ESL test 1
How many morphemes does the word unbreakable contain in total? one two three four
C.
Which of the following words contains multiple voiceless phonemes? rag day kit yet
C.
Kai, a new student from Brazil, just moved to a small town in Texas and enrolled in middle-school. Kai doesn't speak any English. Because there are limited ELL students, there are no grade level teachers with an ESL endorsement. Kai needs some support. Which of the following should the school principal recommend? Select all answers that apply. Building periods into the day for homework and/or tutoring staffed by trained language/ESL assistants. Requiring all of Kai's teachers to be trained to teach ESL. Creating a pull-out program, in which one teacher is hired to provide instruction to students from several grade levels. Bilingual aide to go with Kai to each of his classes.
A, C
A 15-year-old student recently moved to the US and has a beginner level of English. He is motivated to improve as fast as possible and has asked the teacher for recommended ways to continue improving his English outside of the classroom. What should the teacher suggest? joining a sports team or club where he can speak with native speakers speaking with his family only in English at home scanning the dictionary and writing down definitions of new words signing up for an additional English language class after school
A.
A Spanish-speaking student makes the following mistakes: Where is the house of Peter? She has a dog big. He very much likes her. This is an example of: L1 Interference. phonemic contrast. orthographic processing. varied discourse.
A.
A group of ELLs in a particular classroom come from a wide range of cultural backgrounds and have differing English language proficiencies. Which of the following program models would best impact their academic achievement? using a standards-based curriculum along with comprehensible input techniques that scaffold instruction delivering instruction that focuses on ESL only and supports students quickly assimilating into the larger school community mainstreaming ELLs into grade-level classrooms and modifying benchmarks to meet their learning needs using programs specifically individualized to address each ELL's academic needs
A.
A middle school recently lost some state funding. As a result, they are considering charging the undocumented ELL students a tuition fee to compensate for the additional expense that they cost the school. However, this cannot be done because this idea is in direct conflict with the outcome of the following case: Plyler v. Doe. Lau v. Nichols. Brown v. Board of Education Castañeda v. Pickard.
A.
A middle-school ESL teacher is working with a group of ESL students whose English-language abilities vary. Which of the following would be the most appropriate strategy for evaluating the progress of students who are at different proficiency levels in English? using multiple measures, such as observations, test scores, and samples of daily work selecting language achievement tests that have been normed on a similar student population assessing students only in those areas of English in which they have achieved competence establishing a grading curve and distributing students' test results along the curve
A.
A second-grade teacher and an ELL have the following conversation during a science experiment demonstrating changes from heat. Teacher: What are your observations? Student: The chocolate is watery. Teacher: Why do you think the chocolate is like water? Student: Because the chocolate is not hard anymore. Teacher: Great observation! The chocolate changed from a solid to a liquid after being exposed to heat. Can you repeat your observations using scientific vocabulary like melting, solid, and liquid? Based on the student's weakness in oral communication, which instructional task can best increase the student's oral language development? working with a partner to discuss what is happening in a series of photos of different states of matter (i.e., solid, liquid, and gas) creating sentences using new academic vocabulary words related to the different states of matter (i.e., solid, liquid, and gas) identifying errors in sentences related to the different states of matter (i.e., solid, liquid, and gas) using linguistic cues to comprehend a science text discussing the different states of matter (i.e., solid, liquid, and gas)
A.
An ESL student was sharing with his table group about his time visiting family in Honduras. He used the following sentence: "I loved to play with my primos." The sentence illustrates: code-switching. automaticity. dysnomia. biliteracy.
A.
Anton, a sixth-grade ELL, struggles to read and comprehend texts in his content area classes. What is the best way that Mrs. Langston, his ESL teacher, could help support him? by providing his content-area teachers with strategies to help him succeed by informing his content-area teachers about his strengths and weaknesses in English by encouraging content-area teachers to incorporate team teaching by reminding his content-area teachers of the school policies regarding ESL students
A.
