activity

Skimming to determine the main idea of each sentence and its proper placement in the story's sequence.

Having students reread the story with a partner before beginning the activity

Verbally summarizing the story as a group, discussing the various aspects of the story, such as problem/solution, character traits and so on.

Ms. Rojas' second grade ESL class rotates through independent learning centers that support the week's reading objectives. One of the centers incorporates using a district's purchased reading software program to help students develop comprehension skills. Another center has eBooks available on the school's eReaders that address this week's topic. The third center has an art activity that incorporates one of the stories read as a class, and the fourth center has students sequencing the same story using pictures and simple sentences. To better manage the movement between centers and student behavior during centers, which would be the best strategies for Ms. Rojas to use?

Physically role-play expected work and behavior at each center and movement from one to the other.

Have each center identified with visual signs that students understand, such as geometric shapes and colors.

After practicing centers for one week, assign teams of students with similar abilities to rotate through centers.

Assign a team leader for each group to monitor behavior and collect the work that is being done.

Which could be used to explore the cultural heritage of many diverse countries?

Comparing proverbs from different countries

Composing original parodies (e.g., On Top of Spaghetti)

The fifth grade content-area teacher has decided to use stories in her classroom for all students. What would be the best strategy to use so that ELLs also participate?

Group students together and have them retell their favorite movie

Discuss favorite stories with the class

Bring in picture books of children's stories

Have children draw their own story

Which of the following activities would encourage authentic oral language production in ELLs?

one-on-one interview with teacher

Which of the following options is best for the ESOL teacher to use to activate background knowledge?

Asking questions about the topic using a picture to illustrate it

Reading the text with the ELL and explaining "as you go"

Allowing the ELL to watch a video on the school intranet

Ms. Torres has completed testing her own ESL student in his native language of Spanish for reading and finds that he does not have a strong phonological awareness of the language. She then enlists the help of the grade-level bilingual teacher to include the new student in the after-school tutoring in Spanish reading. What is the reasons that Ms. Torres does this?

She recognizes the importance of the student transferring skills in the first language to the second language

She is aware that the student is unable to identify cognates in both Spanish and English

She knows that the success of the student is directly connected to recognizing subject-verb agreement in the second language

She recognizes that working in the student's native language will help him feel more comfortable.

Which of the following options is probably the most beneficial to ELLs who do not yet read in their native language?

Oral story telling in the classrooms

Using the same methods of instruction as used for native speakers

Which of the following options is the best nonintrusive way to make a correction?

Suggesting a better or additional alternative

Having the ELL who made the error write the correction

Asking the ELL's peers to correct the error

Repeating the errors on an error sheet and asking the students to correct them.

Mr. Richards is planning to assess his twelfth grade students in his biology class over the sequence of steps needed to conduct an experiment. He knew that several of his ELLs struggle to understand simple concept discussions and are hesitant to seek clarification, often remaining silent and watching their lab partners for clues. Yet his anecdotal records of these students show that their social language skills are improving although they still rely upon gestures, visuals, and are speaking slower than their peers. Based on these records, Mr. Richards decides to implement accommodations to support his ELLs before assessing them. After developing a series of accommodations for listening and reading for his ELLs, Mr. Richards began implementing those that would facilitate his students' acquisitions of the main concepts. Which of the following would NOT support his beginning-level ELLs' listening abilities.

Explicitly teach note-taking strategies during discussions

Provide extended wait time for processing new information

Use shorter, less complex sentences when giving information

Use visuals to increase comprehension

Mr. Richards is planning to assess his twelfth grade students in his biology class over the sequence of steps needed to conduct an experiment. He knew that several of his ELLs struggle to understand simple concept discussions and are hesitant to seek clarification, often remaining silent and watching their lab partners for clues. Yet his anecdotal records of these students show that their social language skills are improving although they still rely upon gestures, visuals, and are speaking slower than their peers. Based on these records, Mr. Richards decides to implement accommodations to support his ELLs before assessing them. Despite the accommodations, the majority of Mr. Richards' ELLs did not pass the test. After talking with his students, Mr. Richards discovered they did not understand the directions or format of the test. Based on this information, the best strategy to use for the retest is for Mr. Richards to:

