A career day is being planned by a high school counselor. He wants to highlight multicultural organizations or businesses. What would be the main reason for the counselor to include multicultural organizations during career day?

To embrace the advantages of bilingualism and biculturalism in an increasingly globalized world.

To establish new partnerships between the school and local businesses.

To demonstrate an understanding of the type of organizations where the families of ELLs are likely to work.

To expose students to a wide variety of options that they can pursue after graduation.

The Texas Education Agency has adopted language descriptors and benchmarks to replace the English as a Second Language (ESL) standards. TEA requires that these benchmarks be integrated throughout all areas of the curriculum and content teachers need to use them to guide instruction. These benchmarks are known as:

English Language Proficiency Standards (ELPS).

Sheltered Instruction Observation Protocol (SIOP).

Texas Essential Knowledge and Skills (TEKS).

In a high school health and nutrition class, students are required to spend the last 10 minutes of the class period completing a reflection journal. The students reflect on whether they met their content objective and jot down the most important thing they learned. A primary benefit of journal writing for ELLs is that:

the activity allows students to take more risks when expressing themselves in writing than they would expressing themselves orally in a whole-group setting.

this activity can help teachers to provide specific grammar instruction based on students' errors in their journal writing.

the activity connects writing to reading in order to foster reading comprehension.

the activity promotes writing for enjoyment.

A group of ELLs in a particular classroom come from a wide range of cultural backgrounds and have differing English language proficiencies. Which of the following program models would best impact their academic achievement?

using a standards-based curriculum along with comprehensible input techniques that scaffold instruction

mainstreaming ELLs into grade-level classrooms and modifying benchmarks to meet their learning needs

using programs specifically individualized to address each ELL's academic needs

delivering instruction that focuses on ESL only and supports students quickly assimilating into the larger school community

A social studies class, including English-language learners (ELLs) at varying levels of English language proficiency, is analyzing the reasons for America's westward expansion during the early 19th century. The learning objective states that students will learn about the topic of westward expansion by reading texts from Lewis and Clark's expedition; they will also complete a timeline of the explorers' two-year journey. Which of the following instructional activities is most beneficial in helping ELLs build background knowledge?

presenting a slide show that depicts critical events of the Lewis and Clark expedition before reading

providing students with a brief lecture about the expedition, supplemented with maps

having students create a multimedia presentation about what they learned

assigning each student with a peer buddy to work with

Mrs. Davis teaches bilingual language arts in middle school. She would like to implement a formative writing assessment that meets the needs of her mixed-proficiency ELLs. What is the best way for Mrs. Davis to address the state's benchmarks in writing, considering her goals and the various proficiency levels in her class?

providing each student a shared writing journal that can serve as a two-way communication space between teacher and student

engaging students in a discussion about the different types of writing and their purpose

explaining the writing process in clear, simplified language

providing excerpts of stories written by different authors to serve as examples

Among the following activities, which is most appropriate for third-grade English-language learners who are able to write English at a level of intermediate proficiency?

Develop a draft about a highly familiar topic.

Write about a topic with an academic tone.

Draw and label what they like to do at recess.

Write a 3 paragraph essay independently.

The teacher of a fourth-grade science class is introducing a new unit on light and energy. As part of the new unit, students will learn new vocabulary that they can apply to future science units. When teaching the unit, what is the most effective way to reinforce new vocabulary words?

Have students incorporate new vocabulary words into different sentences.

Use a thesaurus to look up synonyms for each word.

Teach the etymology of the new words to students.

Ask students to determine the part of speech for every new word.

