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WorksheetsWest E 051 ELL Endorsement
Total questions: 100
Worksheet time: 50mins
Interlanguage
Ability to speak multiple languages fluently.
A learner's evolving linguistic system that combines elements of both their first and second languages
The use of translation as a primary learning strategy
The process of completely replacing one language with another
Krashen's Input Hypothesis
Language is acquired best through direct grammar instruction
Comprehensible input just beyond a learner’s current level (i+1) is crucial for acquisition
Language learning occurs only in a classroom setting
Memorization of vocabulary is the most important part of language acquisition
An ELL student avoids making eye contact with the teacher. What is the most appropriate interpretation of this behavior?
The student is being disrespectful
The student is likely struggling with the content
The student’s cultural background may view direct eye contact as disrespectful
The student should be required to make eye contact to practice social norms
Which of the following best describes funds of knowledge in culturally responsive teaching?
The collective cultural experiences and knowledge that students bring from their home and community
The financial resources schools provide to support bilingual education
The vocabulary lists students must master to be considered proficient
The level of English fluency needed before students can fully participate in mainstream classrooms
A teacher plans a lesson using sheltered instruction (SIOP). Which of the following strategies aligns with this approach?
Teaching academic content using only students' native languages
Providing explicit instruction in both content and language objectives
Assessing ELLs exclusively using standardized English proficiency tests
Avoiding the use of visuals or gestures to encourage oral language development
Which of the following best supports the oral language development of English learners?
Requiring students to practice only written English before speaking
Encouraging peer discussions and structured cooperative learning activities
Correcting every grammatical error a student makes during conversation
Limiting student talk time so they can focus on listening to fluent speakers
A teacher gives an English learner a test designed for native English speakers and the student scores poorly. What is the most likely reason for this outcome?
The student is not capable of learning academic content
The test is assessing both content knowledge and English proficiency
The student did not study enough
The teacher did not provide enough test-taking strategies
The Lau v. Nichols (1974) Supreme Court case led to which important decision regarding ELL education?
Schools must provide English learners with meaningful access to the curriculum
Bilingual education was declared unconstitutional in the U.S.
ELL students must learn only through immersion programs
Schools can deny enrollment to undocumented ELL students
Which federal law prohibits discrimination based on national origin and language ability in U.S. schools?
No Child Left Behind Act (NCLB)
The Civil Rights Act of 1964, Title VI
The Bilingual Education Act of 1968
The Every Student Succeeds Act (ESSA)
Plyler v. Doe (1982) ruled that:
Schools must provide English learners with language support to ensure meaningful access to education
All children, regardless of immigration status, have the right to a free public education
Only students proficient in English are entitled to free public education
States can require proof of U.S. citizenship before enrolling students
The Civil Rights Act of 1964, Title VI, prohibits:
Schools from offering bilingual education programs
They must be based on sound educational theory, implemented effectively, and evaluated for success
Discrimination based on race, color, or national origin in federally funded programs
Federal funding alone is enough to ensure equal education for ELLs
Which Supreme Court case ruled that students cannot be tracked into special education based solely on their English proficiency?
Schools must take affirmative steps to help ELL students overcome language barriers
Lau v. Nichols (1974)
Diana v. State Board of Education (1970)
Schools must test ELLs annually in reading and math and demonstrate progress in English proficiency
According to the Castañeda v. Pickard (1981) decision, what criteria must bilingual programs meet?
They must be based on sound educational theory, implemented effectively, and evaluated for success
All children, regardless of immigration status, have the right to a free public education
Discrimination based on race, color, or national origin in federally funded programs
Schools can deny enrollment to undocumented immigrant children
The Equal Educational Opportunities Act (EEOA) of 1974 states that:
Schools must take affirmative steps to help ELL students overcome language barriers
Schools must test ELLs annually in reading and math and demonstrate progress in English proficiency
Schools must provide English learners with language support to ensure meaningful access to education
They must be based on sound educational theory, implemented effectively, and evaluated for success
Which law required schools to identify and assess the language proficiency of students with limited English skills?