chunk the directions into steps to be read aloud and modeled before the test

provide further modified oral assessments

use performance-based assessments for the remainder of the year

encourage the use of bilingual glossaries or dictionaries

Schema theory suggests that for learning to take place, teachers must:

relate new materials to previous knowledge

integrate content areas with ESOL techniques

emphasize all four language skills

present comprehensible input in a meaningful context

In a kindergarten classroom, the teacher designed a language experience story on plants after the children observed bean seeds sprouting and developing leaves. This activity followed good ESOL practice because:

background knowledge was activated

plants were part of the science curriculum

the story represented genuine communication

Ms. Rollman noticed that Alicia is struggling in her ESL fourth grade self-contained classroom and is not acquiring English language reading skills as readily as her other ESL classmates. Alicia is unable to remember basic sight words and has difficulty writing simple sentences yet is able to communicate with her peers. When Ms. Rollman looked through Alicia's records, she noticed that Alicia only experiences English while at school. She also found that Alicia's parents denied the services of a bilingual classroom yet opted for an ESL placement, believing that a bilingual classroom would inhibit Alicia's education. Alicia's records also indicate that her first language placement test shows that she is at a grade level in reading when using her first language yet is at a primary level in English. Based on this information, Ms. Rollman knows that she will have to alter her approach with Alicia and create bridges between her first and second language while also addressing her language development. By accessing Alicia's folder and analyzing the data, Ms. Rollman shows that she:

realizes how Alicia's lack of exposure to English outside of the classroom is affecting her literacy development.

knows reading comprehension factors that can affect ESL sutdents' reading comprehension and language development.

understands the strategies necessary to build Alicia's sight word recognition.

knows that the acquisition of English is developed over time through extensive practice in both speaking and listening.

Ms. Rollman noticed that Alicia is struggling in her ESL fourth grade self-contained classroom and is not acquiring English language reading skills as readily as her other ESL classmates. Alicia is unable to remember basic sight words and has difficulty writing simple sentences yet is able to communicate with her peers. When Ms. Rollman looked through Alicia's records, she noticed that Alicia only experiences English while at school. She also found that Alicia's parents denied the services of a bilingual classroom yet opted for an ESL placement, believing that a bilingual classroom would inhibit Alicia's education. Alicia's records also indicate that her first language placement test shows that she is at a grade level in reading when using her first language yet is at a primary level in English. Based on this information, Ms. Rollman knows that she will have to alter her approach with Alicia and create bridges between her first and second language while also addressing her language development. Based on her findings, Ms. Rollman begins to use a more cooperative learning environment for Alicia and her ESL students. She also incorporates more graphic organizers during content introduction and seeks to make more connections between Alicia's background knowledge and the content currently being studied through reading and speaking activities. By doing these activities, Ms. Rollman

shows that she understands which instructional delivery practices are effective in developing ELLs comprehension

is using a task-based or experiential learning classroom setting to ensure success of the ELLs

realizes that a whole-language approach is the best delivery of content for ELLs comprehension

shows that she realizes the importance of silent, sustained reading opportunities for content information and acquisition.

Ms. Rollman noticed that Alicia is struggling in her ESL fourth grade self-contained classroom and is not acquiring English language reading skills as readily as her other ESL classmates. Alicia is unable to remember basic sight words and has difficulty writing simple sentences yet is able to communicate with her peers. When Ms. Rollman looked through Alicia's records, she noticed that Alicia only experiences English while at school. She also found that Alicia's parents denied the services of a bilingual classroom yet opted for an ESL placement, believing that a bilingual classroom would inhibit Alicia's education. Alicia's records also indicate that her first language placement test shows that she is at a grade level in reading when using her first language yet is at a primary level in English. Based on this information, Ms. Rollman knows that she will have to alter her approach with Alicia and create bridges between her first and second language while also addressing her language development. Knowing that there was a wide disparity between Alicia's reading comprehension in her native language in comparison to her second language, the best approach for Ms. Rollman would be to:

