Font size
WorksheetsChapter 1: Setting Up a Classroom for ELLs
Total questions: 110
Worksheet time: 2hrs 50mins
Which core purpose drives setting up a classroom for English Language Learners (ELLs) in Chapter 1?
Prioritize teacher convenience over student needs
Promote linguistic and academic development together
Reduce classroom decorations to minimize distractions
Maximize test preparation and homework efficiency
Fill in the blank: The classroom itself can be used as a (a) to support ELLs’ learning.
Which element best illustrates environmental print supporting ELLs?
Student desks with no name tags
Posters and word walls with labeled visuals
Unlabeled storage bins
Locked cabinets without signs
Identify one immediate organizational step the teacher took to prepare the space for ELLs.
Removed all books from the classroom
Created centers and unpacked materials
Closed the classroom library
Scheduled weekly exams first
Explain how clustering resources by subject benefits beginning ELLs.
Match each classroom feature to the primary literacy skill it supports.
Word wall with pictures
Vocabulary development
Listening center
Listening comprehension
Modeled writing display
Writing initiation
Classroom library
Reading practice
Which question helps you examine written language through an ELL’s eyes?
Is the writing stylish and colorful for visitors?
Do students prefer cursive over print handwriting?
Is the written language supported by pictures or graphic organizers?
Are posters aligned with school branding guidelines?
Which resource would most directly help ELLs learn letter–sound relationships?
Classroom plants and decor
Language charts for phonics and sounds
Advanced novels without visuals
Bilingual picture dictionaries
State one way the layout can support collaborative work for ELLs.
Which consideration addresses access to reading materials for ELLs?
Use only whole-class anthologies without differentiation
Require independent writing before reading
Eliminate visuals from all texts
Provide books at appropriate levels, including native-language texts
Fill in the blank: When designing the classroom, take into account the (a) of your ELLs.
Reason through this scenario: You have limited space and an office takes up a quarter of the room. What planning approach keeps the classroom effective for ELLs?
In the diagram, which area is designated as the heart of the room for gathering students for minilessons and read‑alouds?
Center group tables area
Classroom library and meeting area
Listening and writing centers
Teacher desk and work table
Fill in the blank: Placing an easel with a (a) next to the teacher’s chair helps ELLs see strategies modeled during minilessons.
Which setup best supports instructional scaffolding for early L2 proficiency learners during shared reading?
Math manipulatives shelf by tables
Overhead screen without seating
Easel with whiteboard and displayed big book
Small chart near door only
Match each classroom element to its primary function shown or implied in the layout.
Word wall (hanging)
High‑frequency vocabulary display
Guided reading books
Materials for small‑group literacy instruction
Overhead screen & pull‑down maps
Whole‑class visual references
Pocket chart
Flexible sorting of words or tasks
You need to run a 10‑minute minilesson on visual modeling for ELLs. Using the diagram, describe a brief plan for where students sit, which tools you use, and how you display text to maximize comprehension.
Which resource best supports ELLs in constructing sentences collaboratively during library time?
Pocket charts for sentence strips
Stuffed animals for retelling
Leveled books by genre
Alphabet posters on walls
Fill in the blank: (a) help ELLs focus on key words or parts of words during literacy instruction.
Why are finger puppets effective for beginning ELLs? Provide two reasons grounded in classroom use.
Match each library resource to its primary ELL support function.
Pocket charts
Build text with sentence strips
Stuffed animals
Demonstrate information from texts
Literacy charts
Reference language structures and vocabulary
Percussion instruments
Support reading rhythm and fluency
Which choice describes an effective practice for maintaining reading charts across the year?
Keep one master chart for all lessons
Hide charts after mini-lessons
Staple old charts low, add new ones above
Replace all charts weekly for novelty
Select the best reason to include bilingual alphabet and sound charts in mainstream classrooms.
They prevent students using native language
They help contrast sounds in L1 and L2
They decorate the library area nicely
They replace leveled books entirely
Fill in the blank: Providing books at students’ (a) reading level ensures texts are neither too easy nor too challenging.
Explain how leveled book baskets in both English and students’ native languages support literacy development.
Which organizational strategy helps students keep languages distinct in a bilingual classroom library?
Mixing all languages together
Random basket placement
Labeling only by genre
Color-coding L1 and L2 sections
Order the steps to build a leveled library that spans wide proficiency ranges: identify reading levels; gather books across levels; separate baskets by language.
Which statement best describes the purpose of building a leveled library for English Language Learners (ELLs)?
To eliminate nonleveled books from classrooms
To replace whole-class texts entirely
To match books to ELL reading proficiencies
To standardize all reading across grades
In the Fountas and Pinnell alphabetic system, what is the typical range of reading levels for kindergarten?