Title III of the Elementary and Secondary Education Act (ESEA)
The Civil Rights Act of 1964, Title VI
Castañeda v. Pickard (1981)
Lau v. Nichols (1974)
What was a major impact of the No Child Left Behind Act (NCLB) on ELL education?
It required schools to test ELLs annually in reading and math and demonstrate progress in English proficiency
Schools must take affirmative steps to help ELL students overcome language barriers
Schools must provide English learners with language support to ensure meaningful access to education
All children, regardless of immigration status, have the right to a free public education
BICS
The everyday conversational language skills used in social interactions.
The ability to use academic language in reading and writing.
The process of acquiring a second language without explicit instruction.
A structured model for teaching ELLs content and language.
CALP
The basic language skills needed for social interactions.
The academic language required for success in school.
The ability to alternate between two languages in conversation.
A method of supporting students as they learn a new skill.
Comprehensible Input is best described as:
Language that is slightly beyond a learner’s proficiency but still understandable.
The rules governing sentence structure.
The emotional barriers that hinder language learning.
The ability to hear and manipulate individual sounds in words.
Scaffolding
The ability to recognize and produce speech sounds.
Support given to help students achieve a learning goal, gradually removed as proficiency increases.
The ability to use different linguistic resources from multiple languages.
The rules of social communication in different cultural contexts.
Zone of Proximal Development (ZPD)
The ideal learning space where students can succeed with support.
The ability to hear and manipulate sounds in a language.
The process of acquiring two languages at the same time.
The study of word structure and formation.
Sheltered Instruction is a teaching approach that:
Helps make academic content accessible to ELLs while supporting language development.
Focuses on the everyday conversational skills needed for social situations.
Encourages students to mix their first and second languages in conversation.
Involves learning two languages simultaneously.
The Sheltered Instruction Observation Protocol (SIOP)
A model for teaching both academic content and language to ELLs.
The study of sentence structure.
The process of acquiring a second language without direct instruction.
The natural process of moving between two languages.
Language Acquisition is best defined as
The natural process of learning a language through exposure and interaction.
The ability to hear and manipulate speech sounds.
The study of word structure and formation.
The ability to use different linguistic resources from multiple languages.
Code-Switching is when:
A speaker alternates between two or more languages in a conversation.
A learner’s evolving language system combines aspects of their first and second languages.
A student learns a new language through meaningful context.
A model of instruction is used to support academic language growth.
Translanguaging refers to
The strategic use of all linguistic resources by multilingual speakers for communication and learning.
The emotional barriers that impact language learning.
The ability to recognize and manipulate speech sounds in words.
The study of sentence structure.
Phonemic Awareness is:
The ability to hear, identify, and manipulate individual sounds in words.
The structured support given to help students learn new skills.
The study of sentence structure and grammar.
The process of acquiring a new language naturally.
Morphology is the study of
The emotional barriers to language learning.
The structure and formation of words.
The social rules and context of language use.
The study of how sentences are formed.
Syntax refers to:
The process of learning a language through exposure.
The social use of language in different cultural contexts.
The ability to hear and manipulate speech sounds.
The rules governing sentence structure.
Pragmatics is best described as:
The ability to use different linguistic resources from multiple languages.
The ability to recognize and manipulate sounds in words.
The study of social rules and context in language use.
The structured support given to help students learn new skills.
Cognates are
The process of learning a second language naturally.
Words that have similar meanings and spellings in two languages.
The structured support given to help students learn a new skill.
The ability to switch between two languages in a conversation.
A Dual Language Program is
The social rules and context of language use.
The ability to use different linguistic resources from multiple languages.
A structured approach to making academic content accessible to ELLs.
An instructional model where students learn in two languages.
L1 and L2 refer to
The ability to use different linguistic resources from multiple languages.
A student’s first language (L1) and the additional language being learned (L2).
The process of switching between two languages in a conversation.
The academic language required for success in school.
Interlanguage is
The study of sentence structure.
The process of learning a language naturally.
The structured support given to help students learn a new skill.
A learner’s evolving language system that combines elements of their native and target language.
