ESL TExES Prep Session Domain 2

Ms. Shaver teaches English to Speakers of Other Languages (ESOL) at John B. High School. She accepts all attempts her students make to communicate with her using English because she knows fluency precedes accuracy. Additionally, she knows some of her beginning level English learners will speak when they are ready. The staff always gives praise to Ms. Shaver for having a classroom that is full of talk and that invites responses from her students. Listening and speaking are language domains directly supported by Ms. Shaver’s actions in her classroom.

What additional domain or domains are indirectly supported by Ms. Shaver’s classroom culture and environment?

• Reading and Writing

• Writing

• Reading

• None of the above

Ms. Brown regularly incorporates projects, interviews, and her own observations of her English learners throughout the school year. This allows her to form positive teacher/student relationships, increase engagement, and

• Gather ongoing data on students' language growth and content knowledge.

• Increase the participation of students who may be hesitant to participate in whole group activities.

• Ensure students always work with the same project partners.

• Facilitate grading practices by increasing the number of opportunities to assess students for mastery.

Ms. Quezada integrates technology tools and resources into her math lesson using audio, embeds documents with hyperlinks, and provides access to multimedia creation tools. Ms. Quezada knows that technology benefits her English learners in all of the following ways, EXCEPT:

• intrinsically motivating ELs

• supplementing instructional delivery

• increasing a sense of self-efficacy

• supplanting teacher-led instruction

Mr. Bates embeds opportunities for his students to monitor their own comprehension, understand the importance of note taking, and interact with their classmates to enhance learning for all.

Which of the following best describes Mr. Bates’ strategies?

• College, Career, and Military Readiness (CCMR strategies)

• Sheltered Instruction Strategies

• General Best Strategies

• Metacognitive, cognitive, and social/affective strategies

How should teachers progress monitor and assess an English learner’s listening, speaking, reading, and writing domains?

• Teacher action is not required as the TELPAS will evaluate students' levels of English proficiency in the four language domains.

• Teachers should embed progress monitoring mechanisms in all summative assessments.

• Teacher should ensure progress monitoring of all language domains takes place regularly and systematically through formal and informal assessments.

• Teachers should provide students regular formative assessments designed to monitor progress in all four language domains.