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WorksheetsESL 154 Test
Total questions: 20
Worksheet time: 11mins
Which of the following is most important for effective second-language acquisition?
Engaging in social activities and meaningful interactions
Memorizing and practicing frequently used words and phrases
Interacting primarily with the teacher and other adults
Learning with various structured and rote activities
Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies?
Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies?
School districts that have at least two ELLs at one grade level must provide ESL services.
The Language Proficiency Assessment Committee (LPAC) assesses the proficiency levels of ELLs annually.
The identification and placement of ELLs occurs within the first four weeks of their enrollment in school.
“We need to review the lesson about the auxiliary verbs that are placed before other verbs to express meanings such as permission, ability, and possibility. It appears that the application of these words still poses some difficulties for you.”
The feedback is primarily in response to the students’ difficulty in using which of the following?
Principal verbs
Linking verbs
Stative verbs
Modal verbs
Which of the following statements is primarily true about the relationship between a student’s first- and second-language acquisition?
Cognitive development in L1 should be discontinued through the elementary years in order to achieve cognitive and academic success in L2.
Cognitive development in L1 should be limited through the elementary years in order to achieve cognitive and academic success in L2.
Students who receive formal schooling in L1 do better at acquiring L2 than students with no schooling in L1.
Students who receive formal schooling in L1 do worse at acquiring L2 than students with no schooling in L1.
Marcos is an ELL who is literate in his native language and speaks English well but struggles with reading informative texts in English. After assigning a research project, the teacher wants to find a way to support Marcos’ English literacy development as he completes the assignment. Which of the following is the best way to accomplish the teacher’s goal?
Providing Marcos with research in English presented in an audio format that he can listen to and then present his findings to the class
Supplementing English texts with research in Marcos’ native language and having him present his findings in English
Translating informative texts to Marcos’ native language and having him conduct his research using the translated texts
Pairing Marcos with a native English speaking peer who can help to explain the research they find in English
A high school ESL teacher wants the class to understand the differences between informal language used with friends and formal language used in the classroom. Which of the following strategies will best help ELLs understand the differences?
Asking the ELLs to keep a journal of conversations with friends to be discussed in class
Having the ELLs listen to audio recordings in different registers of English
Pairing the ELLs and having them role-play a variety of scenarios in the different registers
Reminding the ELLs to use academic language in classroom discussions and informal language in conversations
Kenny, an ELL, writes the following statement in his journal.
“My friend, which I met at college, comes from San Marcos, who is located near San Antonio, Texas.”
Based on the statement, Kenny will most benefit from further instruction in
relative pronouns.
possessive pronouns.
reflexive pronouns.
indefinite pronouns.
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
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
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
A non-English-speaking student from Portugal has just enrolled in middle school in a small rural district with few ELLs. There is one ESL teacher who travels between the elementary school, middle school, and high school. Which of the following suggestions will best help the school accommodate the new student?
Giving English-Portuguese dictionaries to the teachers who will have the student in their class
Requiring a parent to accompany the student to class until the student adjusts to the school routine
Hiring a bilingual aide to translate class content
Arranging volunteer buddies in each class to help the student throughout the school day
Which of the following activities will best help develop the oral language proficiency of elementary ESL students?
Providing wordless picture books for the students to narrate
Having students chant a poem after teacher modeling
Preparing a listening center for students to listen to audio books
Encouraging students to record themselves reading a story
An ELL at the beginning level of English-language proficiency has just joined a first-grade class. The teacher has started a unit on the life cycle of a butterfly and shows the class an educational video about the butterfly life cycle. Based on the English Language Proficiency Standards (ELPS), which of the following activities is most appropriate for the teacher to ask the ELL to perform after watching the video?
Writing original, simple sentences describing the butterfly life cycle
Copying the definitions of the four parts of the butterfly life cycle into a journal
Placing sentence strips in the correct order to explain the butterfly life cycle
Completing a picture jigsaw puzzle that depicts the butterfly life cycle
An ESL teacher observes ELLs struggling to comprehend reading passages. Which of the following strategies will best help the ELLs increase their comprehension of a text?
Asking the ELLs to write notes as they read a new passage
Building ELLs’ background knowledge before presenting a new passage
Assigning ELLs reading passages for homework as additional practice
Having the ELLs answer multiple-choice questions after reading a new passage
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
Story map
Word web
An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher’s actions best demonstrate an understanding of the importance of which of the following?
Encouraging reading fluency
Lowering the affective filter
Focusing on proper pronunciation
Improving cognitive development
An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher’s actions are primarily examples of which of the following?
Culturally responsive instruction
Cultural relativism
Ethnocentrism
Multilingual education
A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families?
Demonstrating to parents how to continue to build on foundational skills
Having bilingual support personnel in attendance during the meeting
Encouraging parents to interact with their children in their first language
Providing American snacks and drinks during the meeting
Holding the meeting during the school day
Volunteers from local churches and businesses are interested in assisting students in a school’s ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill?
Team teaching with a general education or ESL teacher
Facilitating guided reading groups and literature circles
Mentoring students with the guidance of the classroom teacher
Assisting with the tutoring of struggling readers and writers
Administering TELPAS and other assessments to gather data
Use the information below to answer the questions that follow. As part of an informal assessment of ELLs’ writing skills in English, an ESL teacher elicits brief written narratives from students on the topic “My Best Family Vacation.” Some of the samples collected are listed below.
1. It was a trip very long.
2. My sister Mindy found a dog little on the window.
3. We got T-shirts blue at a store.
The teacher observes a pattern in the samples and determines that the students’ L1 is interfering with the students’ English development.
38. The students’ samples best illustrate a pattern of L1 interference in
phonology.
morphology.
semantics.
syntax.
Use the information below to answer the questions that follow. As part of an informal assessment of ELLs’ writing skills in English, an ESL teacher elicits brief written narratives from students on the topic “My Best Family Vacation.” Some of the samples collected are listed below.
1. It was a trip very long.
2. My sister Mindy found a dog little on the window.
3. We got T-shirts blue at a store.
The teacher observes a pattern in the samples and determines that the students’ L1 is interfering with the students’ English development.
Which of the following activities should the teacher implement to best help students address the L1 interference?
Practicing minimal pairs
Identifying phonemic distinctions
Cutting sentences apart
Learning orthographic skills