Ms. Rodriguez teaches first grade in a school that has a transitional, or early-exit, bilingual model of instruction. She is planning a weeklong social studies unit. Although she strategically uses the students' L1 to introduce new concepts, the majority of the instruction will be in English (L2). What can Ms. Rodriguez do to make sure her students don't fall behind on content as they gain English proficiency?

build in academic vocabulary development in L1

provide instructional clarity by lecturing and explicitly presenting content to students

build frequent opportunities for peer interaction in L2

pretest students to see what they already know about the topic

ELL teachers use verbal scaffolding to support student understanding. Teachers are aware of their ELLs' existing proficiency levels, and use prompting , questioning , and elaboration to support students' movements to higher levels of language proficiency and thinking. Which of the following options would be an example of verbal scaffolding?

reinforcing context, as when teachers discuss the definition of a word within a sentence

using one-on-one teaching, modeling, and coaching

anchoring instruction to Bloom's taxonomy to promote higher order thinking skills

adopting graphic organizers as a pre-reading tool to promote comprehension

Mr. Graff is a middle school teacher with English Language Learners in his class. He is starting a social studies unit about the US Civil War. During the first lesson he assigns students to small groups: he distributes Venn diagrams and directs students to do a quick analysis of what they already know about the North (Union states) and South (Confederate states). In a later lesson, the students will try to identify possible commonalities. The way Mr. Graff starts this lesson will best help students:

access prior knowledge regarding difficult content matter.

summarize information based on social studies reading.

acquire oral skills in L2 as a result of small group interaction.

read history texts in English (L2).

How can a teacher help a student lower their affective filter and encourage language development?

Encourage risk-taking and remind students that the classroom is a safe place to learn.

Spontaneously call on students to participate in class discussions to provide them with an authentic context for speaking.

Correct student errors immediately and explicitly to prevent future errors.

Require students to speak L2 at all times in the classroom to experience full immersion.

Mrs. Carranza teaches second grade in a dual-language school. She bases her teaching on the underlying assumption that students develop a first language through:

discovering rules in their L1 and testing them by applying and refining language rules.

using reading and writing as springboards to develop academic language.

producing language through approximate imitation of what they hear.

developing grammar based on the L1 input they receive.

The language experience approach (LEA) is a whole-language approach that promotes reading and writing through the use of personal experiences and oral language. Why would the LEA be a good strategy for developing literacy skills in L2?

As learners tell their personal stories, they gain an understanding of the writing and reading process — and the skills to bridge to proficiency.

As language learners share their personal experiences, they benefit from being paired with advanced-level students.

As learners tell their personal stories, their instruction can progress from unfamiliar to familiar contexts.

As learners share their personal experiences, they gain an understanding of the communication skills necessary to facilitate conversation and discussions.

Which of the following statements describes a reason for the use of additive education programs?

Continuous development of ELLs' L1 validates their existing knowledge and enables the acquisition of L2.

Targeted focus on L2 results in less negative transfer from L1.

Simultaneous learning of two languages is more difficult than focusing on one language at a time.

Dual-language environments promote the development of stronger study skills for ELLs than monolingual L2 classes.

A first-year teacher has a few English language learners in her class. She wants to be able to demonstrate their growth over time through the use of multiple indicators. That way, she will have lots of data to create a review when ELL students exit the ESL program. What is the best way for her to accomplish this?

Use portfolios to track and document progress.

Preserve all the students' work during the school year.

Save photos of the students' work to a computer

As a student reads aloud in a guided reading group, he notices several words that have similar sounds to their Spanish translations. Using this opportunity, the teacher provides a mini-lesson about cognates. This mini-lesson shows that the teacher understands that:

connecting the students' first and second languages helps them build vocabulary knowledge and improve reading comprehension.

supporting students in applying metacognitive strategies in L1 and L2 activities helps them to improve literacy skills.

acquiring and applying content knowledge becomes easier when root words, suffixes, and prefixes are identified and understood.

reading in a student's L2 is easier when a student enjoys reading in their L1.

English-language learners in Texas are expected to meet specific language-level descriptors and expectations. Teachers in all subject areas are required to use these standards to guide instruction across all content areas, and school districts must incorporate them into the curriculum. What are these expectations called?

