Periodically throughout the school year, an ESL teacher composes in writing detailed answers to questions such as: "What are my areas of strength and my areas of need as an educator and an ESL teacher?" "What areas of need should I target to move forward in my teaching?" "How can I effectively address these target areas?" The primary purpose of the teacher's questions and answers is to most likely to:

to engage in self-directed reflection as a form of professional development

use a specific instructional strategy to achieve a specific learning outcome

lay out a plan for action research to improve instruction techniques

prepare lesson plans for future observations by school administrators

An ESL teacher could best use the WIDA English Language Development (ELD) standards for which of the following purposes?

determining what skills and abilities are expected of ELs at different levels

assessing English learners' current levels of English language proficiency

identifying high-priority subject-matter topics to include in instruction for ELs

selecting effective instructional resources to use with ELs

An elementary ESL teacher is engaging entering-level ELs in an alphabet book publishing project using an online story writing platform. The teacher structures the project so that each student generates an orignal final product. The teacher guides the students in selecting an image to represent each letter of the English alphabet and writing a few words in English that describe an image. This project uses technological resources to effectively motivate learning primarily by:

inviting students to connect langage instruction with personal interests

allowing students to express complex ideas in a low-stakes environment

inspiring students to conduct further content-area research online

challenging students to solve problems with authentic contexts

Which of the following steps would be most appropriate for an elementary school ESL teacher to take first when planning a content-based ESL lesson on MN geography for emerging-level and developing-level ELs?

identifying relevant grade-level content standards and English language developing standards

gathering authentic resources to enhance students' development of relevant language and content-area skills

creating informal assessments to measure students' comprehension of key concepts and mastery of learning objectives

determining what skills and abilities are expected of ELs at different levels

An ESL teacher keeps a class list in the form of a chart that contains columns for notes about students' individual characteristics (family structure, academic strengths/challenges, favorite subjects, preferred learning styles, hobbies). The ESL teacher could most effectively use the information collected in this chart for which of the following purposes?

making learning personally relevant by incorporating student interests and backgrounds into the curriculum

keeping track of who will be students' family representatives during parent-teacher conferences and school events

designing instruction geared primarily toward the dominant learning styles of the class as a whole

encouraging students to focus on improving their academic performance in identified areas of need

An elementary ESL teacher regularly integrates literary texts into class read-alouds that represent the experiences of fictional characters from a wide range of cultures inside and outside of the school community. When selecting a new book to read with english elarners, it is most important for the teacher to consider the degree to which the book:

contains cultural information and illustrations that are authentic

features settings that are culturally inclusive

explores cultural influences on attitudes towards education

uses culturally influenced narrative devices

As part of a content unit on biographies, a middle school ESL teacher assigns pairs of ELs to conduct partner interview and write short biographical profies of each other. The ESL teacher purposely pairs learners at different levels of ELD and profices appropriate scaffolding to help each of them complete the assignment. The ELs submit their final written profiles to the school newspaper, where the writing undergoes an editing process before publication. In addition to facilitating language and content-area learning, this assignment promotes an i nclusive learning environment by:

providing ELs at various levels of English proficiency with the opportunity to particapte equally in the school community

personalizing content-area and EL learning to highlight the relevance of classroom activities

normalizing revision and refinement as part of the writing process at every level of English proficiency

increasing the chance that ELs who are paired together will find areas of common interest and form friendships

Which of the following statements accurately explains why Tier Three words pose a significant challenge for ELs?

Tier Three words typically are embedded in long complex sentences that may address more than one idea

Tier Three words typically cannot be analyzed structurally into meaningful units.

Tier Three words tend to serve a transitional function within and between text paragraphs.

