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WorksheetsCTEL 2
Total questions: 76
Worksheet time: 3hrs 32mins
A teacher plans a lesson for a third-grade class including early-advanced English language learners (ELLs): She will read a story aloud, then lead a whole-class discussion with students sharing their own experiences similar to those in the story, and then have them write brief narrative passages about these experiences to meet the California English Language Arts standard for describing an experience by writing a short narrative. Which would the ELL students in the class MOST likely need to complete these activities?
Picture drawing substituted for writing the narratives
Writing models and questions for guiding composition
Paired oral practice before whole-class oral narratives
Copying the read-aloud text instead of the writing task
In Wiggins and McTighe’s backward design for designing instruction and assessment, in which stage are students expected to understand the big ideas (major concepts) in the unit being planned?
Stage 1
Stage 2
Stage 3
Stage 4
In differentiating instruction for students with special educational needs, which of the following reflects the manipulation of pacing?
Covering the same content over twice the duration for greater reinforcement of difficult concepts
Covering the same content over twice the duration to investigate some concepts more thoroughly
Covering the same content by introducing new and unfamiliar instructional materials to address it
Covering the same content by enriching instruction enabling cross-curriculum student connections
Which of the following is MOST accurate regarding English language arts (ELA) standards versus English language development (ELD) standards?
ELA standards are only for native English speakers; ELD standards are for English language learner (ELL) students.
ELA standards and ELD standards are both grouped into grades kindergarten through Grade 2, Grades 3 through 5, Grades 6 through 8, and Grades 9 through 12.
ELD standards are pathways to scaffold and assess ELA standards acquisition by ELLs.
ELD standards provide teachers with a blueprint for planning the instruction of ELLs.
Among the following dimensions for differentiating instruction, which is usually the one associated with the teaching strategies MOST frequently used?
Complexity
Novelty
Depth
Pacing
In English language development (ELD) programs, what is the main purpose of classroom assessment relative to planning instruction?
Evaluating whether the school has satisfied all its program objectives for ELD
Evaluating student performance and needs relative to specific ELD standards
Evaluating which ELD proficiency and grade levels match which ELD standards
Evaluating what the cost-to-benefit ratio is of a specific ELD program’s design
An English language development (ELD) test is given to English language learner (ELL) students to measure their fluency in speaking English. However, many of the words included in its samples for reading aloud are beyond the vocabulary development of the ELL students’ proficiency levels. The unfamiliar words disrupt their fluency reading aloud. What is this assessment issue related MOST to?
Test bias
Test validity
Test reliability
Test conditions
On the California English Language Development Tests (CELDTs), which of the following English language development (ELD) standards is the basis for certain items labeled under the category of Word Analysis?
Read simple vocabulary, phrases, and sentences independently.
Use decoding skills to read more complex words independently.
Recognize and name all uppercase and lowercase letters of the alphabet.
When reading aloud in a group, point out basic text features, such as the title, table of contents, and chapter headings.
Regarding the California High School Exit Exam (CAHSEE), which of the following may local educational agencies (LEAs) do for seniors who have not passed either or both parts of the test?
Provide supplemental instruction, which includes summer school
Give intensive instruction up to a year after Grade 12 is completed
Add instruction without using funds allocated for Grades 11 and 12
Supply instruction without using funds allocated for adult students
On the California Standards Test (CST), which strand or reporting cluster has the largest number of questions?
Literary Response and Analysis
Reading Comprehension
Written Conventions
Writing Strategies
A teacher has a number of new English language learner (ELL) students in class at the beginning level of English language proficiency (ELP). As is normal, their receptive language skills are more developed than their expressive language skills. Which kinds of classroom assessments would be MOST appropriate to give them until they develop more ELP?
Textbook assessments
Curriculum-based assessments
Performance-based assessments
Written-response, teacher-made assessments
Among informal assessments of English language development (ELD) of English language learner (ELL) students at lower proficiency levels, which of the following formats typically would MOST enable them to demonstrate their English language knowledge?