English Language Proficiency Standards (ELPS)

Texas English Language Proficiency Assessment System (TELPAS)

Texas Essential Knowledge and Skills (TEKS)

Common Core State Standards (CCSS)

A third-grade ELL teacher is teaching a science unit on organisms and their habitats. The class has set up an ant farm and students record their daily observations in a journal as well as possible explanations of what the ants are doing. The teacher then guides a whole class discussion in which students share their observations and predictions. This strategy is described as:

observation-based writing instruction

jigsaw text language instruction

Which of the following statements is true about dual-language learners?

It can take between five and seven years for a child to learn a new language.

A child who does not learn a second language at a very early age will never become fluent.

A child must be equally proficient in both languages to be truly bilingual.

Learning two languages simultaneously causes delays in academic achievement.

Ms. Meixner teaches ELLs at her school district's "Newcomers' Center." She is planning a series of lessons on English phonemic awareness. What should be her approach as she plans the lessons?

focusing on the sounds that are different between English and students' L1

using pictures along with phonemic awareness exercises

incorporating an interactive word wall to develop English vocabulary

building choral reading during small group mini-lessons

In an interdisciplinary unit focused on magnets, what is the best way for ELLs to monitor their own learning?

Have students complete a learning log in which they record what they know about magnets as they learn.

Have students use checklists to mark off activities as they are completed.

Have students refer to reference materials to correct their errors when they are working with magnets.

Have students keep a folder for all of their unit work, in which they record their grades and teacher comments.

What is the best definition of assimilation?

An adaptation in which a minority group or culture adopts the values, behaviors, and beliefs of a majority group, fully or partially.

The process of introducing new cultural elements and deleting or altering the existing ones.

A method by which people divide themselves into smaller ethnicities within a "super ethnicity" such as a nationality.

The adoption of some mainstream culture by members of different ethnic and cultural backgrounds while maintaining their cultural values and customs.

Several fifth-grade teachers have been trained on Sheltered English instruction strategies. To support language and content instruction, they would like to use the new strategies. Which TWO strategies would be most effective for their lessons? Select all answers that apply.

simplify teacher language when providing instruction

group ELL students with native speakers

correct ELL students' grammatical errors when communicating

force ELL students' oral production

A high school bilingual teacher regularly uses newspaper and magazine articles that highlight careers in which it is advantageous to speak more than one language. A primary benefit of using such reading materials for English-language learners (ELLs) is that they allow ELLs to:

recognize the benefits of being bilingual and bicultural in a global society.

read and discuss the information in cooperative groups.

supplement information in their textbooks.

become informed about current events.

An experienced ESL teacher is giving a presentation about the transfer of literacy knowledge and skills from L1 to L2. Which of the following statements is accurate to include in her presentation?

Using L1 to scaffold instruction has a positive impact on language learning.

Using L1 to scaffold instruction has a negative impact on language learning.

Literary instruction should be confined to L1 to prevent negative transfer between L1 and L2.

Literary instruction should be confined to L2 to prevent negative transfer between L1 and L2.

A family with a second grade English learner (EL) at a beginning level of proficiency has recently moved to a new district. The parents indicate they do not want the student placed in a classroom with other English as a Second Language (ESL) or bilingual students because their child did not show progress in those classes last year. Which of the following approaches should the school take in this situation?

educate the parents about the benefits of bilingual or second language acquisition language support in the classroom

place the student in a regular class seated next to a native English speaker to assist the English learner with completing schoolwork

allow the parent to sit in a bilingual class and observe students receiving instruction in two languages before making a decision

compromise with the parents and place the student in a bilingual class in the morning and a regular class in the afternoon

A group of English language learners is preparing to work on a shared project in English after finalizing a unit in social studies class. Their teacher encourages them to first record everything they know about the topic in English before meeting with their team. The ELLs can use their notes as references during their first meeting. How does note-taking help ELLs become more effective with the content?

It prepares students to effectively communicate in English.

It practices the use of authentic language.

It lowers their affective filter.

It allows them to preview content vocabulary in English.

A first-grade teacher has bilingual students in her class. Several of them have difficulty reading fluently. She discusses ways to improve their fluency with a colleague. What is the best suggestion her colleague can give her to improve bilingual students' reading fluency?