The Affective Filter refers to:
The rules of sentence structure in a given language.
Emotional barriers (such as anxiety or lack of confidence) that can impact language learning.
The ability to recognize and manipulate sounds in words.
The process of acquiring a language through meaningful interactions.
According to Krashen’s Input Hypothesis, which type of language input is most beneficial for ELLs?
Language that is presented with explicit phonics instruction.
Language that strictly follows grammatical rules and is explicitly taught.
Language that is just beyond their current proficiency level but still comprehensible.
Language that includes only words and structures already known to the learner.
In Chomsky’s theory of language acquisition, the term "Universal Grammar" refers to:
The set of grammatical rules that apply to all languages.
The ability of all humans to learn language due to an innate biological mechanism.
The method of instruction that focuses on grammar and syntax rules.
The way learners transfer grammatical structures from their first language to their second
The Critical Period Hypothesis suggests that:
Adults acquire language more easily than children due to their cognitive maturity.
Language development depends entirely on explicit instruction rather than natural exposure.
Language learning is equally easy at any age with proper instruction.
There is an optimal window for language acquisition, after which learning a language becomes more difficult.
According to Vygotsky’s Sociocultural Theory, language learning occurs best when:
Students practice grammar drills and vocabulary memorization.
Learners interact with more knowledgeable peers or adults in meaningful social contexts.
Language is acquired independently through exposure without social interaction.
Instruction is focused only on written texts rather than spoken communication.
The Affective Filter Hypothesis explains that:
Emotional barriers, such as anxiety or low self-confidence, can hinder language acquisition.
The ability to acquire a language depends primarily on cognitive skills.
Language acquisition occurs best when students learn grammar first.
Language learning is unaffected by a student’s emotional state.
Which of the following best describes the SIOP (Sheltered Instruction Observation Protocol) model?
A method that exclusively teaches English through immersion without native language support.
A framework that integrates language development with content instruction for ELLs.
A program that focuses only on teaching academic vocabulary.
A model for students who are fluent in English but need additional reading support.
When implementing differentiated instruction for ELLs, a teacher should:
Provide multiple ways for students to access content, including visuals and hands-on activities.
Use the same textbook and instructional strategies for all students.
Focus only on oral language development before introducing academic vocabulary.
Place students in separate classrooms until they are fluent in English.
A teacher using scaffolding to support an ELL might:
Provide sentence stems and graphic organizers to help with writing assignments.
Require students to complete assignments independently without support.
Expect students to translate all assignments into their native language before completing them.
Only allow students to use English in the classroom, prohibiting their first language.
Which of the following is the most effective strategy for teaching academic vocabulary to ELLs?
Waiting until students are fluent in English before teaching academic vocabulary.
Having students look up definitions in a dictionary without additional support.
Giving students a long list of vocabulary words to memorize.
Introducing words in context and reinforcing meaning through visuals, discussion, and repetition.
Total Physical Response (TPR) is a strategy that:
Prohibits the use of gestures and body language in instruction.
Uses movement and actions to reinforce language learning.
Focuses only on written instruction for language acquisition.
Teaches students through repetitive grammar drills.
Which of the following is an example of formative assessment for ELLs?
A final exam that determines a student’s language proficiency level.
A high-stakes standardized test given at the end of the year.
A teacher observing students' participation in a small group discussion and providing feedback.
A multiple-choice quiz that students must take without teacher feedback.
A teacher assessing an ELL’s oral language proficiency should:
Only assess students through written grammar exercises.
Use a variety of tasks such as interviews, storytelling, and picture descriptions.
Give students multiple-choice grammar tests to measure proficiency.
Avoid oral assessments until students are fluent in English.
One key challenge in assessing ELLs is that:
ELLs should not be assessed until they are fluent in English.
Teachers should only use standardized tests to measure ELL progress.
All ELLs learn at the same rate and should be tested similarly.
Standardized tests may not accurately reflect their knowledge due to language barriers.
Which of the following best describes dynamic assessment?
A final exam used to determine whether a student is ready to exit the ESL program.