Listening to spoken teacher questions and responding by choosing among pictures
Reading written teacher questions and responding by writing down their answers
Listening to spoken teacher questions and responding by writing their answers
Reading written teacher questions and responding by choosing from pictures
Among student performance differences unrelated to language development that can need referral or special attention, which of the following is MOST likely to involve curriculum acceleration or enrichment?
Gifted and talented education (GATE) students
Special education
Student study team
Intervention programs
If a student is identified with both English language learner (ELL) status and attention deficit disorder (ADD), which instructional responses are indicated?
Extending the duration of lessons
Reteaching specific language skills
Reteaching specific subject content
Both choices (B) and (C) but not (A)
If a teacher assesses advanced-level English language learner (ELL) high school students’ writing tasks using holistic scoring, which of the following is a limitation of this method?
Scoring procedures are complicated.
Students do not get explicit feedback.
The method is more time-consuming.
Students get improvement guidance.
Of the following legislative and judicial foundations of education programs affecting English language learners (ELLs), which is or are MOST directly related to providing them with English language instruction?
The Individuals with Disabilities Education Act (IDEA)
No Child Left Behind (NCLB), Title III
Lau v. Nichols
NCLB, Title III, and Lau v. Nichols
In one school district, the majority of English language learner (ELL) students have consistently scored more than two standard deviations below the average of native English-speaking students on annual standardized tests for several consecutive years. School administration responds by placing ELL students together in classes with modified content instruction and more time spent on intensive English language instruction. This represents an effect of _______ on _______.
achievement gap; segregation
retention; promotion
segregation; tracking
achievement gap; retention
Among the following models of English language learner (ELL) programs in California, which are NOT considered alternative courses of study?
Structured English Immersion (SEI) programs
Transitional bilingual educational programs
Heritage language educational programs
Dual-language educational programs
Which statement is most accurate when comparing content-based English language development (ELD) to Specially Designed Academic Instruction in English (SDAIE)?
Both content-based ELD and SDAIE place equal emphasis on academic content and ELD.
SDAIE emphasizes developing English language proficiency (ELP) through instruction in content themes and concepts.
Content-based ELD emphasizes developing content knowledge, with ELP a by-product.
SDAIE emphasizes developing content knowledge, with ELP as an intended by-product.
In California, when do parents of English language learner (ELL) students need to obtain an exception waiver?
To have their children placed in dual-language or two-way immersion programs
To have their children placed into mainstream English language classrooms
To have their children placed in either two-way or English mainstream settings
To have their children placed in neither of these types of educational settings
For a high school biology class with English language learner (ELL) students at the advanced English learning proficiency (ELP) level, the teacher plans a Specially Designed Academic Instruction in English (SDAIE) lesson covering single-celled and multicellular organisms. Of the following, which activity would be best for promoting the students’ development in English language and literacy?
Assigning them to examine an amoeba and a fruit fly under a microscope and draw labeled diagrams
Assigning them to observe differences in an amoeba and fruit fly, discuss, and summarize in an essay
Assigning them to dissect an amoeba and a fruit fly and create charts identifying the features of each
Assigning them to collect amoebas and various insects and list their characteristics in data table form
An English language learner (ELL) high school student successfully conducted many chemistry experiments in his home country. Despite limited English language proficiency (ELP), he now successfully conducts chemistry experiments in his American school. What is this is MOST specifically an example of?
Education
L1 literacy level
Prior knowledge
L1 literacy transfer
A high school geology class is studying a unit on plate tectonics. English language learner (ELL) students in the class whose English language development (ELD) is at the advanced level are LEAST likely to know which kinds of vocabulary words included in this subject?
Tier 1 vocabulary words
Tier 2 vocabulary words
Tier 3 vocabulary words
All of these
Which of the following is accurate regarding the Language Experience Approach?
The students understand a provided text by using various approaches.
The students generate the text themselves during the lesson process.
The students compose individual texts by using their own experiences.
The students collaborate to develop a text without teacher assistance.
Of the following scaffolding strategies for student interactions with texts, which one can be used before, during, and after reading?
Annotating a text
An anticipation guide
A frame of reference
A key concept synthesis
In differentiating instruction of a multidisciplinary thematic unit for ninth-grade English language learner (ELL) students, which of the following applies?