Carlos, an ELL who moved to the United States at the beginning of the school year, is having difficulty speaking in front of his peers due to his heavy accent when speaking English. He prefers to keep to himself and not participate in class because some of his classmates laugh when he mispronounces a word. His teacher, Mrs. López, decides to consult the ESL teacher for suggestions about how to solve the problem. What is the best suggestion the ESL teacher can give Mrs. López? to plan a lesson focused on cultural diversity and differences to ask the speech therapist to meet with Carlos for a diagnosis to tell Carlos to not speak in class until he feels ready to talk to the class about being more respectful to Carlos
A.
ELLs must simultaneously learn a language and gain knowledge in core content areas. Recent studies indicate that because of the additional challenges they face: ELLs may do twice as much work as the native English speakers in the same school. ELLs are slower to acquire social skills than their native English-speaking peers. ELLs have a cognitive disadvantage when compared to native English-speaking peers. ELLs have shorter attention spans and lower abilities to concentrate on a single task.
A.
Kim, a seventh-grade ELL, has been learning how to measure length using inches and feet, which are part of the US customary system. She is very comfortable using units of measurement from the metric system, such as meters, because of her previous schooling in her country of origin. However, she is unfamiliar with the US customary system. How can her teacher accommodate Kim but still determine whether Kim understands how to measure length? by allowing her to use the metric system as she measures objects in the classroom by asking her to complete a chart converting centimeters and meters to inches and feet by assigning her a partner who can measure while she observes by having her predict the length of different objects in both centimeters and inches
A.
Marcos, a second-grade ELL student, writes the following journal entry: My best day Like me day. Yo and mkwid mom gowkdj par slw fon. According to the English Language Proficiency Standards (ELPS), what is Marcos' level of proficiency in writing? beginning intermediate advanced advanced-high
A.
Mr. Kane, an elementary science teacher, is about to begin a unit on dinosaurs. Which of the following would be an effective way to present the new content to beginning English students for the first time? Show the students a video introducing the topic. Assign students a vocabulary matching activity with key words from the unit. Ask students to present to the class all the information they know about the topic. Have students read the content individually and highlight any unfamiliar words or phrases.
A.
The following activity is designed by an ESL teacher for introducing the present continuous tense. Step 1. The teacher acts out a series of actions that demonstrate present continuous actions in the first person, while saying the action aloud (e.g. "I am running. I am jumping.") Step 2. The teacher asks the students to repeat the statements she is making after she says them. Step 3. The teacher shows the students a series of images that demonstrate the present continuous in the second person. (e.g., You are studying. You are driving a car. You are eating lunch.) As she talks about each image, she writes sentences on the board that demonstrate the grammar structure of the present continuous tense. Step 4. The teacher and students act out a series of gestures together while saying what they are doing aloud together as a class. Then, the teacher gives each student a verb to act out in front of the class. (e.g. read, watch TV, play soccer) Why is this activity an effective method for promoting second-language acquisition? Activities that incorporate physical response strategies reinforce student comprehension. Effectively modifying an activity for different proficiency levels is beneficial
A.
The teacher of a high school ESL class notices that several of the students in the class are lacking confidence in themselves. What is an effective way that the teacher can help the students to gain a sense of empowerment connected with being bilingual? inviting college students to speak to the class about their experiences studying abroad and the benefits of knowing two languages and cultures in the current job market inviting local business owners to speak to the class about their background and experience growing up with English as a second language leading the class in a discussion on diversity and the value of learning about different cultures pairing each student with a native English-speaking peer to whom they can teach the basics of their native language and culture
A.
Which of the following instructional approaches would be most effective in creating an environment that affirms students' biliteracy and biculturalism? creating a print-rich classroom environment (including books) in students' L1 and English, along with cultural displays from the United States and ELLs' heritage countries utilizing English language materials throughout the curriculum as a way to build cultural understanding intentionally using curriculum in students' L1 to promote cultural pride and self-identity scheduling regular cultural celebrations and building connections with students' families as a way of bridging partnerships between home and school
A.
Which of the following strategies would not be appropriate for a teacher to use with ELLs when providing content-based instruction? providing lower-level simplified content to students pairing a content-proficient student with an English language proficient student providing glossaries for students to use as a vocabulary resource using linguistic supports such as graphic organizers or illustrations to enhance comprehension
A.