A process that evaluates students' abilities while also providing instructional support.
A one-time standardized test with no feedback or interaction.
An assessment that only measures grammar proficiency.
What is the purpose of WIDA’s ACCESS test?
To test students only on their knowledge of English grammar.
To measure ELL students’ English language proficiency in listening, speaking, reading, and writing.
To determine whether students are eligible for special education services.
To assess students’ knowledge of American history and culture.
A teacher who values culturally responsive teaching should:
Expect all students to conform to the dominant culture’s norms without discussion.
Incorporate students' cultural backgrounds and experiences into classroom instruction.
Focus only on teaching English without considering students’ backgrounds.
Require students to use only English, even at home.
Which of the following best describes the concept of additive bilingualism?
Teaching students only in English without any support in their native language.
Learning a second language while maintaining proficiency in the first language.
Replacing the first language with the second language.
Learning a new language but avoiding the use of the first language.
A bilingual education program differs from an ESL program in that it:
Does not allow academic instruction in students’ first language.
Requires students to abandon their native language to focus on English.
Only focuses on teaching English without native language support.
Provides instruction in both the student’s first language and English.
Funds of knowledge refer to:
The knowledge students gain only through formal schooling.
The vocabulary and grammar rules that students memorize.
The cultural and experiential knowledge that students bring to the classroom.
The financial resources available to schools for bilingual programs.
One advantage of allowing ELLs to use their first language in the classroom is that:
It supports cognitive development and academic success while they acquire English.
It prevents them from learning English effectively.
It slows down their ability to learn academic content.
It is only beneficial for social communication, not academic learning.
Which of the following represents an acceptable order of parts of speech in an English sentence?
Subject-Verb-Indirect Object-Direct Object
Verb-Subject-Indirect Object-Direct Object
Subject-Direct Object-Indirect Object-Verb
Direct Object-Indirect Object-VerbSubject
Use the exchange below between an ELL teacher and an English language learner to answer the question that follows.
Teacher: Your group was hands down the fastest to solve the problem!
Student: But our hands were not down; they were up! Which of the following best explains the student's response?
The student is transferring word meanings from the primary language to English.
The student has an incomplete understanding of English sentence structure.
The student is interpreting the meaning of an English idiom literally.
The student has not yet developed cognitive academic language proficiency in English.
A fourth-grade English language learner who recently arrived in the United States has been placed in a general education class. The student studied English in his home country and has strong literacy skills in English. He demonstrates comprehension of reading assignments and performs well on written assignments but never speaks up in class or in conversations with peers. He appears to be engaged in class discussions, but has difficulty responding when called on to contribute to the discussion. Based on theories about the stages of second language acquisition, the teacher could best address this student's learning needs by taking which of the following steps?
Provide the student with low-risk opportunities to interact verbally and nonverbally in small- and large group situations.
Refer the student to the special education program to be evaluated for a possible speech disorder and set up a meeting with his parents to discuss the situation.
Help the student become accustomed to speaking in class by calling on him frequently and encourage the other students in the class to include him in discussions.
Allow the student to respond to questions in his primary language and arrange for an interpreter to be present in the classroom to interpret for him when necessary.
Which of the following best explains why academic language skills are inherently more difficult to acquire than social language skills?
Academic language tends to rely more heavily on classroom interaction than does social language.
Academic language tends to be unique in each language and less transferable to English than social language.
Academic language tends to require more use of negotiation of meaning and repair strategies than does social language.
Academic language tends to be context-reduced and more abstract and grammatically complex than social language.
An English language learner is literate in a primary language that has an orthographic system with one-to-one sound-symbol correspondence. This student is likely to have the most difficulty decoding which of the following English words?
municipality
development
neighborhood
government
Several English language learners have achieved grade-level literacy skills in the same first language. The students are working on a language arts unit in which they read autobiographies by well-known people and then write their own autobiographies. Which of the following unit activities would likely be most effective in helping the students transfer their first-language literacy skills to English?
The students write their autobiographies in English and then translate the autobiographies into their first language.