focus on developing Alicia's phonological awareness of both her native language and the target

encourage more academic discourse through listening and speaking

use more guided discussions in the content areas currently being studied

use more sight word recognition strategies to enhance Alicia's fluency

Ms. Rollman noticed that Alicia is struggling in her ESL fourth grade self-contained classroom and is not acquiring English language reading skills as readily as her other ESL classmates. Alicia is unable to remember basic sight words and has difficulty writing simple sentences yet is able to communicate with her peers. When Ms. Rollman looked through Alicia's records, she noticed that Alicia only experiences English while at school. She also found that Alicia's parents denied the services of a bilingual classroom yet opted for an ESL placement, believing that a bilingual classroom would inhibit Alicia's education. Alicia's records also indicate that her first language placement test shows that she is at a grade level in reading when using her first language yet is at a primary level in English. Based on this information, Ms. Rollman knows that she will have to alter her approach with Alicia and create bridges between her first and second language while also addressing her language development. Based on Alicia's data, Ms. Rollman researched the types of ESL programs offered at her school. Ms. Rollman spoke with Alicia's parents, who agreed to let Alicia take part in a bilingual class during part of the school day. Which of the following types of ESL programs would be the best fit for Alicia?

submersion with primary language support

English as a Second Language pull-out program

Mr. Solis' fourth grade class is working on understanding the theory of plate tectonics in Science. Due to the large amount of vocabulary to be learned and the level of difficulty, Mr. Solis places students in groups, gives them the assigned reading, a graphic organizer for information, and a simplified rubric for students to follow. Mr. Solis' needs to know if students are able to transfer information from a graphic organizer to an essay, so he plans to have students create a short, diagnostic essay on the theory of plate tectonics. As students are working in groups, Mr. Solis takes anecdotal records on individuals, noting difficulties and achievements. Based on this information, Mr. Solis obviously understand the importance of:

whole - language implementation

Mr. Solis' fourth grade class is working on understanding the theory of plate tectonics in Science. Due to the large amount of vocabulary to be learned and the level of difficulty, Mr. Solis places students in groups, gives them the assigned reading, a graphic organizer for information, and a simplified rubric for students to follow. Mr. Solis' needs to know if students are able to transfer information from a graphic organizer to an essay, so he plans to have students create a short, diagnostic essay on the theory of plate tectonics. As students are working in groups, Mr. Solis takes anecdotal records on individuals, noting difficulties and achievements. Based on the information from the scenario, Mr. Solis knows that having students write an essay is an excellent way to diagnose:

student's strengths and weaknesses in the targeted objective

Students proficiency in the target language and vocabulary of the content.

one student against another in acquisition of skills

students' acquired skills before testing

Mr. Alvera teaches a third grade self-contained ESL class. Every nine weeks the district conducts a district-wide assessment on reading, writing, and science. Mr. Alvera is keeping track of the progress his ELLs are making based on their assessment scores. On Friday, Mr. Alvera meets with his students to discuss their thinking processes for solving particular problems as well as their assessment results. They work together to plan what objectives need to be reviewed and retaught during the following week. It is obvious that Mr. Alvera:

knows how to use ongoing assessments to plan and adjust instruction that addresses individual student needs, enabling students to achieve learning goals.

knows basic concepts, issues, and practices related to test design and uses this knowledge to select and develop assessments.

applies knowledge of formal and informal assessments used in the ESL classroom and understands their uses.

knows standardized tests used in the ESL program in the state of Texas and how to interpret them.