ELLs should be grouped only homogeneously to encourage their using team behaviors.
ELLs should be grouped only heterogeneously to encourage all students to participate.
Teachers should read aloud portions of the texts they use in the unit to the entire class.
Teachers should prevent or discourage the use of sticky notes and highlighting in text.
When planning Specially Designed Academic Instruction in English (SDAIE) for middle-school English language learner (ELL) students with intermediate-level English language proficiency (ELP), which teacher approach is most applicable?
Integrating in every algebra lesson language objectives for content-specific structures and vocabulary
Giving ELLs more access to algebra lessons through skills and concepts at lower developmental levels
Putting off lessons involving more advanced algebra concepts until ELLs reach advanced receptive ELP
Considering math subjects rely less on language than others, planning lessons with minimal linguistic use
Which of the following classroom techniques is MOST related to stimulating conversation?
Arranging the physical classroom space so students can see, hear, and reach each other
Using and displaying maps, artifacts, prints, puzzles, and similar content-related objects
Displaying and using various printed materials in English and students’ native languages
Using all of these classroom techniques as they are equally related to stimulating conversation
To instruct English language learner (ELL) students in a cross-disciplinary unit that integrates math and English language development (ELD), which of the following approaches would be MOST effective?
Using peer tutoring
Using team teaching
Using educational technologies
Using bilingual paraprofessionals
Among groups of English language learner (ELL) students identified by the California Reading and Language Arts Framework, which group can sometimes benefit from recruiting their parents to support and reinforce their school learning in the home?
The Special Group
The Strategic Group
The Intensive Group
The Benchmark Group
Teacher 1 tells English language learner (ELL) students their learning objective is to use alliteration in a poem and defines alliteration for them. Then he gives them a poem to read that uses alliteration. Teacher 2 gives ELL students a poem to read and leads class discussion on the poem’s relevance to them. Then she assigns them to small groups to analyze techniques whereby the poet created the effects they discussed. Once they discover alliteration, the teacher provides its name and definition. According to Cummins’s quadrants, which of the following is correct? (Note: Both teachers ultimately have students write their own poems following these exercises. This step is not included in the answer choices.)
Teacher 1 goes from quadrant A to B; teacher 2 goes from quadrant B to C.
Teacher 1 goes from quadrant B to A; teacher 2 goes from quadrant C to B.
Teacher 1 goes from quadrant C to B; teacher 2 goes from quadrant A to B.
Teacher 1 goes from quadrant B to C; teacher 2 goes from quadrant B to A.
A teacher of English language learner (ELL) students modifies the language in a learning exercise without simplification. Which of the following could the teacher do within this definition?
Repeat utterances
Use easier word choices.
Speak or read aloud slower
Exaggerate syllables or use word stress
The last sentence of a story has this line of dialogue, spoken between two married adults: “Come on, honey; let’s go home.” A student reading or hearing this story would demonstrate the inferential level of meaning by which of the following responses?
The couple went home together
The story had a happy ending for them
The author wanted a happy end for readers.
The readers will be more satisfied by this end.
A teacher with a mainstream English language classroom that includes English language learner (ELL) students as well as native English-speaking students always calls on the first student to raise a hand after he or she asks the class a question. An administrator observes the class and finds the ELL students never get to answer, although some of them do raise their hands. What instructional practice does the teacher need to change?
Provide enough wait time.
Frame questions appropriately.
Vary the question types by need.
Do all of these.
A Spanish-speaking English language learner (ELL) student has early-advanced English language proficiency (ELP) and good literacy in her L1 but never received formal instruction in grammar constructions or terminology in her home country. Encountering an English-language textbook assignment requiring a conditional-subjunctive sentence construction, she asks the teacher what this means. Using the cognates, condicional and subjuntivo, is not helpful. Instead, the teacher gives the student an example of a conditional-subjunctive sentence in Spanish. Upon reading it, the student understands what kind of sentence is needed for the English-language assignment. What kind of learning strategy has the teacher used?