In preparation for writing their autobiographies, the students write journal entries in their first language.
The students translate a passage from one of the autobiographies into their first language and then compare their translations with those of other students.
After reading an autobiography, the students participate in small group discussions of the text using their first language.
A high school English language learner is having difficulty socializing with native English speakers. As a result, she interacts almost exclusively with other members of her home culture. This situation is likely to have which of the following effects?
impeding her formation of a cultural identity
accelerating her loss of the first language
suppressing her capacity to grasp academic concepts
delaying her development of English language proficiency
An elementary school has a large population of culturally and linguistically diverse students. Administrators have recently adopted a number of policies that support and promote respect for multilingualism in the school. Which of the following best describes a likely effect this action will have on English language learners in the school?
English language learners will be motivated to achieve academically because they will feel that their background experiences are respected and validated.
English language learners will be less likely to improve their English language skills because they will be allowed to use their first languages.
English language learners will develop academic language proficiency quickly because they will be able to transfer cognitive skills from their first language.
English language learners will be hindered in the process of acquiring academic language because they will be encouraged to maintain their native cultures.
An ELL teacher expects students from diverse cultural backgrounds to follow an established set of cultural norms in school. However, the teacher also encourages students to maintain the traditions and practices of their native cultures in other settings and when they do not conflict with school norms. This approach is likely to be most effective in achieving which of the following instructional goals?
supporting students' enculturation in their native culture
facilitating students' acculturation to U.S. culture
enhancing students' understanding of cultural pluralism
promoting students' assimilation into U.S. culture
During a classroom test, a recently arrived English language learner is discovered openly sharing test answers with other students and asking other students for test answers. When the teacher confronts the student about the cheating and explains that this conduct is inappropriate, the student seems genuinely surprised and confused. The student's behavior in this situation can best be explained by:
the differential status of the student's first language in relation to English.
failure on the part of the teacher to communicate academic expectations clearly.
delayed social development on the part of the student.
the lack of congruence between cultural values of the United States and the student's native culture.
An ELL teacher communicates a view of cultural diversity as a positive social good and expresses a commitment to a society with equal opportunities for people from all cultural groups. The teacher applies this to the language classroom by implementing a multicultural curriculum, differentiating instructional practices, and creating opportunities for students to interact with people from a variety of cultures. This approach best demonstrates the teacher's understanding of:
the value of cultural pluralism in teaching.
the impact of acculturation on language learning.
the influence of a teacher's cultural identity on teaching.
the importance of cultural assimilation in language learning.
Which of the following English language learners would be classified as a migrant student and would qualify for services under the Migrant Education Program (MEP)?
a student whose family left their country of origin to join family members already living in the United States
a student whose parents are agricultural workers who move frequently to obtain seasonal employment
a student whose family experienced political persecution in their country of origin and moved to the United States to seek political asylum
a student who was born in the United States but lives in a monolingual, non-English-speaking household
Historically as well as recently, a number of different cultural groups have established communities in the Pacific Northwest region. Which of the following describes the most significant contribution these diverse cultural groups have made to Washington State's development?
founding political institutions that promote cross-cultural understanding
supporting innovative, environmentally friendly uses of natural resources
providing a wide range of knowledge, skills, and perspectives
establishing formal economic and political ties between the state and other regions in the world
The English language learners in a high school come from a wide variety of linguistic and cultural backgrounds. Some students were born in the United States while others have only recently arrived. Some students have a strong educational background in their first language while others have had limited formal schooling. Some students wish to maintain close ties with their native cultures while others have fully assimilated to U.S. culture. This school best illustrates:
the nature of relationships among various cultural groups in U.S. schools.
the concept of the United States as a "melting pot."
the movement toward cultural pluralism in U.S. schools.
the diversity within English language learner populations in the United States.