A–C levels for kindergarten
D–I levels for kindergarten
L–P levels for kindergarten
H–M levels for kindergarten
When a classroom lacks books at lower levels, which immediate strategy can help ensure ELLs access the right texts?
Use worksheets instead of books
Borrow leveled books from other teachers
Assign students higher-level novels
Pause independent reading until orders arrive
Fill in the blank: Guided Reading levels by Fountas and Pinnell are represented using (a) letters from A to Z.
Match each grade to its typical alphabetic reading level band in the widely used Guided Reading system.
Kindergarten
A–C
First grade
D–I
Second grade
H–M
Third grade
L–P
Which factor MOST affects the difficulty level of a text when determining its reading level?
Popularity among students and awards
Price of the book and page count
Cover design and publisher branding
Amount of text per page and picture support
Why might a Spanish translation of an English leveled book require adjusting the level for bilingual ELLs?
Language complexity differs across versions
Spanish versions add more pictures
Translations always simplify vocabulary
Levels automatically match across languages
Provide a concise plan for sourcing leveled books when ordering is delayed but ELLs need appropriate texts immediately.
Which online resource offers printable leveled mini-books in English and Spanish that can be used for guided reading groups?
Scholastic Mini-Books website
Teacher Book Wizard portal
Beaverton Leveled Books Database
Accelerated Reader catalog
What is a recommended percentage to initially level in your classroom library to avoid spending all your time before school starts?
About 90 percent of the library
Level everything before school
About 30 percent of the library
About 60 percent of the library
Explain how combining nonleveled high-interest texts with leveled books can support an ELL who has strong background knowledge in a specific topic.
When organizing printed leveled books, what classroom procedure helps scale access while maintaining text quality for ELLs?
Print, staple, and group by reading level
Avoid multi-copies to reduce clutter
Mix levels to encourage choice
Store only digital copies of texts
Which category best fits books about families from diverse cultures?
Science baskets
Author baskets
Nonfiction social studies baskets
Seasonal baskets
Select the basket that includes topics like jobs/professions and explorers.
Concept books
Read-aloud books
Bilingual books
Nonfiction social studies baskets
Which basket focuses on maps, landforms, and atlases?
Science baskets
Author baskets
Nonfiction social studies baskets
Other genre baskets
Identify the basket that would include ecosystems such as desert and rain forest.
Seasonal baskets
Read-aloud books
Science baskets
Other genre baskets
Which basket is most appropriate for books on life cycles and magnetism?
Bilingual books
Concept books
Nonfiction social studies baskets
Science baskets
Choose the basket that groups holidays and celebrations across countries.
Seasonal baskets
Other genre baskets
Author baskets
Science baskets
Read-aloud books can also be recorded for students to listen to in the listening center. Fill in the BLANK with the precise term used for these students: (a)
Which basket should intentionally represent a range of cultures through poetry and folktales?
Other genre baskets
Seasonal baskets
Concept books
Read-aloud books
Match each basket type to an example topic.
Nonfiction social studies baskets
U.S. history
Science baskets
Solar system and Earth
Seasonal baskets
Fall, winter, spring, summer
Concept books
Alphabet/sound books
Which basket would include alphabet, shape, color, opposite, and number books?
Other genre baskets
Science baskets
Author baskets
Concept books
Identify two authors commonly included to provide different cultural perspectives.
Arthur Dorros
Tomie dePaola
Gary Soto
Allen Say
Eve Bunting
Which basket aims to include collections from writers offering different cultural perspectives?
Author baskets
Concept books
Seasonal baskets
Science baskets
Bilingual and native language book baskets support what primary literacy outcome for students learning English?
Enhanced handwriting neatness
Stronger math computation speed
Improved reading skills in English
Better memorization of dates
Plan a classroom library arrangement: explain how you would use three basket types to support ELLs’ access to multicultural content and early vocabulary. Provide specific basket names and the rationale for each.
Which basket would you use for beginning ELLs in any grade to acquire basic vocabulary in the second language?
Seasonal baskets
Concept books
Read-aloud books
Other genre baskets
Which principle best guides seating arrangements to maximize peer support for English learners in collaborative groups?
Rotate seats randomly every day
Group by identical proficiency levels only
Seat newcomers only with native speakers
Create completely heterogeneous groups by L2 levels
In a group of four, what seating choice helps avoid unnecessary confusion for a Level 1 learner?
Seat next to another Level 1 learner
Seat across from a Level 5 learner
Seat next to a slightly higher L2 level
Seat beside a student who shares the same L1
Why do groups of four often work well for collaborative interaction among ELLs?