Metacognitive
Metalinguistic
Vocabulary
Translation
When reading an English text, an English language learner (ELL) student recalls that the phrase "jump the gun" used in the text is an idiom meaning to take an action or draw a conclusion prematurely. The student has accessed which type of memory?
Declarative memory
Procedural memory
Episodic memory
All of these
A teacher provides kindergarten English language learner (ELL) students with artifacts, clothes, and other real objects from the students’ native countries. The teacher also teaches the whole class the names and uses of these objects. What is this MOST apt to accomplish?
Further students’ understanding of U.S. challenges to various immigrant groups.
Interfere with students’ acculturation to the United States by using objects from other cultures.
Interfere with students’ English language development (ELD) in vocabulary by teaching them words from other languages.
Further students’ ELD by stimulating conversations through interaction with known objects.
A first-grade teacher has a tradition of telling students a story every year that includes a Thanksgiving celebration. This year, he has some English language learner (ELL) students from other countries for the first time. How can he best adapt his practice to include them?
Eliminate the tradition and simply stop telling the story.
Incorporate a holiday that some ELL students observe.
Modify the story with a more universal family occasion.
Continue the tradition, so ELLs learn the United States' cultures.
A teacher has a class of ELLs. One group of these Ss never had any formal education in their home countries; the other group did. The teacher differentiates instruction to meet their differing _______ needs.
cultural
linguistic
cognitive
academic
Which of the following is a software program that would most benefit an ELLs for learning to speak English like a native?
The English as a second language (ESL Jobs Froum)
The Reading Plus system
Rosetta Stone's software
Software for Students' Easy Writer
For Fifth-grade ELLs who are at the intermediate English language proficiency (ELP) level, a teacher needs to select printed instructional materials to use in a lesson about rock formation. Which of the following is the MOST appropriate way for the teacher to guide material selection?
Choosing a fifth-grade text and adapting its syntax and vocabulary
Substituting manipulatives and graphics for printed text materials
Substituting a concise outline of key subject facts instead of texts
Choosing a fourth- or third-grade text to match student ELP levels
One theoretical basis for recent (2014) ELL literacy approaches is the interactive reading model. Which of the following is true of this model?
It emphasizes interpretation skills rather than decoding skills.
It regards reading as proceeding from the parts to the whole
It regards reading as proceeding from the whole to the parts.
"It regards reading as proceeding from the parts to the whole." and "It regards reading as proceeding from the whole to the parts." are correct
Recent studies find that, relative to English language and literacy development for adolescent ELLs who are refugees with little, interrupted, or no formal education, teaching early reading strategies
is ineffective as it is developmentally inappropriate for their age levels.
often enables them to advance by eight reading levels in one semester.
enhances their reading fluency but does not improve their vocabularies.
is not applicable because they have age-level print literacy skills in their L1s.
Regarding California's English language proficiency level descriptors (PLDs), which of the following is accurate?
ELLs at the emerging level have not yet begun to use academic English language.
ELLs at the expanding level can comprehend and produce hightly technical texts.
ELL students at the bridging level are the only ones able to participate fully at grade level.
ELLs at all levels can participate fully in all content at grade level with scaffolding.
An ELLs reads a text on world history that lists events in chronological order beginning with the assassination of Archduke Ferdinand. The student comments that this assassination triggered a series of occurrences that culminated in WWI. which process of reading comprehension has this students MOST demonstrated?
Making inferences from reading text
Identifying facts and opinions in text
Identifying cause and effect in a text
Relating one's experiences to a text
An ELL student has written a composition. Pursuant to teacher feedback, the student adds certain words and phrases to make clearer, more logical connections between some sentences and paragraphs and removes some language that adds words but not meaning. Which writing aspect of the writing process does this demonstrate?
Orgnaization
Evaluation
Revision
Focus
An ELL student writes, "I just visited Washington dc for the frist time." In which English language convention does the sentence NOT contain an error?
Spelling
Grammar
Punctuation
Capitalization
When a teacher makes a lesson plan using Specially Designed Academic Instruction in English (SDAIE), which must he/she include?