Tier Three words tend to be repeated many times throughout a text, allowing readers multiple opportunities to misunderstand them

Middle school social studies class ESL teacher uses strategies to support students' understanding 1. Before reading, Tier Three words posted with examples 2. Visual representations of new words 3. Target vocabulary given in everyday language (manufacture=make) 4. SS teacher gives close reading of text; 5. EL teacher gives graphic organizer to assist students Question: The teacher's practices in this lesson are beneficial to ELs at all levels of lanague proficiency because they:

recognize the strong interrelationships between vocabulary development and concept learning

promote students' understanding of complex grammatical structures at teh sentence and discourse levels

focus students' attention more on developing grade-level academic vocabulary knowledge than on reading the text

make explicit connections between new discipline-specific content and students' personal experiences

Middle school social studies class ESL teacher uses strategies to support students' understanding 1. Before reading, Tier Three words posted with examples 2. Visual representations of new words 3. Target vocabulary given in everyday language (manufacture=make) 4. SS teacher gives close reading of text; 5. EL teacher gives graphic organizer to assist students Q: Which of the following scaffolding strategies would be most effective for the ESL teacher to use as a follow up to the close reading routine to ensure that ELs can successfully participate in class discussions abou the text and the effects of grobalization?

providing them with differentiated academic language frames that align with the language functions needed to discuss the topic

encouraging their use of technology-based resources such as the Internet to enhance their knowledge of the topic

arranging for them to work with native-English-speaking partners who can present their ideas about the topic during discussions

guiding them in additional colse-reading lessons with the text to ensure multiple meaningful exposures to the topic

A middle school ESL teacher selects an important passage from an informational text that 8th grade Expanding and Bridging level ELs will be reading in their Social Studies class and engaging the students: 1. The ESL teacher guides the whole group in deconstructing a complex paragraph from the passage by rewriting each complex sentence of the paragraph as two or more simple sentences 2. The teacher gives pairs of students the task of combining the simple sentences back into complex sentences w/o looking at the original paragraph 3. Each student pair shares their completed work with the whole group 4. The whole group works to create a composite paragraph that shows each pair's efforts Q: This series of activities benefits the ELs primarily by:

developing their command of various academic language structures in their reading and writing

promoting their word consciousness with respect to discipline-specific social studies vocabulary

encouraging their meaningful application of contextual analysis skills for independent word learning

focusing their attention on key academic language functions such as persuading and justifying

Students in a kindergarten class that is co-taught by a general education teacher and an ESL teacher will be studying the five senses. As part of the unit, the classroom teacher plans to conduct a shared reading with an informational book about relevant body parts and their functions. Which of the following strategies would be most appropriate for the ESL teacher to use to support entering-level English learners' comprehension of this lesson?

associating pictures and movements with modeled language about body parts and their functions (e.g., showing a labeled picture of a nose and saying, "I smell with my nose," and then having students repeat the phrase while sniffing various scents)

providing the English learners with a graphic organizer (T-chart) to sort body part labels and a description of their functions (e.g., having students place the word "nose" on one side of the chart and then match the description "smells odors" on the other side)

rereading the informational text with the English learners; pausing to explain the text using simpler terminology and to allow students the opportunity to retell key sections in their own words (e.g., asking students to describe parts of the body involved in touch)

having the English learners locate specific language from the read-aloud text to describe the functions of body parts (e.g., asking students to find the sentence that describes how taste buds can sense things that are sweet, sour, or salty)

Sixth-grade teachers in a middle school are focusing on increasing students' breadth of vocabulary knowledge by teaching them independent word-learning strategies—such as morphemic, structural, and contextual analysis—in order to provide them with the tools they will need to determine word meanings independently when reading assigned texts. The ESL teacher advocates for a more balanced approach to vocabulary instruction for English learners. Which of the following approaches would be most effective for the ESL teacher to use to address English learners' need for greater depth of vocabulary knowledge?

providing robust, explicit instruction for words that are carefully selected because they are central to a text that the English learners are reading

focusing on cooperative activities that promote English learners' understanding of Tier One words using social media

promoting English learners' wide reading on a daily basis of both literary and informational texts written at their independent-reading level

engaging English learners in language experience activities that are relevant to their lives and that provide them with autonomy over their own word learning

An ESL teacher wants to encourage English learners' oral language production and expression. Which of the following uses of technology-based resources would best address this goal?