A school district's budget was cut, and as a result, some funding was lost for the ESL program. Fortunately, several members of the community have expressed an interest in volunteering to help with the ESL program. What two ways would be the most effective use of the volunteers? Select all answers that apply. tutoring ELLs with learning disabilities in reading skills assisting teachers in the classroom with administrative duties that don't require teacher training assisting with the design of the curriculum to meet new standards spending time speaking with students in conversational groups
B, D
Technology, if used appropriately, can benefit ELLs. Which of the following activities would be an effective use of technology in the classroom? Select all answers that apply. Have students search online for definitions of vocabulary words and copy and paste the definitions into a document. Assign students a research project and allowing them to use the internet to collect information. Watch a video explaining a concept learned in class. Assign students individual reading assignments on a personal computer.
B,C,D
A second-grade teacher and an ELL have the following conversation during a science experiment demonstrating changes from heat. Teacher: What are your observations? Student: The chocolate is watery. Teacher: Why do you think the chocolate is like water? Student: Because the chocolate is not hard anymore. Teacher: Great observation! The chocolate changed from a solid to a liquid after being exposed to heat. Can you repeat your observations using scientific vocabulary like melting, solid, and liquid? Based on the conversation, which instructional strategy is the teacher most likely using to increase the student's comprehension? using explicit instruction to teach the student the meaning of key vocabulary words using key vocabulary in context to connect with the student's current knowledge eliciting words to activate the student's memory creating word associations to connect with known concepts and personal experience of the student
B.
A small city in the Midwest has been experiencing demographic changes over the last 15 years. This has been largely due to a steady growth in immigration from different parts of Asia and South America. The process by which residents of this city develop appreciation for cultural differences, seek to learn new languages, and share common values is known as: assimilation. acculturation. adaptation. mutual community goals.
B.
A teacher is facilitating reading comprehension during small group guided reading. What would be the best question to ask an ELL who is at the intermediate fluency stage? Did the character remind you of anyone you have read about in other books? What do you think will happen next? Is this an owl or a fish? (Pointing to a picture.) How did the character change in the story?
B.
An elementary teacher is practicing writing irregular verbs with her students, many of whom are ELLs. She explains the meaning of the verbs with student-friendly definitions. Afterwards, she instructs the students to look for irregular verbs in their reading passage and discuss them with their partners. Then, she writes their examples on the board to discuss how they're used. Which of the following demonstrates the teacher's awareness of second-language acquisition? Explicit teaching of grammar should be used for second language acquisition. Language acquisition is acquired through integrating all skills together. Teaching in isolation is best for language acquisition. Teaching language structures is important because they are parallel in different languages.
B.
Based on the Texas Essential Knowledge and Skills (TEKS) English Language Arts curriculum, ESL students in grades four through eight are expected to orally identify important events and ideas from video segments, graphic art, or technology presentations. In a sixth-grade ESL class, students are studying astronomy. Based on this TEKS objective, which of the following would be most effective? using different resources to make a three-dimensional model of the Solar System examining diagrams, descriptions, and photographs of the planets and using that knowledge to create an oral presentation about one of the planets locating information on a specific planet using a web search engine reading and discussing a text on the origins of the universe and then making a PowerPoint presentation to teach another class on the subject
B.
Castañeda v. Pickard was a case that originated in Texas in which the plaintiff claimed a school district was failing to address the needs of ELLs. In 1981, the US court ruled in favor of the plaintiff. What is the primary result of Castañeda v. Pickard? Students who speak a language other than English cannot be denied educational opportunities. A trial period of an ESL program is necessary to determine its effectiveness. The native language of students should be used whenever possible in English language instruction. An ESL program must make reasonable accommodations during testing.
B.
Differentiated instruction is used in many diverse classrooms. Which of the following best describes the benefits of this approach? The teacher uses physical movement for students to follow. The teacher plans different tasks for students based on their learning styles. The teacher is quiet and uses body language to obtain responses from the students. The teacher pairs content objectives with language objectives.
B.