Reread familiar texts and self-monitor fluency by using a whisper phone.

Read books from different genres.

Provide reading homework strategies for parents to use at home.

Provide students with an anchor chart of fluency strategies.

Ms. Prieto is designing an integrated lesson in which ELLs will be practicing counting money in L1 (Spanish), and developing a grocery list in L2 (English). Which of the following activities would best integrate the ELLs' English language arts development with their L1 content development?

The ELLs will write a shopping list, along with prices for individual items, to determine what they can buy with the week's budget.

Students will cut out food advertisements to design a poster that reflects healthy eating.

The ELLs will record how much they would save by purchasing items that are on sale.

Students will participate in a jigsaw activity to promote farm-fresh produce available at their neighborhood supermarket.

Mr. Seegat helps English-language learners (ELLs) make a list of questions to guide and improve their writing. He encourages students to refer to the questions as they write. The students have the option of writing in their L1 or English. During a recent assignment, the students refer to the following questions: What is my purpose in writing (to persuade, inform, or entertain)? Who is my audience (the people who will be reading my piece)? Is my writing clear and concise (so that my audience understands it)? Mr. Seegat's approach is benefitting the ELLs by developing their ability:

to work independently in order to improve their writing.

to make connections with new content learned in class.

Ms. Kracht is a bilingual language arts teacher who is using nonfiction articles with her sixth-grade ELLs. A couple of her students comment that the word "radio" appears in the article they are studying; they recognize it from their L1 (Spanish). Before reading the article, Ms. Kracht puts her students in small groups and asks them to scan the article for additional words they may recognize from their native language. She creates a large chart where the small groups will record their findings. This activity demonstrates Ms. Kracht's knowledge of:

making connections between the students' L1 and L2 to build vocabulary knowledge and reading comprehension.

incorporating close reading strategies to help students acquire vocabulary in L2.

examining roots and affixes as a way to understand new content.

using high-interest texts to engage students in reading L2 informational texts.

Which of the following statements about the relationship between an ELL's L1 and L2 is true according to Cummins' Common Underlying Proficiency (CUP) model?

ELLs possess cognitive academic skills that can be easily transferred between languages.

ELLs' prior educational experiences in L1 have little to no impact on academic performance in L2.

ELLs face factors that make it difficult to transfer content knowledge between languages.

ELLs are capable of succeeding in L2 academic tasks only after they have mastered interpersonal skills in L1.

During a guided reading lesson, a student whose first language in Spanish is unable to read the word delicate . The reading teacher asks the student to look at the illustration, think about what is going on in the story, and try to connect the unknown word with a similar one in Spanish. The student recalls the word delicado , is able to read delicate , and continues to successfully read the rest of the passage. In this passage, the reading teacher asked the student to use his L1 in order to:

build the student's confidence.

The following progression demonstrates the stages of English language acquisition for ELLs: preproduction, production, emergence, fluency 1, fluency 2 Which accomodation to an L2 cloze activity, involving vocabulary, is the most appropriate for an ELL currently at the preproduction stage of language development?

helping the ELL select specific vocabulary words from a word wall

no accommodation necessary; the student should be able to complete the assignment

assigning a peer partner to work with the ELL

modeling the English pronunciation of vocabulary words

A first-grade bilingual teacher wants to help her students develop strong phonemic awareness in their L1, which is an alphabetic language. Which of the following strategies would be the most effective for the teacher to use?

playing rhyming games and using chants with words that rhyme in the students' L1

singing the ABCs while pointing to the word wall alphabet

using "nonsense" words with sounds that rhyme in order to emphasize the sound component

using picture cards of items that rhyme in the L1

When transferring literary knowledge and skills from L1 to L2, which of the following is true?

The skills that the student knows from different subjects in L1 will help in the acquisition of L2.

Continuous development of L1 can result in a negative transfer of information in L2.

Scaffolding in L1 has no benefit on transfer of knowledge to L2.

No transfer of information should be made between L1 and L2, as any information would just be confusing to students.