Students create digital stories using a software program to record personal narratives that incorporate music and pictures.

Students "listen" to their own writing using text-to-voice software that converts their written texts into spoken words.

Students complete online pronunciation exercises using Internet ESL websites that include video and audio features.

Students record themselves reading passages from books or articles using a digital voice recorder that offers several playback options.

An ESL teacher is planning to use a lesson from an ESL textbook with entering-level English learners. The lesson contains a short script of a dialogue between two friends about daily routines, along with related vocabulary, listening comprehension, and grammar exercises. The teacher would like to extend this lesson to develop students' oral communication skills. Which of the following student activities would best address this goal?

talking about their own daily routines in small groups

completing a cloze exercise while listening to the dialogue

practicing reading the dialogue aloud with a partner

filling in a blank weekly calendar with their own daily routines

The primary goal of pronunciation instruction for entering- and emerging-level English learners should be to develop their ability to produce:

clear speech that is comprehensible to a listener.

fluent speech at different rates of delivery.

appropriate intonation patterns in connected speech.

native-like speech that is free of home-language influences.

An English learner recently took the WIDA ACCESS for ELLs®registered 2.0 assessment and scored at Level 3 in listening and speaking. Descriptors for a Level 3 score include the following. Students understand aural expository and descriptive input supported by visuals. Students can follow multi-step directions. Students communicate using use short phrases and sentences that are occasionally connected and fluid. Students make grammatical errors in usage and grammar but meaning is usually generally clear. An ESL teacher is planning oral language instruction for this student and would like to gather more specific information about the student's oral communication skills. Which of the following assessments would be most effective for this purpose?

a sentence-level oral substitution drill

an oral reading fluency assessment

An elementary ESL teacher would like to promote entering - and emerging -level English learners' speaking skills with respect to relating a narrative (e.g., retelling a story that the students read or heard read aloud). Which of the following instructional strategies would be most appropriate for the teacher to use for this purpose?

having the students generate prompted oral stories based on picture-story sequences

engaging the students in language play with stories that have a rhyming pattern

encouraging the students to draw illustrations that portray their favorite parts of a story

helping the students label pictures and sort them according to common attributes

An ESL teacher is working with a group of developing-level English learners on paragraph-writing skills. The students can produce coherent paragraphs on familiar topics; however, their writing contains numerous errors, and they tend to be resistant to revising their work. The teacher could best support these students' writing development by taking which of the following steps?

assigning students to turn in drafts of their work and meeting with each student to discuss strengths and weaknesses in the writing

asking students to exchange papers with another student to obtain feedback on their writing before turning in their work

presenting to students a brief overview of the writing process and emphasizing the value and importance of revising one's work

having students freewrite daily in a writing journal to develop their writing accuracy, fluency, and expression

Which of the following criteria would be most important for an ESL teacher to consider when selecting reading passages to use in classroom assessments of English learners' reading comprehension skills?

The content of a passage is culturally universal.

A passage is taken from an authentic source.

Students have had prior exposure to a passage.

All the vocabulary in a passage is familiar to students.

An ESL teacher is designing a lesson for English learners on persuasive writing using letters to the editor from the editorial section of various newspapers. The teacher plans to engage students in the following activities during the lesson. *reading and discussing as a class a newspaper article about a problem relevant to students' lives *reading and discussing in small groups letters to the editor from different viewpoints written in response to the article *finding and listing features of persuasive writing in the letters to the editor as a class with teacher guidance The teacher would like to use this lesson to promote students' critical-thinking skills. Which of the following writing assignments would be most effective in addressing this goal?

"Write your own letter to the editor responding to the article and then compare your letter to one of the letters in the newspaper."

"Rewrite one of the letters to the editor that you discussed in your small group using your own words."

"Write a journal entry about a time you shared your viewpoint about a topic or someone shared a viewpoint with you."

