ELAR-Integrated Language Arts/Diverse Learners Practice Questions
(5) The effects of junk food are no laughing matter. Junk food can lead to obesity, heart disease, and diabetes. But you may not realize how much it can immediately make you feel like, well, junk. The fat in (7) those foods can build up on your blood vessel walls, Dr. Harold Jayne explains, which "makes it harder for your blood vessels to circulate blood around your body." That buildup can quickly effect how (9) well you are able to perform during sports and other exercise. Which of the following is the best definition of the expression "no laughing matter" as it is used in line 5 of the selection? A a serious issue B a debatable issue C a humorous concept D a controversial issue
A
After reading a short story to her students, a middle school English language arts teacher asks the following questions: What do the objects in the story represent? What is the tone of the story? Which images or statements contribute to the tone? To which literary elements do these questions refer? A symbolism B hyperbole C theme D characterization
A
Which figurative language device is used in lines 3 and 7? (3) And this same flower that smiles to-day, (7) The sooner will his race be run, A Personification B Allusion C Metaphor D Hyperbole
A
Which of the following sets contains two words with basically the same denotative meaning, but opposite connotations? A cheap and inexpensive B hungry and starving C terrible and awful D big and large
A
Which of the following words has a neutral connotation? A thin B slender C slim D skinny
A
Which of the following words use the root "dict" in a way which conveys the Latin meaning? Select all that apply. Select all answers that apply. A contradict B addict C verdict D edict
A, B, C
Which of the following words uses the root "bio" in a way which conveys the Greek meaning? Select all that apply. Select all answers that apply. A antibiotic B biohazard C biome D dubious
A, B, and C
"Sick" by Shel Silverstein (1) "I cannot go to school today," (2) Said little Peggy Ann McKay. (2) "I have the measles and the mumps, (3) A gash, a rash and purple bumps. (4) My mouth is wet, my throat is dry, (5) I'm going blind in my right eye. (6) My tonsils are as big as rocks, (7) I've counted sixteen chicken pox (8) And there's one more--that's seventeen, (9) And don't you think my face looks green? (10) My leg is cut--my eyes are blue-- (11) It might be instamatic flu. (12) I cough and sneeze and gasp and choke, (13) I'm sure that my left leg is broke-- (14) My hip hurts when I move my chin, (15) My belly button's caving in, (16) My back is wrenched, my ankle's sprained, (17) My 'pendix pains each time it rains. (18) My nose is cold, my toes are numb. (19) I have a sliver in my thumb. (20) My neck is stiff, my voice is weak, (21) I hardly whisper when I speak. (22) My tongue is filling up my mouth, (23) I think my hair is falling out. (24) My elbow's bent, my spine ain't straight, (25) My temperature is one-o-eight. (26) My brain is shrunk, I cannot hear, (27) There is a hole inside my ear. (28) I have a hangnail, and my heart is--what? (29) What's that? What's that you say? (30) You say today is. . .Saturday? (31) G'bye, I'm going out to play!" In this poem, what are some of the poetic elements that are used? A free verse, personification, and humor B rhyme, hyperbole, and alliteration C personification, rhyme, and hyperbole D rhyme, hyperbole, and onomatopoeia
B
Where I Lived, and What I Lived For At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer's premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind; even put a higher price on it—took everything but a deed of it—took his word for his deed, for I dearly love to talk,—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat?—better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said; and there I did live, for an hour, a summer and a winter life; saw how I could let the years run off, buffet the winter through, and (1) see the spring come in. The future inhabitants of this region, wherever they may place their houses, (2) may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, woodlot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage; and then I let it lie fallow perchance, (3) for a man is rich in proportion to the number of things which he can afford to let alone. Which of the following statements best encompasses the meaning of underlined phrase 3 from the passage? A Letting go of things is important for the wealthy. B Living a simple life yields an abundance of riches. C When you are poor, you realize how lucky you are. D The less you worry, the more you will enjoy life.