Learning objectives for English language literacy
learning objectives for academic English language
Learning objectives for grade-level subject content
Learning objectives for all of these
An ELL high school student had limited formal education and literacy in his L1, but he can relate personally to a school text about water wells because he had experience building wells in a refugee camp before coming to the US. How can the teacher take advatage of this?
Scaffolding student interactions with the text
Accessing the student's previous knowledge
Scaffolding the teacher-student interactions
Strategies to create background knowledge
Among the following contextual supports, which would be MOST cognitively engaging for ELLs in Grades PK, K, and 1st?
Realia
Manipulatives
Focus questions
A and B more than C
A teacher is planning a Specially Designed Academic Instruction in English (SDAIE) lesson to teach social studies content to ELL students and wants to promote their active use of language regarding the content they will be learning. Which of the following is true about this lesson?
The teacher should not let students use their L1s as it will interfere with their L2.
The teacher can assign cooperative learnign tasks to promote active language use.
The teacher can facilitate active language use by allowing students to use their L1s.
The teacher should be able to promote active language use through (B) and (C)
Which of the following assignments incorporates all four Cs of creativity, critical thinking, collaboration, and communication throughout the entire activity?
Having Ss independently plan and then execute their own projects to solve problems
Having students in small groups plan problem-solving projects and execute them independently
Having Ss in small groups plan and execute original problem-sooving projects as a joint effort.
Having Ss independently plan and then execute original problem-solving projects together
When teaching ELLs, whinch of the following would be the MOST effective scaffolding strategy for accessing prior knowledge to introduce new concepts and vocabulary words in English?
Relate concepts and words to culturally familiar ideas and L1 words in comparison.
Compare concepts to similar new ideas, and offer multiple English word synonyms.
Provide multiple visual aids illustrating new concepts and English vocabulary words.
Design a hands-on learning activity wherein students use new concepts and words.
A school district is issued textbooks for each content-area subject and grade that their state department of education has formally adopted. Most schools in the district have mainstream English language classes that include ELL students. Teachers can best address thees students' needs relative to textbooks in conten-area classes with which of the following?
Give ELL students textbooks issued for lower grade levels in these content-area subjects.
Give ELL students condensed or summarized booklets as substitutes for thes textbooks.
Give ELL students the same textbooks, and provide L1 translations of key terms as needed.
Give ELL students visual graphic organizers and manipulative objects instead of textbooks.
Which of the following is the best example of a teacher question during a Specially Designed Academic Instraction in English (SDAIE) chemistry lesson to promote critical thinking skills?
What are the names of all six of the noble gases?
Of the gases we discussed, which ones are noble?
Which of the gases we discussed are inert gases?
Is it easy or hard to compound noble gases? Why?
Of the following statements, which is accurate regarding front-loading vocabulary for ELLs?
Before assigning reading, teachers must first scan the text to identify problematic vocabulary.
For comprehension, students need a working knowledge of 75% of the vocabulary in the text.
Identifying their students' Lexile levels will not help teachers fro front-loading text vocabulary.
Identifying students Lexile levels is useful, but Lexile Analyzer does not help with specific texts.
A teacher instructs ELL students in different text genres. After they have demonstrated the ability to identify text samples correctly by genre, the teacher provides each studentt with text in one genre and fives them an assignment to transform it into antoher genre. What research evidence supports this instructional practice?
None; the teacher is simply giving the Ss English writing practice
Explicit instruction in genres promotes improvement in ELL writing skills.
Having Ss switch among genres does not help them focus on text.
This instructional practice benefits ELLs but not native English speakers.
A teacher preparing Specially Designed Academic Instruction in English (SDAIE) lessons for ELL Ss mainstreamed in an English-language class is planning small-group collaborative work to discuss their analyses and interpretations of English literature texts. What is the best way to group students for this assignment?
The ELL Ss should be grouped homogeneously to facilitate communication.
The ELL and native English-speaking students should be grouped heterogeneously.
The ELL Ss should be grouped heterogeneously but at least two per group.
The ELL and native English-speaking Ss' grouping with not make a difference.
Which of the following is appropriate for teachers in giving instructional feedback to ELLs?
