Diversity

1. A middle school English-language learner (ELL) can read English texts with familiar topics, simple sentence structures, and high-frequency vocabulary but is unable to read the test with the appropriate rate and speed. Which of the following best describes the reading proficiency level of the ELL?

• A. Beginning

• B. Intermediate

• C. Advance

• D. Advance-high

2. Cynthia is an English-language learner who frequently makes errors when speaking. When Cynthia participates in small groups, the other students have difficulty understanding her pronunciation of English words, causing her to become frustrated and give up. Which of the following best describes Cynthia’s proficiency level in spoken English?

• A. Beginning

• B. Intermediate

• C. Advance

• D. Advance-high

3. Kim, an English-language learner, speaks English with single words and short phrases. She makes communication that prevents others from understanding her speech. During small-group instruction speaks to her peers in her native language. Which of the following levels of English-language profile describes Kim’s speaking ability.

• A. Beginner

• B. Intermediate

• C. Advance

• D. Advance-high

4. A middle school reading teacher is assessing the reading proficiency of a new student who is an English Language learner by asking the student to read several short texts of varying difficulty. The student recognizes some high-frequency words that coordinate with visual cues but reads few other words in the texts. Which of the following language-proficiency levels characterizes the student in the domain of reading?

• A. Beginning

• B. Intermediate

• C. Advanced

• D. Advanced-high

5. A middle school English-language learner who is writing at the intermediate level of English-language proficiency is most likely to demonstrate writing that includes

• A. lists of memorized phrases.

• B. use of native language.

• C. repetition of ideas

• D. abstract content.

6. A United States history class consists of a diverse group of students, including students with learning disabilities and English-language learners. The teacher assigns a project in which students will would cooperative groups to create a biographical presentation about a Revolutionary War hero. Given the diversity, which of the following approaches will most likely result in equitable cooperative group

• A. Teacher-planned heterogeneous groups

• B. Teacher-planned homogeneous groups

• C. Student-selected groups

• D. Student-selected partners

7. An English-language learner (ELL) at the advanced-high level of English proficiency in writing is preparing a written report to discuss the results of a science experiment. To best support the ELL with the assignment, the teacher should provide instruction in which of the following areas?

• A. Applying complex verb tenses.

• B. Elaborating on ideas in detail

• C. Including low-frequency vocabulary

• D. Using a variety of cohesive devices

8. Which of the following activities is most beneficial in helping intermediate-level English language learners (ELLS) expand their content-area vocabulary in English?

• A. Encouraging students to speak to a partner about the topic

• B. Assigning related text for students to read in their native language

• C. Providing students an outline for note-taking in lessons

• C. Providing students an outline for note-taking in lessons

9. A sixth-grade teacher wants to ensure that beginning-level English-language learners (ELLS) are actively involved in classroom writing activities. To best meet the goal during a lesson, the teacher should provide the ELLS with

• A. a rubric explaining the elements of an exemplar writing piece.

• B. a checklist as a guide in writing simple sentences.

• C. an example writing piece describing a personal experience.

• D. a set of sentence stems containing commonly used phrases.

10. Mr. Colby, a middle school mathematics teacher, notices that when he explains some of the steps in a mathematics problem, his beginning-and intermediate-level English-language learners do not understand some of the basic directions and explanations. The most appropriate accommodation for the students would be

• A. visuals for common content-based terms

• B. word banks that contain low-frequency terms

• C. dictation using only English present tense

• D. reference material that includes sentence stems