B
Which of the following actions by a teacher would best make students feel safe sharing their own writing with the class? A instituting a policy of taking grade points away from students who are disrespectful when editing the writing of fellow students B submitting the teacher's own work to be peer-edited by the entire class C reading an essay to the class about the importance of being respectful when editing the writing of fellow students D choosing a writing assignment from a top student and submitting it to the class for peer editing
B
Which of the following groups of words and phrases can be considered hyponyms for the word "subject"? A superior, master, unsusceptible B math, science, history C put through, submit to, expose to D theme, topic, issue
B
Which of the following prefixes means "many"? A homo- B poly- C inter- D ante-
B
"As I stood there in the gathering dark I thought that in this simple explanation I had mastered the problem of the world—mastered the whole secret of these delicious people. Possibly the checks they had devised for the increase of population had succeeded too well, and their numbers had rather diminished than kept stationary. That would account for the abandoned ruins. Very simple was my explanation, and plausible enough—as most wrong theories are!" — The Time Machine The author uses which of the following literary devices to close his passage? A understatement B anaphora C foreshadowing D exaggeration
C
(3) The talents and dreams of our citizens and neighborhoods will nourish our government the way it should be cherished and feed into the moving river of mankind. And we have kept the faith in ourselves as decent, caring people who gather together as a part of something greater than themselves. We never stopped believing that we were a part of something good and something that had never happened before. (4) We intend to revitalize and rebuild this city. To open its doors and be certain that its babies are healthy! And its old people are fed and well-housed. We intend, we intend that our city will grow again and bring prosperity to ALL of its citizens. In paragraph 3, the speaker employs which figurative language device in the first sentence? A paradox B understatement C personification D hyperbole
C
A student writes the following: "The government should sensor the media in some situations." What mistake does the student make? A He uses an antonym of the word he should use. B He uses a homograph in place of the correct word. C He uses a homophone in place of the correct word. D He uses a meronym in place of the correct word.
C
All of the following reading competencies can be expected of a 7th grader except: A Use metacognitive skills to comprehend complex texts. B Consider literary elements across multiple texts and genres. C Analyze diction and imagery in poetry and support with textual evidence. D Explain the author's purpose and overall message.
C
As part of a unit on mathematical proofs, a math teacher has students work individually to solve different proofs. After solving their proof, and the teacher ensuring its correct, each student presents their proof aloud to the class. The student explains how they solved it and answers questions from classmates. Which of the following educational goals is best supported by this activity? A Expose students to new ideas and perspectives. B Make connections between a mathematical concept and real life. C Ensure students clearly comprehend the topic. D Connect students background knowledge with their current learning.
C
Mr. Wendell uses the following scaffolding strategies when introducing new vocabulary to his English learners: - He asks students to connect words with visuals.- He develops familiarity with words by having students repeat them. Based on his scaffolding choices, what level are his learners most likely to be? A advanced B high Intermediate C beginner D low Intermediate
C
Mrs. Renteria wants to promote vocabulary growth in her bilingual classroom with varying levels of ELLs. Understanding of vocabulary is important, but retention of vocabulary is her real focus. Which would most benefit her ELLs? A studying the roots of the vocabulary words B repeating complete sentences containing the vocabulary words C teaching vocabulary in a variety of contexts with authentic activities D writing the definitions of a vocabulary word and drawing a picture to visualize
C
Which of the following groups of words would be appropriate for a lesson on word connotations? A in, among, behind B unicycle, binary, multiple C vintage, old, decrepit D pyromania, pyre, pyrite
C
While reviewing a student's ELA work, the teacher asks herself these questions: Is the textbook too difficult for this student to understand? Are there any students who do not understand sentence formation? Is the student encountering difficulty with more than one word out of every twenty? Which of the following is the teacher most likely trying to do? A determine the student's grade B determine the student's reading level C analyze the student's errors to determine possible changes in instruction D prepare for a parent teacher conference
C
Mr. Drew's English Language Arts class has a few ELLs with an intermediate reading proficiency level. Mr. Drew puts them into small groups to read the story aloud. After reading the story, which of the following is an appropriate performance-based assessment tool that Mr. Drew can use to assess their comprehension? Select all answers that apply. A asking the students to define key vocabulary from the text B asking the students to read the text aloud C asking the students to draw pictures to show understanding D asking the students to communicate their thoughts in a reading-response journal
C and D
(5) The small town of Leroy was located just 20 miles south of the much larger metropolis New Haven yet despite its closeness the opportunities for advancement were slim in Leroy. (6) Sarah knew that if she wanted to rise above her family's important but menial dairy business she would have to take this leap. (7) She opened her eyes and glanced at the small tattoo of wings on her wrist. (8) I will put on my wings and fly she whispered to herself. (9) Maybe I'll change my name to Icarus when I get to New Haven. (10) Sarah was startled when she heard Just be careful, little bird. (11) Sarah's mother had come out to find her wondering what was delaying her daughter on such a momentous day. Which figurative language device is used in sentence 9? A hyperbole B simile C onomatopoeia D allusion
D
In Maya Angelou's poem, "I Know Why the Caged Bird Sings," she uses examples of the "caged bird" and "free bird" to demonstrate the struggles of racial discrimination. This reference is an example of the literary element: A allegory. B onomatopoeia. C metaphor. D symbolism.