Each student has a partner seated next to them
Each student has two partners and more voices
It avoids any need for teacher direction
It keeps groups from becoming heterogeneous
Fill in the blank: TESOL identifies Level 5 of English proficiency as (a) .
Which pairing should generally be avoided to prevent frustration due to large proficiency gaps?
Level 2 with Level 3
Level 1 with Level 5
Level 3 with Level 4
Level 4 with Level 5
In dual language programs, what additional consideration is important when arranging seats?
Seat by alphabetic order
Mix native languages as well as L2 levels
Separate ELLs from native speakers
Place all newcomers at one table
Match each L2 proficiency level label with its descriptor.
Level 1
starting
Level 2
emerging
Level 3
developing
Level 4
expanding
Level 5
bridging
Which strategy supports newcomers without overburdening highly proficient peers?
Seat newcomers between two advanced peers
Pair newcomers with slightly higher L2 peers
Place newcomers only with same-level peers
Assign newcomers to independent work stations
Explain how heterogeneous grouping around work tables can enhance language development during project work.
Which classroom feature most efficiently replaces a bulky teacher desk while supporting small-group instruction with ELLs?
A collaborative work table near storage
A dedicated computer station
Individual student cubbies only
Wall-mounted word charts alone
Which component best supports ELLs in internalizing math vocabulary through repeated manipulation of words and pictures?
Peer tutoring sessions without visual aids
Daily computational drills with timed quizzes
Silent independent reading of math textbooks
Interactive math word wall with picture cards
Identify the primary purpose of math charts in the math center.
Replace hands-on activities with text explanations
Eliminate the need for teacher-led instruction entirely
Provide exhaustive proofs and theorems in detail
Summarize key concepts ELLs have learned visually
Complete the step: After students encounter new math words in lessons, teachers should (a) those words explicitly and place word and picture cards together in a pocket chart.
Match each routine with the concept it most directly reinforces.
Number chart (to one hundred)
Counting by ones, twos, fives, tens
Clock activities
Time language such as quarter past
Bar graph routine
Daily data summarized with axes and labels
Tally chart
Weather or attendance marks recorded
Which feature makes wipe-off math charts particularly valuable for ELLs?
They allow endless practice with erasable examples
They are preprinted and cannot be modified
They rely solely on complex text descriptions
They remove all visual scaffolds for students
Explain how an interactive math word wall is constructed over time and why this supports ELLs.
Which guideline should math charts follow to remain effective for ELLs?
Focus on one concept with clear visual examples
Combine multiple unrelated topics on one chart
Use long paragraphs without visuals or keywords
Avoid referencing the charts in future lessons
What is a key benefit of math routines for ELLs when done daily?
They make manipulatives unnecessary
They replace vocabulary instruction completely
They eliminate the need for assessments
Repetition builds language and concept understanding
Design a brief plan for using a calendar routine to build math language related to patterns.
Which statement best describes how group baskets of manipulatives improve classroom management?
They organize frequently used tools for quick access
They reduce student collaboration opportunities
They restrict the types of manipulatives available
They require complex labeling systems each lesson
Fill in the blank: In clock activities, ELLs practice phrases like (a) and quarter past while reading different clock faces.
Why is pairing a word card with a picture/example card essential in the word wall routine?
It prioritizes spelling drills over context
It limits student interaction with materials
It connects oral language with visual meaning
It discourages bilingual support in class
Construct a rationale for using place-value wipe-off charts with ELLs.
Match each visual tool with its main instructional function.
Interactive word wall
Practice and internalize content-area vocabulary
Math charts
Summarize key concepts with visuals and keywords
Line graph routine
Record and label daily predictions like temperature
Group baskets of manipulatives
Provide organized access to hands-on math tools
Which resource best helps beginning ELLs expand vocabulary during independent writing?
High-frequency word wall for weekly review
Story sequencing paper for plot planning
Bilingual picture dictionaries with visuals
Lined paper for extended writing practice
What is the primary purpose of offering differentiated paper choices in the writing center?
To limit time spent on drawing activities
To match tasks to students’ language proficiency
To align writing strictly to curriculum pacing
To standardize handwriting across grades
Complete the sentence: A high-frequency word wall should be prepared with an area for each (a) of the alphabet.
Match each paper type to its best use.
Large picture box with few lines
Drawing with labeled parts in L2
Small picture box with many lines
Drawing in L1 with explanatory text
Lined paper
Extended writing in L1 or L2
Story sequencing paper
Planning beginning–middle–end
Which action most effectively helps ELLs use the word wall to reduce misspelling during writing?