Every year a third-grade ESL teacher has her students write about a family tradition. She asks students to include photos if possible and allows students with a lower level of English proficiency to write in their native languages. What is the primary benefit of this activity? It helps the students acclimate to American culture more easily. It offers the teacher an opportunity to learn about the cultural background of the students. It promotes the development of the students' English literacy skills. It provides the teacher with a way to assess the students' writing skills.
B.
In a bilingual classroom, at the end of each science unit, students create a chart with their teacher comparing words in English and Spanish. Afterwards, they look for similarities and differences. A student notices that the English words heating and freezing end in -ing and the words in Spanish enfriando and calentando end in -ando. The students begin to discuss other words that end the same way and how they are used. Then, the students work with a partner to write a sentence in English incorporating the same ending and draw a picture. This activity demonstrates which of the following? creating charts helps with vocabulary retention analyzing suffixes in L1 and L2 facilitates language acquisition speaking and listening promote language development writing activities demonstrate proficiency in L2
B.
Jose, a six-year-old ELL student from Colombia, said what sounded like, "I am angry" a few days in a row around lunchtime. Mrs. Jones, his ESL teacher, eventually realized that he was actually trying to tell her that he was hungry. Jose might need some help with: pragmatics. phonology. syntax. morphology.
B.
Luis is a third-grader who is learning English for the first time in a public school in Texas. Based on this home language survey and proficiency tests, the Language Proficiency Assessment Committee (LPAC) has determined that he qualifies for ESL services. What is one reason that Luis, despite qualifying for services, may not receive them? The student does not want to receive special services due to fear of bullying. The student's parents opt to refuse ESL services and sign a waiver confirming their decision. The school doesn't have enough funding to provide ESL services. The student is taking a private ESL class outside of school.
B.
Marta, an ESL student from Mexico, has been in the US for about three months. She frequently compares the new environment to the environment of her home country and often gets frustrated that she cannot express herself as well as she can in her native country. Which is Marta most likely experiencing? surface adjustment culture shock return anxiety biculturalism
B.
Mr. Johnson notices the following errors in her students speech: What she do right now? The people here is very friendly. I am agree. Based on these errors, what should Mr. Johnson review with his ELL students? language functions syntax semantics phonology
B.
The court case Lau vs. Nichols (1974) concerned Chinese-American students who were receiving instruction in a language (English) that they could not understand. What did the court rule? schools must provide a bilingual curriculum to accommodate ELLs schools must scaffold and provide other strategies to make input comprehensible school must ensure the bilingual program is actually bilingual schools cannot deny funding for undocumented children
B.
The following content objective is written on the board. Content objective (CO): Students will understand the process of photosynthesis, by which plants convert light energy into chemical energy. What other piece of information should the teacher post alongside the CO in order to meet the criteria of sheltered instruction? a word bank for students' reference a language objective (LO) that will be used for developing students' academic vocabulary and communication in L2 a study guide so that students know what will be assessed at the end of the unit a graphic (drawing) of the experiment that goes with the lesson
B.
The following progression demonstrates the stages of English language acquisition for ELLs: preproduction, production, emergence, intermediate fluency, advanced fluency A teacher is facilitating reading comprehension during small group guided reading. What would be the best question to ask an ELL who is at the intermediate fluency stage? Did the character remind you of anyone you have read about in other books? What do you think will happen next? Is this an owl or a fish? (Pointing to a picture.) How did the character change in the story?
B.
The language experience approach (LEA) is a whole-language approach that promotes reading and writing through the use of personal experiences and oral language. Why would the LEA be a good strategy for developing literacy skills in L2? As language learners share their personal experiences, they benefit from being paired with advanced-level students. As learners tell their personal stories, they gain an understanding of the writing and reading process — and the skills to bridge to proficiency. As learners tell their personal stories, their instruction can progress from unfamiliar to familiar contexts. As learners share their personal experiences, they gain an understanding of the communication skills necessary to facilitate conversation and discussions.
B.
The students are studying politics and are given the hypothetical task to prepare a speech to present to the president asking for social change. Pamela, an intermediate student from Chile, begins her speech with the following: "What's up Mr. President? It's awesome that you invited me here today." What does Pamela need some assistance with? morphology language register code switching affective filter
B.