A seventh-grade class containing several English learners has been studying weather. The teacher puts students in pairs and guides them as they complete the graphic organizer below on one of the topics in the chapter. The entire class then participates in a discussion on the various chapter topics students wrote about. Following this activity, the teacher directs students to review the entire chapter in their science textbooks on weather. Creating this graphic organizer is likely to further student's reading development by helping them:

prepare their written thoughts for an oral discussion.

understand unfamiliar academic vocabulary.

differentiate between academic and casual language.

use expository text structures to form an argument.

Slowing speech, increasing pauses, and speaking in shorter sentences are all effective strategies for scaffolding verbal instruction in an ELL classroom. Why are these approaches essential when teaching in L2?

to allow time to process information

to maintain a welcoming environment

to reinforce contextual definitions

to be inclusive of cultural differences

Bilingual Supplemental 2

Authored by Natalie Hernandez

English

University

CCSS covered

Used 5+ times

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68 questions

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MULTIPLE CHOICE QUESTION

5 mins • 1 pt

A main difference between English and Spanish literacy development is that English:

has sound-symbol relationships that are not always predictable.

has fewer vowel sounds than Spanish.

can be easily decoded based on basic sound-symbol correspondence.

utilizes syllables when segmenting and blending words, rather than onset-rime.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

The following content objective is written on the board.
Content objective (CO): Students will understand the process of photosynthesis, by which plants convert light energy into chemical energy.
What other piece of information should the teacher post alongside the CO in order to meet the criteria of sheltered instruction?

a language objective (LO) that will be used for developing students' academic vocabulary and communication in L2

a word bank for students' reference

a graphic (drawing) of the experiment that goes with the lesson

a study guide so that students know what will be assessed at the end of the unit

Tags

CCSS.RI.9-10.4

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Roberto and Enrique are considered higher-level in their L2 language proficiency. During frequent interactions, their ELL teacher notes that the students use phrases such as: "I am seeing them every day," and "We are playing tennis every day." What should the teacher focus on for the next series of instruction?

using the simple present tense to talk about daily habits

understanding pronoun usage

using stative verbs to describe senses and perceptions

using the present continuous to talk about general facts

Tags

CCSS.L.3.1E

CCSS.L.4.1B

CCSS.L.5.1.B-D

CCSS.L.5.1C

CCSS.L.5.1D

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives:
Content objective: Students will identify different regions of Texas.
Language objective: Students will explain new vocabulary words in small groups.
Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on.
Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class.
An ELL completed the following word map:
What part of the word map would help English-language learners internalize the new vocabulary word most effectively?

Part 5

Part 4

Part 2

Part 1

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives:
Content objective: Students will identify different regions of Texas.
Language objective: Students will explain new vocabulary words in small groups.
Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on.
Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class.
An ELL completed the following word map:
How is the collaborative activity Mr. Santiago assigned fulfilling the language objective?

Students express their ideas in English.

Working together motivates students.

Students engage in social interactions.

Students self-assess how well they understand English.

Tags

CCSS.RI.9-10.4

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Which of the following statements provides a research-backed explanation for why ELLs in additive bilingual programs demonstrate increased academic achievement in L2?

The continued development of ELLs' native language serves as a foundation for L2 academic language.

The exclusive use of L1 for language arts and L2 for other content instruction helps ELLs avoid confusion between language structures.

The use of effective study habits is learned, which results in higher L2 academic achievement.

The use of English (L2) for social communication is enforced as a way of preparing students for academic language acquisition.

Tags

CCSS.RL.5.6

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

At a bilingual school, Mr. Herrera teaches social studies. The subject is taught only in English. Ahmed, an English language learner, currently communicates at a beginning level in English. In order to help Ahmed comprehend what he has learned, Mr. Herrera should:

use images to help clarify meaning and encourage understanding.

ask him to write a reflection at the end of the lesson.

assign him an English-speaking partner to help translate information.

allow him to express ideas in his native language until he understands the concepts.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

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