"Practice persuading someone to understand your viewpoint on a topic by writing sentences that begin with the phrases, 'I think that ...' and 'I believe ...'."

An ESL teacher teaches English learners how to create a story concept map about a narrative they have read by drawing "bubbles" in which they briefly describe the story's characters, setting, and plot. This strategy is likely to be most effective in supporting students' achievement of which of the following instructional objectives?

Students will be able to summarize the key details of a story.

Students will be able to recognize the theme of a story.

Students will be able to interpret a character's motivations in a story.

Students will be able to analyze an author's point of view in a story.

A third-grade English learner has bridging-level speaking and reading skills in English. The student is able to produce extended written texts in English, but the student's writing contains numerous spelling errors. An ESL teacher could best address this student's needs by providing explicit instruction in which of the following areas of literacy development?

phonics and sight word recognition

grammatical patterns and conventions

word choice and writing fluency

vocabulary knowledge and skills

An elementary ESL teacher wants to support classroom teachers in accurately assessing English learners' phonological awareness skills. The English learners at the ESL teacher's school speak eleven different home languages. An example of a typical phonological awareness task on a foundational skills screening, benchmark, or diagnostic assessment is to ask individual students to segment the onset and rime (e.g., f/an, b/at) of words presented orally. Which of the following modifications should the ESL teacher suggest classroom teachers make in order to make this assessment task more appropriate for students who are English learners?

providing pictures of the stimulus items so that English learners know what the word to be segmented means

changing the task to one that requires English learners to segment words into individual phonemes

developing and administering stimulus items in English learners' home languages to replace the English items ask so that

substituting a matching task for the onset-rime task so that the English learners must match words that begin with the same sounds

An ESL teacher and a general education teacher collaborate to teach science to a sixth-grade class that includes English learners. The teachers plan to have small groups of students conduct an experiment on gravity using various sizes of balls that are dropped from the same height. Which of the following considerations would be most important for the teachers to keep in mind when determining how to support the English learners during this activity?

They may have limited knowledge of content-specific language structure and functions used in the activity.

Their limited English proficiency may diminish their cognitive capacity for grasping target content-area concepts.

They may have limited background experience with the culture-specific materials used in the activity.

Their culturally influenced approaches to learning may hinder their motivation to participate in hands-on activities.

An ESL teacher often uses student-created products (e.g., journals, creative works, posters, simulations) as an informal assessment of English learners' content learning. A primary benefit of this strategy is that, compared to conventional tests alone, performance-based assessment:

gives the teacher an authentic view of students' achievement and progress.

separates assessment of students' content-area learning from assessment of their language ability.

yields empirical assessment data that can be easily reported to stakeholders.

provides useful information about the effectiveness of the teacher's instructional planning and delivery.

Prior to teaching a sheltered-content mathematics unit on reading charts and graphs, an ESL teacher creates a "language inventory" of technical vocabulary (e.g., title, key, data, bar chart, line graph, pie chart ) and academic-language functions (e.g., record, describe, interpret, analyze) found in the unit. The teacher could best use this information to:

develop language goals and objectives for the unit.

select appropriate learning materials for the unit.

gather ideas for extending learning outside the classroom.

plan differentiated language instruction for individual students.

High school English learners are working on a research project and have located print and Internet resources for their projects. Their ESL teacher is concerned about the quality of some of the Internet resources they have located. The teacher could best address this concern by first teaching students how to:

use a checklist to evaluate the reliability of Internet resources.

limit online searches to well-known online encyclopedias and other informational Web sites.

use common technical terminology to conduct effective online keyword searches.

limit the number of Internet resources to only a small percentage of the total resources for a project.