Add words once per semester
Start the word wall in week one
Hide it during independent writing
Use only student names on it
Explain how bilingual picture dictionaries can increase the quantity of writing produced by beginning ELLs. Provide two mechanisms and one classroom example.
Which writing supply is essential to have ready by the first day to support newcomers who may lack materials?
Digital tablets with keyboards
Interactive notebooks
Extra pencils and sharpeners
Glue sticks for crafts
When setting up a personal word list for an ELL, what structure best supports independent spelling during future writing?
Random collection of favorite words
Two-page alphabetical reference list
Theme-based picture collage
Color-coded verb tense posters
Identify two ways writing and language charts support ELLs during workshop routines, and describe when they should be introduced.
Which practice best supports Level 1–2 ELLs when using paper with a large picture box and a few lines?
Require extended L2 paragraphs
Model labeling with a picture dictionary
Assign peer editing with rubrics
Focus on cursive handwriting drills
In upper grades, why is a high-frequency word wall still valuable even if students used one in primary grades?
Word walls replace grammar instruction entirely
Upper graders need a place to review L2 words
Word walls prevent students from using L1
Upper graders never learned any high-frequency words
Design a brief plan for introducing story sequencing paper to help ELLs draft narratives. Include the steps and how visuals support understanding.
Which setup best supports Level 1–2 ELLs during independent reading time?
Shared tape player for whole class groups
Partner reading with advanced peers only
Individual tape players stored in listening bags
Silent reading without audio support
Fill in the blank: Recorded texts help ELLs build (a) by allowing repeated listening with highlighted words or phrases.
Match each center component to its primary benefit.
Recorded texts
Fluency through repeated listening
Interactive word walls
Connecting images to key terms
Computer programs with audio
Reinforcement with visual and sound support
Science/Social Studies charts
Summarizing relationships among concepts
Which practice makes a listening center more effective for early readers?
Selecting early reading level books on tape
Recording texts with very fast pacing
Using grade-level chapter books on tape
Using only one voice across recordings
Explain how integrating different voices and accents in recorded texts can benefit ELLs. Provide two specific outcomes.
Which computer resource feature most directly supports simultaneous listening and reading for ELLs?
Games without text components
Printable worksheets with definitions
Subscription sites offering audio read-alouds
Forums for peer discussion threads
Fill in the blank: Interactive word walls pair vocabulary with a corresponding (a) to aid understanding.
Which decision aligns with best practices when setting up a small-group listening area using a single player?
Keep the player in a locked cabinet between uses
Require students to stand while listening
Position the player where a small group can sit around it
Place the player in a corner only teachers can access
Design a short plan to help a frustrated Level 2 ELL use recorded texts to improve reading. Include at least three steps and the rationale for each.
Which description best captures the role of Science/Social Studies charts for ELLs?
Lists of unrelated vocabulary words
Tools to illustrate key concepts and relationships
Texts for extensive silent reading
Assessments of prior knowledge only
Match each website/program to its primary support for ELLs.
International Children’s Digital Library
Thousands of digitized books in many languages
Starfall
Interactive practice of alphabet, phonics, and letter sounds
Kidspiration/Inspiration
Graphic organizers for visual idea expression
Construct an argument for prioritizing audio-supported computer programs in an ELL computer center. Cite two benefits and one potential limitation with a mitigation strategy.
Which purpose is best served by labeling key areas and objects in an ELL classroom?
Building basic vocabulary in context
Organizing teacher materials efficiently
Meeting district display requirements
Reducing classroom noise during transitions
Fill in the blank: Including a short sentence with each classroom label helps students (a) the word in context.
Choose the best action to support beginning ELLs through native language resources.
Seat students away from native language peers
Avoid L1 materials to promote immersion
Limit library books to English-only texts
Provide bilingual word walls and picture dictionaries
Match each classroom feature to its primary ELL support function.
Interactive word walls
Connect language to content areas
Leveled classroom library
Provide texts at varied reading levels
Listening center materials
Support comprehension at varying L2 levels
Charts summarizing key concepts
Model academic language succinctly
Explain how consistent classroom structure supports ELLs’ independent learning. Provide two specific outcomes.
Which checklist question best evaluates differentiated instruction for mixed L2 proficiency groups?
Have I arranged desks for collaborative groups?
Do these groups mix different L2 proficiency levels?
Is my classroom visually oriented with charts?
Do I have culturally relevant books?
A teacher wants students to visualize new math concepts. Which setup choice directly addresses this goal?
Create more seating near native peers
Increase the number of fiction books
Post a monthly calendar display
Use math manipulatives organized for access
Provide a short plan for labeling a mainstream classroom that serves ELLs from multiple language backgrounds. Include language choice and sentence use.