An ELL teacher wants to gain insight into the cultures of individual English language learners in order to plan classroom instruction that will be compatible with students' needs and culturally influenced approaches to learning. Which of the following strategies would likely be most effective for addressing this goal?
requesting help from students' families in producing a class handbook explaining classroom expectations and routines
asking students' families to complete a survey about their cultural background and personal interests
approaching students' families about the possibility of a brief, informal visit to their homes to become better acquainted
An ELL teacher plans to pair English language learners with Internet pen pals from various countries to promote cross-cultural awareness and communication. Which of the following preliminary strategies would likely best enhance the effectiveness of this experience for the students?
assigning students to write a report about U.S. customs to send to their pen pals
leading students in a discussion about their perceptions of the differences between the United States and their pen pals' countries
having students complete a KWL chart about their pen pal's country and culture
giving students a checklist of questions to ask their pen pal about the history and culture of his or her country
An ELL teacher wants to promote an equitable and culturally inclusive learning environment in the classroom and school. Which of the following practices would be most effective in achieving this goal?
posting school regulations that prohibit discrimination on the basis of race, religion, nationality, disability, or gender
communicating to students a personal and professional conviction that every student in the class can achieve academic excellence
displaying posters and other exhibits in the classroom that celebrate the cultural heritages and traditions of all students
asking students to reflect regularly in writing on their attitudes toward students with cultural backgrounds different from their own
An ELL teacher uses the Washington State English Language Development (ELD) Standards as a primary resource when developing instructional objectives for English language learners. A primary rationale for this practice is that it helps the teacher:
recognize potential linguistic and cultural biases in curriculum and create bias-free learning opportunities for English language learners.
support English language learners' acquisition of communicative competence in social and academic settings and development of cognitive learning strategies.
implement differentiated instruction that addresses English language learners' varying educational backgrounds and meets the diverse learning needs of all students
ensure that English language learners develop English language proficiency and meet grade-level expectations for academic achievement.
An ELL teacher who teaches sheltered content to advanced-level English language learners is planning a unit on U.S. history. The teacher is selecting texts to use in the unit and wants to select texts that are free of linguistic and cultural bias. Which of the following questions would be most important for the teacher to consider?
Do the text illustrations and photos depict a variety of individuals and groups from diverse backgrounds?
Is discussion of the achievements of individuals and groups from diverse backgrounds incorporated throughout the text?
Does the text include supplemental materials devoted to describing the contributions of individuals and groups from diverse backgrounds?
The primary goal of sheltered instruction is to help English language learners:
develop communicative competence in English through meaningful interaction.
maintain proficiency in the first language while acquiring English language skills.
acquire English language proficiency through content-related materials.
learn grade-level content while developing English language proficiency.
A middle school English class includes a number of newly arrived English language learners who are at the advanced beginning level of English language proficiency. The teacher is aware that the students come from a culture in which classroom practices tend to be teacher-centered, and the students have limited experience working with peers cooperatively in groups. The teacher is planning a cooperative group activity and wants to promote these English language learners' ability to work cooperatively as members of a group. Which of the following teacher strategies would likely be most effective for this purpose?
establishing class guidelines for group activities and modeling for students specific examples of the guidelines prior to the activity
placing the English language learners together in a group for the activity and serving as the group's leader during the activity
An ELL teacher shows English language learners clips from television programs in which the characters are engaged in various conflicts involving everyday situations. In small groups, the students discuss the situations and how the conflicts depicted could have been prevented or resolved. This activity would be most effective in promoting students' ability to:
communicate clearly to a range of audiences.
analyze the effectiveness of these conflict resolutions.
analyze the effectiveness of these conflict resolutions.
use conversational repair as a communication strategy.
A high school ELL teacher is working on public speaking skills with intermediate and advanced-level English language learners. The teacher wants to promote the students' ability to assess their own strengths and weaknesses in regard to formal communication. Which of the following speaking tasks would be most effective for this purpose?
preparing a presentation and delivering the presentation at a school open house
viewing a videotape of a famous speech and discussing with a peer the speaker's use of tone and style
giving a presentation in class and using a scoring rubric as a guide for revising the presentation
giving a presentation in class and using a scoring rubric as a guide for revising the presentation
A middle school ELL teacher has English language learners read excerpts from nonfiction works written by European, European American, and Native American authors during the period of the American Revolution. Students then compare and contrast the authors' interpretations of important events of this period. This activity would likely be most effective in promoting English language learners' achievement of which of the following reading standards?