There are two groups learning the basic grammar structure of L2: adult ELLs and early-elementary-age ELLs. Generally, we would expect that the elementary students: would benefit from explicit instruction in key grammar components. would apply the structure of the L2 without formal prompting. would need to see the written version of L2 for support. would internally compare the structures of their L1 with L2.
B.
When teaching students to preview a chapter, a teacher begins with the following statement: "When I'm getting ready to read a chapter or an article, I ask myself, 'What is the main idea I'm supposed to learn?' If I look at the bold heading, that may give me a clue. I also look at the headings on other pages, to see if they will help me figure out what I'm supposed to learn. I think about what I already know about the topic. If I know something about it, it helps me understand better." What scaffolding strategy is the teacher modeling? using wait time using "think-alouds" reciprocal teaching shared release of control
B.
Which of the following is true about building a lesson based on the Cummin's Quadrants? An activity such as listening to a lecture without any images should be used first to start a lesson. An activity using complex language and a familiar subject for an ELL should be used second in a lesson. An activity using simple language and an unfamiliar subject for an ELL should be used at the start of a lesson. An activity such as social conversation with a friend should be used at the end of a lesson to talk about what was learned.
B.
A high school bilingual teacher regularly uses newspaper and magazine articles that highlight careers in which it is advantageous to speak more than one language. A primary benefit of using such reading materials for English-language learners (ELLs) is that they allow ELLs to: become informed about current events. read and discuss the information in cooperative groups. recognize the benefits of being bilingual and bicultural in a global society. supplement information in their textbooks.
C.
Mr. Henry is a strong believer in the benefits of culturally responsive instruction. He is likely to do all of the following except: fill the classroom with culturally diverse learning materials, such as books featuring characters from all over the world. bring in guest speakers from diverse backgrounds to engage students. provide students with reading materials about traditional American culture. provide opportunities for students to share details about their cultural heritage.
C.
According to Cummins' common underlying proficiency (CUP) model, which of the following statements is true in relation to English-language learners' (ELLs') native (L1) and second languages (L2)? ELLs have difficulty transferring content knowledge between L1 and L2. ELLs' previous educational experience in L1 has no effect on academic performance in L2. ELLs have cognitive academic skills that are accessible to them in both L1 and L2. ELLs are prepared to engage in L2 academic tasks only when they have mastered basic interpersonal communication skills in L1.
C.
An ELL student volunteers to participate in a read-aloud. It appears that the ELL is flustered and struggles to speak clearly. In response, the teacher praises the student for offering to participate. The teacher's actions most clearly show her understanding of which of the following? focusing on proper pronunciation improving reading fluency reducing the affective filter developing cognitive abilities
C.
Antonio is a second-grader who began schooling for the first time this year in the US. He has a beginner level of English and struggles with reading comprehension of simple texts. Which of the following techniques can Antonio's teacher use to help him progress at an increased pace? engaging in read-alouds in which the teacher models correct pronunciations and prosody providing regular, structured opportunities to read for multiple purposes using bilingual reading materials to transfer literacy from his first to second language providing sentence prompts to focus and organize his thoughts
C.
At the beginning of every lesson, Ms. Varney writes a question on the board related to the topic that she is planning to introduce that day. She asks the students to write or talk about the question with a partner before starting the lesson. Throughout the lesson she explicitly links students' past learning and new concepts. Her approach shows knowledge of what strategy commonly used with ELLs? think-aloud strategies GIST building background knowledge pre-teaching
C.
Carlos is an ELL student from Mexico. When Carlos speaks English, he tends to stretch all vowel sounds. In class when discussing a story that the students just read, Carlos accidentally refers to a "ship" as a "sheep." Which of the following responses would be most appropriate from the teacher? asking another student to identify the error and model the correct pronunciation ignoring the error by simply responding, "That's correct" modeling the correct pronunciation by responding, "Yes, the family arrived on a ship" stopping the discussion to teach the difference between short and long vowel sounds
C.