A middle school ESL teacher would like to use the Declaration of Independence in a social studies lesson for developing- level English learners. Which of the following factors is likely to present the most significant challenges in the planning and implementation of this lesson?

the complex language of a historical document such as the Declaration of Independence

students' unfamiliarity with the historical events surrounding the Declaration of Independence

the limited availability of instructional resources related to the Declaration of Independence

students' lack of interest in antiquated documents such as the Declaration of Independence

To help improve expanding-level English learners' reading comprehension of social studies texts, an ESL teacher provides them with explicit instruction in the organizational text structures common to social studies (e.g., descriptive, sequential, chronological, comparison/contrast, cause/effect). The ESL teacher can best facilitate students' recognition of these organizational text structures by:

teaching them the transition words and phrases commonly associated with each text structure.

helping them deconstruct complex syntactic and grammatical structures commonly used in academic texts.

fostering their understanding of procedural and conceptual knowledge associated with common social and political structures.

encouraging them to use structural analysis to determine the meaning of unfamiliar words in social studies texts.

Students in a fifth-grade ESL class are preparing to read a new chapter in a science textbook. The ESL teacher can most effectively foster both language and content learning for the students by using which of the following pre-reading strategies ?

having students work in pairs to preview and discuss textual features of the chapter

asking students to draw pictures illustrating their prior knowledge of the given topic

providing students with a list of key vocabulary from the chapter for them to look up

showing students how to ask questions as they read to monitor their comprehension

MTLE ESL Subtest #2 (Minnesota)

Authored by Kristina Williams

English

Professional Development

CCSS covered

Used 6+ times

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40 questions

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following English learners is likely to have the greatest chance of eventually developing accent-free, native-like fluency in English?

a high school migrant student whose family spends several months of the year in the home country

a young child whose family recently moved back to the home country after spending several years in the Untied States

a student in the general education kindergarten class whose family primarily speaks the home language in the home

an adult who studied English for several years at a foreign language center in the home country prior to moving to the United States

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following classroom situations most clearly illustrates the effect of affective factors on an English learner's English acquisition?

A student who can communicate fluently in English has difficulty comprehending an academic text.

A student speaks very little in English for fear of making a mistake and sounding foolish.

A student who comes from a cultural group with a large representation in the school rarely interacts with native-English-speaking peers.

A student is often late to class and fails to turn in assignments because of the family's work schedule.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following ESL teacher practices is likely to contribute most significantly to creating a favorable climate for second-language learning?

interacting with English learners in ways that show genuine interest in their welfare and high expecations for their achievement

allowing ELs to complete class activities and assignments in their home language

adjusting classroom learning and behavior expectations based on English learners' current abilities and language proficiency levels

providing individual ELs with immediate corrective feedback on their language errors

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A high school EL has been attending school in the USA for several years. The student had developed sufficient oral language proficiency to particpate effectively in informal classroom interactions and negotiate instructional settings but is not performing well academically. The student has particular difficulty comprehending textbooks and producing written responses to content-based questions. This situation best illustrates the influence of which of the following factors on English learners' second-language developemnt and academic achievement?

a level of English proficiency

family values and expectations

stages of cognitive development

learning attitudes and motivation

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Children frequently develop native-like pronunciation in a second language with greater ease than adults. The best explanation for this phenomenon is that compared to adults, children tend to:

have a greater ability to internalize language

experience less influence from affective factors

have a larger capacity for abstract thinking

experience less transfer from the home language

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following student activities conducted as part of a sheltered mathematics unit on statistics and probability is likely to be most effective in making learning meaningful for ELs in a high school math class?

analyzing charts that depict the probability that a person has various physical characteristics (ex. brown eyes, left-handedness)

determining the probability of a certain outcome in a game (ex. coin toss; rock, paper, scissors)

gathering statistical data about their city and comparing the data to another city in the state, nation, and/or world

conducting research about a particular profession that requires knowledge of statistics and presenting their findings to the class

An EL has been diagnosed with an expressive language disorder. This factor will most likely affect the student's language development in which of the following ways?

The EL will likely rely on the areas of vocab and syntax when transferring linguistic skills from home language to English

The EL will likely benefit from receiving the same types of language supports in both English and in the home language

The EL will likely feel more comfortable delivering an oral message than a written message in both English and the home language

The EL will likely prioritize academic language learning in English while preferring to use the home language for social interactions.

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