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WorksheetsESL TExES Review Domain II
Total questions: 10
Worksheet time: 20mins
It is most important for a teacher who provides content instruction to ESL students to do which of the following?
Expect the ESL students to remain academically behind their peers
Discourage ESL students from using nonstandard English
Provide lower-level content instructional materials to the ESL students
Incorporate content materials that are culturally relevant to the ESL students
Hanh, a Vietnamese student, has been in the United States for eighteen months. She is progressing in her schoolwork, but she rarely speaks to her classmates or teachers. Which of the following is the best action for the teacher to take to help increase Hanh’s oral proficiency in English?
Partnering Hanh with an English-speaking peer during oral discussions and presentations
Incorporating daily lessons on social interactions that include role-playing
Providing Hanh with a list of common phrases in English for her to memorize and practice
Providing individual social lessons for Hanh to practice speaking until she is comfortable
Which of the following statements is most accurate regarding the transfer of literacy knowledge and skills from L1 to L2?
Literacy instruction should be confined to L1 to prevent negative transfer between L1 and L2.
Literacy instruction should be confined to L2 to prevent negative transfer between L1 and L2.
Literacy experiences developed in L1 with native language scaffolding have a positive impact on literacy development in L2.
Literacy experiences developed in L1 through home reading activities have a negative impact on literacy development in L2.
An ESL teacher wants to use graphic organizers to help ELLs understand expository texts. Which FOUR of the following graphic organizers are best to use for this purpose?
Venn diagram, Time line,Thinking map, Word web
Time line, Venn diagram, Story map, Thinking map
Thinking map, Story map, Venn diagram, Word web
Story map, Thinking map, Venn diagram, Word web
Word web, Time line, Venn diagram, Story map
An ESL teacher finds it difficult to set aside time to observe the specific academic language proficiency of the ELLs in the classroom. Therefore, the teacher makes notes on ELLs’ progress as it is observed during the natural course of the school day. The teacher is primarily using...
an anecdotal log.
a formal assessment.
a performance-based assessment.
a portfolio.
Mr. Sato a middle school science teacher, sees that the ELLs in his class are having difficulty understanding a new unit about volcanoes. Which TWO of the following will be the most effective strategies to help his students understand the content?
-Asking the students to write down what they know about the day's topic at the beginning of the class
-Showing a short video clip about the day's topic at the start of the class
-Giving students an English dictionary so they can write definitions of key vocabulary before each lesson
-Pairing an ELL with a native English speaker so students can read the text together
-Having students preread selections at home prior to each lesson or activity
-Showing a short video clip about the day's topic at the start of the class
Which of the following is the best strategy to help ELLs when having phonetic struggles?
Presenting small group lessons on digraphs, consonant blends, and vowel sounds
Focusing on context clues and word structure analysis during read-alouds
Integrating activities with high-frequency words into learning centers
Modeling think-aloud strategies during guided reading
A fifth-grade teacher is using the Sheltered Instruction Observation Protocol (SIOP) Model in a science class with both ELLs and native English speakers. Which THREE of the following practices should the teacher incorporate to be consistent with the SIOP Model for instruction?
-Using explicit instruction in vocabulary
-Requiring that most classwork be done independently
-Providing clarification in the first language
-Using explicit instruction in vocabulary
-Requiring that most classwork be done independently
-Intertwining content and language goals in lessons
-Requiring that most classwork be done independently
-Providing clarification in the first language
-Intertwining content and language goals in lessons
-Using explicit instruction in vocabulary
-Providing clarification in the first language
-Intertwining content and language goals in lessons
Martin, a fifth-grade ELL who is a beginning reader, is having difficulty understanding an idiom encountered in his assigned fiction reading. After the teacher explains the meaning of the idiom, the best strategy for helping Martin remember the idiom is to have him...
translate the idiomatic language into his native language.
draw a picture of what the idiomatic language describes.
use a dictionary to find and copy the literal meaning of the idiom.
find other instances of idiomatic language in English writing.
An ESL teacher uses conferencing as an informal assessment of students’ writing. During a meeting with an intermediate ELL about a personal narrative piece, the teacher notices that the ELL’s writing is unorganized. Which of the following is the most appropriate next step for the teacher to take?
Asking the student to rewrite the story using a computer
Having the ELL verbally tell the story while using a graphic organizer to sequence it
Conducting a mini-lesson on how to write a topic sentence and a conclusion
Suggesting that the ELL use a thesaurus to use varied vocabulary