Diana, an ELL student, is giving a presentation on a topic that she knows a lot about, but she seems to be struggling. She keeps pausing because she can't remember the correct word. The teacher has seen Diana demonstrate knowledge of these words in the past, and she thinks that Diana might be struggling with: biliteracy. code-switching. dysnomia. automaticity.
C.
Isaac is a third-grade ELL student enrolled in a district-selected language program. He receives content-based instruction from Mr. Smith and also sees Mrs. Wise twice a week for specialized English instruction. Based on the scenario, which of the following program models is Isaac part of during the school year? a content-based ESL program a transitional bilingual early-exit program an ESL pull-out program a one-way dual-language immersion program
C.
Mr. Padillo is teaching a geography lesson to his tenth-grade bilingual students. The students have mixed proficiency levels in L2 but are all advanced in their L1 (Spanish). Mr. Padillo begins his class by explaining the main concepts in L1; he then discusses the concepts further in English (L2). The rest of the lesson is taught in English, with a ten-minute wrap-up in Spanish. At the end of class, Mr. Padillo answers the students' questions in L1 or L2. Which of the following best describes the bilingual content approach Mr. Padillo uses? two-way Spanish immersion model application of language and content knowledge preview-review approach translanguaging
C.
Mrs. Jones is reading a story with her beginner ELLs that contains a lot of idioms. To best ensure that the students understand and remember the idioms for future use, Mrs. Jones should do all of the following except: have the students draw a picture to help them remember each idiom. occasionally pause during the reading to explain the meaning of each idiom to the students. have the students translate the idiom from English to their native language. provide several examples of different contexts in which the idiom can be used.
C.
Mrs. Santiago's eighth-grade class is planning a cultural fair to showcase the variety of cultural backgrounds at their middle school. As a celebration of their traditions, parents and students will prepare food, play music, dance, and wear traditional attire from their own cultures. Which of the following best describes the reason that Mrs. Santiago considers it important for her class to plan this event? enhancing student and parent oral language skills facilitating understanding of school procedures and environment encouraging diversity awareness among students providing a forum for academic discussion about diversity
C.
Ms. Wendell is a 1st-grade social studies teacher with several English language learners (ELLs) in her class. She is teaching a unit about geography and wants to further develop their map skills and ability to determine between north, south, east and west. To do this, she asks each student to draw their own map as she slowly and clearly explains to them what to draw. This activity incorporates elements of which two learning styles? visual and kinesthetic logical and visual kinesthetic and auditory auditory and logical
C.
What is the best definition of assimilation? The process of introducing new cultural elements and deleting or altering the existing ones. The adoption of some mainstream culture by members of different ethnic and cultural backgrounds while maintaining their cultural values and customs. An adaptation in which a minority group or culture adopts the values, behaviors, and beliefs of a majority group, fully or partially. A method by which people divide themselves into smaller ethnicities within a "super ethnicity" such as a nationality.
C.
Which of the following best explains why English language learners need to receive direct instruction in the use of nonverbal elements of English? English-speaking cultures tend to hold more taboos about the body than other cultures. Nonverbal gestures only have meaning when they are connected to specific phrases in the oral language. Every culture interprets gestures and body language differently. English language learners don't have strong communication skills.
C.
A high school English teacher has been thinking of ways to support his English-language-learning students. To do this, he wants to involve families in the students' learning process. Which of the following activities would best facilitate this? informing parents about multicultural events happening around the city sending monthly student evaluations to families that provide details about student learning progress discussing with parents the ways that the school is promoting a multicultural learning environment for students inviting parents to a school event in which they can learn different strategies to use at home to support their student
D.
A middle school with a high percentage of ELLs notices that only a small percentage of the ELL parents have been participating in school meetings. What is the most reasonable cause that the school could work on solving? The ELL students prefer that their parents don't attend the meetings. The meetings are held at times when most ELL parents are working. The ELL parents aren't interested in being involved in their children's academics. The meetings are held in English, and there are no translators available.
D.
A teacher is introducing new vocabulary through pictures to her ELLs. She separates the students into small groups and displays a few pictures on the table in front of them. Then, she writes the vocabulary word on the board and asks students to point to the correct picture. In which stage of second language acquisition are these students likely to be? intermediate fluency speech emergence early production pre-production
D.