Mr. Alvera teaches a third grade self-contained ESL class. Every nine weeks the district conducts a district-wide assessment on reading, writing, and science. Mr. Alvera is keeping track of the progress his ELLs are making based on their assessment scores. On Friday, Mr. Alvera meets with his students to discuss their thinking processes for solving particular problems as well as their assessment results. They work together to plan what objectives need to be reviewed and retaught during the following week. Mr. Alvera understands how to further his students' mastery of content-area learning by using which of the following strategies?

the use of metacognition with students to help them recognize their thinking processes

the use of sequenced and scaffold assessments to formulate future instruction

the development of ESL instruction that is linguistically accommodated to the students' level of English

the importance of using critical thinking to aid in the development of students' academic-language proficiency

Based on this information, Ms. Trinidad realizes the importance of which of the following?

the personal factors that affect ELLs content-area learning

instructional delivery practices that are effective in helping ELLs

the individual differences in cultural backgrounds

Based on the information in the scenario, which of the following would be the best practices and resources for Ms. Trinidad to use?

preteaching content vocabulary and helping the student apply familiar concepts to new learning experiences.

Providing written vocabulary words and phrases that are applicable to the content

Creating critical thinking intervention while developing academic language proficiency in the content

recognizing language background and learning styles to develop strategies for learning the content

Ms. Buenos's fifth grade ELL mathematics class is working on developing problem-solving strategies to solve word problems. Knowing that there are several individuals who need a visual representation of the problem's language, she introduces the strategy of drawing a picture to solve a problem. By having her students individually draw a picture to represent the problem, Ms. Bueno shows that she understands the importance of which of the following?

Developing students' cognitive processes

Building upon prior knowledge to identify vocabulary

The use of cooperative learning in the classroom

Providing experiential learning opportunities

Which of the following would be the best alteration to the activity if the goal is that all students participate in the final assessment?

As a class, students say and mimic the words and actions of the P.E. teacher through each stage of the dance.

The posters are rewritten in the first language of the majority of the students with visual images to show what is expected.

Students are placed into groups of four instead of six, and are given more time at each station.

The P.E. teacher brings in a bilingual aide to explain the stations and the final product of a dance to the whole group.

ESL Practice Test 154

KG - University

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70 Qs

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ESL Practice Test 154

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KG - University

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Practice Problem

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Medium

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About this resource

This quiz covers comprehensive ESL (English as a Second Language) pedagogy and is designed for teacher preparation or professional development at the graduate or advanced undergraduate level. The questions assess deep knowledge of second language acquisition theory, including foundational concepts like homophones versus homographs, syntax and discourse analysis, register variation, and interlanguage development. Teachers need thorough understanding of key researchers and theories (Vygotsky's zone of proximal development, Cummins' CALP framework, schema theory), instructional methodologies (TPR, scaffolding, communicative language teaching), assessment strategies for multilingual learners, and legal/policy frameworks governing ELL education. The content requires mastery of both theoretical linguistics and practical classroom applications, demanding sophisticated analysis of student language samples, appropriate accommodation strategies across proficiency levels, and understanding of cultural factors affecting language acquisition. This quiz was created by a classroom teacher who designed it for students studying ESL methodology and teacher certification programs. The comprehensive assessment serves multiple instructional purposes, functioning effectively as a capstone review for teacher candidates preparing for state certification exams, a diagnostic tool for identifying knowledge gaps in ESL theory and practice, or a formative assessment during graduate-level TESOL coursework. Teachers can utilize this quiz for intensive exam preparation sessions, self-assessment of professional knowledge, or structured review before state licensing examinations. The scenarios and practical applications make it valuable for bridging theory to classroom practice. This assessment aligns with TESOL standards for teacher preparation, including Understanding Language Learning and Acquisition, Developing Curricula and Materials, Implementing Instruction, Managing and Inspiring Learning Environments, and Assessment and Evaluation principles that guide effective ESL instruction.

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ESL Practice Test 154

70 questions

Bite and byte are examples of which phonographic differences?

If you are studying syntax then you are studying

Which one of the following is NOT a factor in people changing their register?

Culture and cultural differences

When referring to discourse in the English language, which is the most important principle for successful oral communication?

Polite discourse includes phrases such as "How are you?" or "See you later" as examples of:

The affective domain affects how students acquire a second language because:

Which of the following researchers theorized on the importance of repeating certain items in the language acquisition process?

The primary purpose of these questions is to help students

An example of simplification is:

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