They should include positive feedback as well as corrective feedback.
They should confine feedback to correction to avoid confusing students.
They should use feedback vocabulary above their level to motivate Ss.
They should avoid relating feedback beyond specific subjects to ensure clarity
Among long-term ELs, underschooled ELs, and Generation 1.5 Els, which populations are more likely to share in common the total amount of time they have been educated in the United States by the time they are high school seniors?
Long-term ELs and Generation 1.5 ELs
Long-term ELs and underschooled ELs
Underschooled ELs and Generation 1.5 ELs
All three of these
A second-grade teacher plans to include the following activities in a lesson addressing the California English
Language Arts standard related to writing brief narratives that describe an experience.
• Read aloud a picture book about a family celebration.
• Lead a class discussion, in which students talk about the story and relate a personal experience about a special family celebration or event.
• Using the writing process, have students compose a short narrative about their own family celebration or event.
Which of the following would be the most appropriate strategy for differentiating this lesson for early advanced-level English learners in the class?
Provide the English learners with guiding questions to help them construct their narratives.
Ask the English learners to draw pictures illustrating their experience instead of writing about it.
Have the English learners practice recounting a personal experience to a partner, and then retell the story to the whole class.
Have the English learners reread the picture book independently and allow them to copy the text for their narratives.
Which of the following describes the
primary role of classroom assessment in
instructional planning for students in
English Language Development (ELD)
programs?
to determine which ELD standards
correspond to particular grade levels
and ELD proficiency levels
to determine the cost-benefit ratio
of a particular ELD program
design
to determine how well a particular
school has addressed its ELD
program goals
to determine student achievement
and needs with respect to particular
ELD standards
A high school English teacher plans to use the following holistic-scoring method to assess students' compositions.
• The teacher selects four criteria (e.g., organization, clarity, grammar, and mechanics).
• With one point representing the lowest score on the scale and five points representing the highest, the teacher writes a description of each point with regard to the four criteria.
• The teacher assigns a composition a score of 1 to 5, based on which point description it matches best. Several students in the teacher's classes are advanced-level English learners. An important limitation of using this method on a regular basis with English learners is that it:
does not provide explicit feedback on specific areas of writing
performance.
is not based on generally accepted, objective performance criteria.
does not provide students with an overall sense of whether their
written work is improving.
does not produce results that are straightforward and easy to
understand.
In California, required program
components for English learners
at all grade levels include which
of the following?
providing English Language
Development and primary-language
support
providing content-based ELD and
Specially Designed Academic
Instruction in English (SDAIE)
providing English Language
Development and access to the core
curriculum
providing content-based ELD and
primary-language development
A high school biology teacher teaches
advanced-level English learners using
Specially Designed Academic Instruction
in English (SDAIE). Which of the
following activities in a SDAIE lesson
about vascular and nonvascular plants
would be most appropriate and effective to
use with students at this proficiency level
in order to promote their English language
and literacy development?
Have students examine a moss
specimen and a leaf with a hand
lens, and then draw and label their
observations.
Have students dissect several
representative species of vascular
and nonvascular plants, and then
make a chart listing each plant's
features.
Have students observe and discuss
similarities and differences between
vascular and nonvascular plants, and
then write an essay summarizing
their findings.
Have students collect a variety of
vascular and nonvascular plants and
then compile a data table listing
their characteristics.
A middle school mathematics teacher is
planning Specially Designed Academic
Instruction in English (SDAIE) for a
group of intermediate-level English
learners. Which of the following
guidelines would be most appropriate
for the teacher to follow when planning
lessons for this class?
Take advantage of the fact that
mathematics is not as dependent on
language as other content areas and
focus lessons on mathematical skills
that require minimal use of
language.
Make lessons more accessible to
English learners by having them
work on mathematical concepts
and skills that are below their
developmental level.
Postpone lessons related to higher-
level mathematical concepts until
the English learners have attained an
advanced level of receptive-
language proficiency in English
Include language objectives in each
lesson specifically related to the
technical vocabulary and content-
specific language structures used
in the lesson.