connecting prior experience and knowledge to information in a text
analyzing use of language to express point of view in a text
A high school ELL teacher is working on career preparation skills with intermediate-level English language learners. The teacher would like to promote students' ability to read career related materials. Which of the following student activities would be most appropriate for accomplishing this goal with students at this level of English language proficiency?
labeling photographs of people at work with the names of their careers
completing a simple survey designed to determine one's career interests and abilities
researching career training programs on the Internet
writing a summary of an article from a professional journal about a career of interest
An elementary school ELL teacher would like to promote English language learners' ability to evaluate their own progress in reading. The teacher is planning to have students keep reading logs in which they will record their daily reading activities. Which of the following teacher strategies would likely best ensure the effectiveness of these reading logs for their intended purpose?
asking students to exchange their reading logs with a partner each week and compare their reading activities with those of their partner
encouraging students to review and edit their reading logs on a regular basis and helping them publish their reading logs at the end of the year
having students complete and turn in a weekly worksheet listing their reading activities as described in their reading logs
helping students set reading goals and meeting with them regularly to review the content of their reading logs in relation to their goals
An ELL teacher would like to promote eighth-grade intermediate-level English language learners' ability to write for a specific audience and purpose. The teacher could most effectively promote the students' achievement of this goal by assigning them to write:
an analysis of theme in a literary text written by an author from the students' native culture.
a synthesis of information in a new nonfiction book about a local historical figure.
an editorial for the school newspaper advocating the building of a skateboard park.
captions for a series of pictures telling the story of a child's first day in the United States.
An ELL teacher provides advanced-level English language learners with explicit instruction in the accurate use of language forms, such as rules of complex English sentence structure. This practice is likely to benefit these students' English language development primarily by improving their ability to:
comprehend the general meaning of authentic texts.
communicate fluently in social situations.
use learning strategies to develop academic knowledge.
express ideas clearly in academic writing.
An ELL teacher helps fifth-grade English language learners keep portfolios of their written work. At the end of each grading period, the students select writing samples for their portfolios. The students' ability to evaluate the effectiveness of their written work would best be promoted by which of the following additional writing assignments?
Tell about your most and least favorite writing assignments from the past grading period.
Give specific examples from the writing samples in your portfolio that show how your writing has improved.
Describe five goals you have for your writing during the next grading period.
Compare the writing in your portfolio to that of professional authors whose work we have read in class.
An ELL teacher is planning a sheltered instruction science unit. Which of the following questions should the teacher consider first when developing language objectives for the unit?
How should the content of the unit be modified to address students' language needs?
What level of background knowledge do students need to comprehend the content of the unit?
What types of linguistic and cultural bias may students encounter in the unit?
Which language structures and functions will students need to learn in order to master the content of the unit?
A diagnostic language test would be most appropriate to administer to English language learners for the purpose of:
determining their overall level of English language proficiency
identifying their level of proficiency in a particular aspect of English.
measuring their general capacity for learning a second language.
assessing their mastery of material covered in a language lesson.
A science teacher and an ELL teacher team-teach a sheltered-content class that includes several English language learners. The teachers are designing an assessment to evaluate the English language learners' progress. In this context, the assessment should primarily be used to measure the students':
understanding of academic language structures specific to science.
ability to apply their prior knowledge to new science content.
understanding of important science concepts presented in class
ability to use academic vocabulary appropriately in a science class.
Which of the following types of assessments would be most effective for evaluating English language learners' ability to comprehend written instructions for operating a simple appliance?
a student-generated learning log
a teacher-made, criterion-referenced test
a direct teacher observation
a running record of a student's oral reading
Performance-based testing would be the most effective method of assessment to use to achieve which of the following goals?
assessing specific language skills in authentic contexts
minimizing opportunities for academic dishonesty
diagnosing specific difficulties with respect to a discrete set of skills
eliminating the influence of cultural bias on test results
In accordance with state policy, during English language proficiency placement testing, an English language learner with an active Individualized Education Program (IEP) should receive testing accommodations that are:
available to other students with an IEP.
applicable to the specific test
available to other English language learners.
included in the student's IEP
Which of the following guidelines is most important for an ELL teacher to follow when considering which assessment tools to use with English language learners over the course of a school year?