According to Stephen Krashen, how does a low affective filter assist with second-language acquisition? It helps ESL students to utilize their language in real-life situations. It helps ESL students to monitor their own progress. It helps ESL students to communicate effectively by using the target language. It helps ESL students feel safe and encourages them to take risks when learning a new language.
D.
An ELL student wrote the following in her journal for class: "My parents grew up in the small town in Mexico. They moved to United States when I was one year old." The student makes a mistake in her use of: tense. prepositions. pronouns. articles.
D.
An ESL teacher at a high school wants to make sure his students are aware of the differences between informal language and formal language used in the classroom. What can the teacher do to help ELL students understand the difference between informal and formal language used in class? recording the ELLs' conversations they have with friends for use in the class discuss the various registers of English recordings with ELLs encourage ELLs to use formal language in class and informal language in small groups play a few role-playing games with ELLs in a variety of settings
D.
An elementary bilingual teacher is at the end of her science unit, and the students are working with a partner to read science concepts in Spanish and look for patterns as they translate them into English. As they are reading, an ELL student notices the ending of two cognates positivamente - positively and legalmente - legally. The ELL student says, "Teacher, adverbs in Spanish end in -mente, so adverbs in English must end in -ly, but I notice the adverb comes before the verb in Spanish in this passage." How does this activity help ELLs expand their vocabulary? This activity helps students focus on and better retain specific vocabulary words. This activity helps students to classify vocabulary into different groups. This activity provides an engaging and relaxed environment that creates low anxiety and increases acquisition. This activity aids student understanding of vocabulary and syntax through metalinguistic analysis.
D.
During a reciprocal teaching lesson, two students, an ELL and a non-ELL, were working together and having a discussion about a reading passage. The teacher was overhearing their discussion, when the ELL student asked his partner, "I wonder what Balquhidder means? They mention it many times." The other responded, "Well let's reread it. Here they say, 'Look I see Balquhidder.' Perhaps it's a person, but it also mentions that the people take the King back to Balquhidder in his carriage." The ELL student replies, "They take him back, so it must be a place." What process are the students demonstrating? summarizing predicting questioning clarifying
D.
ELL teachers use verbal scaffolding to support student understanding. Teachers are aware of their ELLs' existing proficiency levels, and use prompting, questioning, and elaboration to support students' movements to higher levels of language proficiency and thinking. Which of the following options would be an example of verbal scaffolding? anchoring instruction to Bloom's taxonomy to promote higher order thinking skills adopting graphic organizers as a pre-reading tool to promote comprehension using one-on-one teaching, modeling, and coaching reinforcing context, as when teachers discuss the definition of a word within a sentence
D.
Haru is a sixth-grade student from Japan. Haru, similar to some other Japanese students, is passive, especially when interacting with adults. He is hesitant to share his insights and engage in class discussions. What should Haru's teacher do to ensure he is getting the most from his learning experience? encourage him to ask questions to his peers have him deliver an oral presentation about a topic of his choice at a schoolwide event check in with him for a few minutes at the end of class each day incorporate group work into activities throughout the day
D.
Maria recently moved from Mexico and began schooling in the US. She has been having trouble spelling words in English and is frustrated that one letter can have so many possible sounds. What is the best way for her teacher to help Maria with her phonetics? Direct her to the chapter in the ESL book that discusses digraphs, consonant blends, and vowel sounds. Encourage her to keep a journal in which she practices writing about everyday activities. Require her to write out each word that she misspells in a notebook ten times. Provide her with model reading activities, specifically readings containing high-frequency words.
D.
Marta, an ELL student from Mexico, always introduces herself by saying, "My name is Marta. I am student at Davis Elementary School." Marta would most likely benefit from further instruction in: verb tenses pronouns prepositions articles
D.
Mr. Jones has a diverse class of English language learners. He thinks that it would be a great idea to have each student prepare a 5-minute oral presentation about his/her hobbies. The students are all encouraged to use visuals to aid their presentation. What would be the main benefit of this activity? The ELL students will gain more confidence speaking in English. The teacher will see how the students organize their thoughts. The ELL students will learn information about world geography. The teacher will learn more about the personality, strengths, and needs of the students.