A high school teacher uses Specially
Designed Academic Instruction in
English (SDAIE). In addition to providing
English learners with content and
language instruction, the teacher also
provides them with explicit instruction in
how to group or classify vocabulary and
terminology according to semantic and
syntactic attributes. This practice is
likely to be most effective in promoting
English learners' content and language
development in which of the following
ways?
by enabling English learners to plan
and organize their writing more
effectively
by promoting English learners'
comprehension and retention of new
language
by helping English learners to
identify main ideas and supporting
ideas more efficiently
by reducing English learners'
anxiety with respect to performing
specific language tasks
A kindergarten ELD teacher includes
clothing and other realia from English
learners' home cultures in the dress-up
corner and in other learning centers
throughout the classroom. The teacher
also ensures that all students learn the
names and functions of the various
objects. Which of the following describes
the most likely outcome of this practice?
Using realia from cultures outside of
the United States will tend to delay
the English learners' assimilation
into U.S. mainstream culture.
Interacting with familiar objects will
tend to promote English learners'
language development by providing
meaningful stimuli for classroom
conversations.
Teaching vocabulary from English
learners' home languages will
tend to delay English learners'
vocabulary development in English
Learning about realia from other
cultures will tend to promote
English learners' understanding of
the challenges faced by different
immigrant groups in U.S. society
An upper-elementary teacher is
choosing materials for a group of early-
intermediate-level English learners for a
content-based ELD lesson on volcanoes.
Which of the following guidelines would
be most appropriate for the teacher to
follow when deciding which written
materials to use in this lesson?
Emphasize illustrations and hands-on materials and avoid use of written texts with students who have low levels of English proficiency.
Select a grade-appropriate text and adapt it by modifying vocabulary and sentence structures.
Provide the students with a brief outline of key facts about the topic, instead of having them read a text.
Choose a text written for a lower grade level so that the text's level of language matches the students' English proficiency level.
A middle school earth science class that includes several English learners is about to begin studying a new topic. Which of the following introductory activities would be most effective in promoting the English learners' listening comprehension during the lesson?
The students read a grade- level-appropriate text about the topic.
The teacher uses guided discussion and contextualization to clarify the meaning of key vocabulary.
The students write what they know about the topic.
The teacher constructs sets of minimal pairs and conducts a warm-up listening exercise with students.
A middle school teacher helps a group of intermediate-level English learners analyze new words in a reading passage by focusing on the words' roots and derivational suffixes. How is this activity most likely to promote the students' English language development?
The activity will improve their ability to identify main ideas and details in informational texts.
The activity will help them use and understand compound and complex sentences in a variety of contexts.
The activity will facilitate their use of standard dictionaries to determine meanings of unknown words.
The activity will expand their vocabularies by increasing their awareness of semantically related morphemes.
Which of the following is the first step in planning a lesson using Specially Designed Academic Instruction in English (SDAIE)?
planning an activity to access English learners' prior knowledge
identifying explicit content and language development objectives
identifying multiple strategies for assessing English learners' progress
planning ways to contextualize new concepts and vocabulary
An essential part of effective instruction for English learners at all proficiency levels is providing a balanced, comprehensive reading program. In a written response: • describe two key components of a balanced, comprehensive reading program for English learners; and • explain how each of the components you described would be effective in promoting English learners' English literacy development.
Word analysis skills play an essential role in English learners' literacy development. In a written response focusing on English learners at the beginning proficiency level: • describe one instructional strategy that would be appropriate to use for developing English learners' word analysis skills; • explain how the strategy you described would help develop English learners' word analysis skills; • describe one type of assessment that could be used to determine whether the instructional strategy you described has been effective in improving English learners' word analysis skills; and • explain why this type of assessment is appropriate for this purpose.
Describe three ways to integrated and assess ELD standards into subject-area instruction across the curriculum. Explain how each method would promote ELL students' development of both literacy in English and academic content knowledge.
Name three federal laws or Supreme Court decisions that affected ELL educational programs, and explain the impact of each upon such programs. Identify what each law or ruling requires educational agencies to do when implementing programs for ELL Ss.