Use multiple formal and informal assessments to accommodate students' varied learning styles.
Provide opportunities for students to become familiar with the form and content of the standardized tests required at the students' grade level.
Select tests that can assess students' language development both inside and outside the classroom.
Emphasize performance-based assessments that provide holistic information about students' overall language development.
A high school ELL teacher is planning a thematic unit on U.S. consumer culture for a group of intermediate-level English language learners. When choosing reading materials for this unit, the teacher should first consider:
the students' assessed reading proficiency levels and prior knowledge.
whether a text uses terminology that is transferable between English and students' first languages.
the students' ability to summarize and paraphrase the main idea of expository passages
whether a text lends itself to instructional activities that integrate all four language modalities.
An ELL teacher administers a reading skills inventory to a group of sixth-grade intermediate-level English language learners. At this proficiency level, all the students in this group should be able to perform which of the following reading skills?
summarizing a text by recounting significant details
differentiating between multiple word meanings
supporting inferences and predictions about a text with text-based evidence
determining an author's purpose and intended audience
Which of the following statements best describes how the education of English language learners has been affected by the U.S. federal court decision in Castañeda v. Pickard (1981)?
Gifted education programs and college-preparatory courses must be made available to all eligible students, including English language learners.
Programs for English language learners must be based on sound educational theory, be supported by adequate resources, and be evaluated as effective
Schools must make every reasonable effort to ensure that English language learners and their families understand school policies and procedures.
Schools must use research-based assessments to identify English language learners, to monitor their progress, and to determine when they are ready to exit a program for English language learners.
Based on classroom observation, an ELL teacher thinks that an English language learner might have a language disorder. Before referring the student for special education assessment, which of the following steps should the ELL teacher take first?
Attempt to obtain information about the student's first-language development.
Notify the student's parents of their child's right to equal access to available school resources under federal and state law.
Refer the student to an after-school tutoring program with tutors who speak the student's first language
Research the types of language disorders most common among speakers of the student's first language.
In a language program offered at a Washington elementary school, equal numbers of native English speakers and English language learners whose first language is Spanish are placed together for the majority of the school day. All students in the class receive content-area and literacy instruction in both Spanish and English. This type of program is most commonly referred to as:
maintenance bilingual education.
sheltered instruction.
transitional bilingual education
two-way immersion
An ELL teacher wants to serve as a resource for the families of English language learners by encouraging communication between families. Which of the following strategies would likely be most inclusive and appropriate in achieving this goal?
asking family members to contribute to a monthly class newsletter that is sent out to all families
working with family and community members to coordinate parent/ guardian groups that meet at the school regularly
operating a family hotline that family members can call to get information about class activities and assignments
setting up an electronic mailing list that allows family members to post and respond to school-related questions and comments
Which of the following ELL teacher strategies would be most appropriate for supporting English language learners' full access to educational technology in content-area classrooms?
encouraging English language learners to request assistance from classmates when using classroom technology
ensuring that user manuals for classroom technology are available in English language learners' first languages
recommending that English language learners practice using classroom technology before and after school
working with other teachers to select and adapt classroom technology for use by English language learners
Which of the following professional development activities would be most useful in helping a beginning ELL teacher develop goals for a professional development plan that are most relevant to his or her professional needs?
asking ELL colleagues for recommended professional development resources
joining a professional organization and subscribing to relevant online and print materials published by the organization
collaborating with a trusted colleague to identify and address the teacher's areas of strength and weakness
attending professional development workshops offered by the district
What is the main benefit for ELL students when a social studies, language arts, and ELL teacher collaborate to teach a sheltered WWII unit?
More individualized attention
A more comprehensive and accessible curriculum
Exposure to diverse cultural perspectives
A more orderly and focused classroom