D.
Mr. Kildare has just started teaching lower level English learners for the first time and is struggling with strategies to teach the students phonemic awareness and phonics, while simultaneously teaching academic vocabulary and reading comprehension skills. He asks one of his more experienced colleagues for advice on teaching vocabulary. This teacher would recommend all of the following except: previewing the text or topic and identifying vocabulary or sentence structures that might be new for the students. discussing with students the definition of vocabulary words and then asking the students to explain the meaning back to him. asking students to draw the new vocabulary, act it out, or use it in an appropriate sentence. providing students with a list of new vocabulary words for them to memorize.
D.
Ms. Drucker believes that it is important for students to learn about each other's cultures, so whenever she can she incorporates opportunities for students to share experiences from their cultures with other students in the class. Why is this important in a multicultural classroom? It leads to increased feelings of ethnocentrism. It helps students to identify with peers who share the same values. It assists with acculturation of the ESL students. It promotes intercultural competence among students.
D.
Ms. Salas would like to assess her ELLs' math skills and problem-solving strategies using the students' L1 (Spanish) and L2 (English). She would like to know how they are progressing so she can plan the next sequence of lessons. What would be an effective formative assessment to do with the class? assigning math homework every day to give students an opportunity to practice numeracy skills asking students to choose a mathematical concept and develop a "math talk" presentation to teach to the class as a midterm project reviewing key concepts at the start of each lesson spot-checking with small groups as they are working together and taking notes of individual students' performance during a task
D.
Paulo, an ELL student from Venezuela, has an Intermediate level of English and is literate in Spanish, his native language. Paulo often struggles with reading informative texts, so when his ESL teacher assigns him a research project, he provides him with texts in Spanish. Is this an appropriate thing to do? Yes, but the texts must be translations of English texts. No, only English-language texts should be used in the classroom. No, reading in Spanish will delay his development in English. Yes, but his final presentation should be in English.
D.
The Texas Education Agency has adopted language descriptors and benchmarks to replace the English as a Second Language (ESL) standards. TEA requires that these benchmarks be integrated throughout all areas of the curriculum and content teachers need to use them to guide instruction. These benchmarks are known as: Sheltered Instruction Observation Protocol (SIOP). Texas Essential Knowledge and Skills (TEKS). WIDA Can Do Descriptors. English Language Proficiency Standards (ELPS).
D.
What is one objective of the cognitive academic language learning approach (CALLA)? developing language proficiency through physical movement identifying the level of proficiency in acquiring a new language in the areas of reading, writing, listening and speaking helping students develop their linguistic skills to ensure success during social interactions learning content knowledge and language skills that are most important for their future academic success
D.
When transferring literary knowledge and skills from L1 to L2, which of the following is true? Scaffolding in L1 has no benefit on transfer of knowledge to L2. No transfer of information should be made between L1 and L2, as any information would just be confusing to students. Continuous development of L1 can result in a negative transfer of information in L2. The skills that the student knows from different subjects in L1 will help in the acquisition of L2.
D.
Which of the following is not a requirement for the education of ELLs in Texas? All ELLs shall be given access to the core curriculum. Each district with an enrollment of 20 or more ELLs in the same grade level shall offer a bilingual education or special language program. Each school district that is required to offer a bilingual education program shall establish a language proficiency assessment committee. All ELLs should receive bilingual instruction in English and their native language.
D.
While discussing a read-aloud, an intermediate-level ELL shared her favorite part of the story with her classmate. Sara: The fishes were my favorite. Sara's mistake can be best described as an error in: phonology. syntax. conjugation. morphology.
D.
Students at an intermediate level of English Language Proficiency frequently make mistakes in their writing similar to the one underlined below. I found many informations at the library. The first step the teacher should take in addressing this problem is to help the student learn how to do which of the following? Discuss the various uses of the determiners "much" and "many." Introduce partitive expressions used with uncountable nouns. Distinguish between countable and uncountable nouns. Provide a list of abstract nouns and concrete nouns.
c.