D
Night came down and broke his crown, Day came up and stole his cup. Which of the following pairs of literary devices are used in this couplet? A personification and hyperbole B hyperbole and juxtaposition C juxtaposition and internal rhyme D personification and internal rhyme
D
Where I Lived, and What I Lived For At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer's premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind; even put a higher price on it—took everything but a deed of it—took his word for his deed, for I dearly love to talk,—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat?—better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said; and there I did live, for an hour, a summer and a winter life; saw how I could let the years run off, buffet the winter through, and (1) see the spring come in. The future inhabitants of this region, wherever they may place their houses, (2) may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, woodlot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage; and then I let it lie fallow perchance, (3) for a man is rich in proportion to the number of things which he can afford to let alone. Which rhetorical device is being used in underlined phrase 1, "see the spring come in"? A metaphor B simile C alliteration D personification
D
Which of the following is an example of a simile? A and don't you think my face looks green? B my mouth is wet, my throat is dry C my belly button's caving in D my tonsils are as big as rocks
D
Which of the following would NOT be an indicator that an English language learner has reached a high oral proficiency? A Being comfortable speaking in any situation B Listening and understanding the message of most speakers C Generally speaking with accurate grammar D Sounding like a native speaker
D
Which set of pairs is made up of two words sharing a common Greek root word? A society and somatic B antibiotic and anecdote C biography and bilingual D anthropology and philanthropy
D
A dialect is different from a standard language in all of these ways except: A a dialect blends words and structures of multiple standard languages. B a dialect pronounces words differently than the standard language. C a dialect includes words not commonly accepted in the standard language. D a dialect has its own unique grammatical rules from the standard language.
A
A knowledge of Greek roots and affixes can help a study determine the meanings of many English words. Which of the following related words could be deciphered by applying this knowledge? A cryptography B codebreaker C spycraft D espionage
A
A mathematics teacher notices that her ELL students, while understanding the mathematics concepts, struggle to come up with the correct answer to longer story problems. She thinks that the stories are more difficult because the text often does not include sufficient context clues to help students understand unfamiliar vocabulary and situations. To assist students, all of the following strategies would be beneficial except: A Ask a student to read the problem aloud to the class. B Assist students in making drawings or diagrams to help them understand problems. C Provide manipulatives to help students visualize the problem. D Model a think-aloud to help students determine what information is necessary to solve the problem.
A
A science teacher lists the following words and phrases on the board - mass, charge, energy - and asks his students to predict what they are going to read about. What is the purpose of making predictions before reading a text? A Making predictions can help students make connections between prior knowledge and information presented in a text. B Making predictions can encourage students to use their creativity to think outside of the box. C Making predictions can help students to better understand and retain new vocabulary words. D Making predictions can help students to clarify information that they were unsure about.
A
A teacher believes that when students encounter words that aren't real, they are forced to rely on their knowledge of the alphabetic code, rather than memorization, to read the words. Based on this belief, she gives students a worksheet with the following poem to read aloud. 'Twas a bave day, as the goves, Did gimble in the vonk: All dovey were the sloves, And the wugs sang out "Kabonk." These sentences contain which of the following? A pseudo-words B pseudo-letters C autonyms D hyponyms
A
An eighth-grade teacher is preparing to teach a multidisciplinary unit on the Holocaust. Throughout the course of the unit, students will read about World War II in their history classes and Holocaust literature in English class. Other classes will ask students to read and reflect on handwritten letters, diary entries, and newspaper articles published during this time. Which statement best describes the advantage of using a cross-curricular unit such as this one to increase students' reading skills? A Students will be exposed to many different genres and styles of writing, repeatedly challenging them to learn new vocabulary and encounter new topics. B Students will be asked to distinguish between literary texts and content-area texts, giving them a new skill set to use when they are conducting research on the topics covered. C Students are more motivated to learn when they have student choice, and multidisciplinary units contain many different types of texts for students to choose from. D Students will be assigned a wide range of readings at all comprehension levels, making it easy for the teacher to differentiate and provide instruction at multiple reading levels.
A
Angela is an English-language learner (ELL) from Mexico. She has been in the United States for five years and has an advanced-high speaking proficiency level, but she occasionally makes grammar mistakes when speaking that she doesn't make when writing. What can the teacher do to help Angela? A promote self-corrective techniques B use scaffolds like think-pair-shares C provide her with a bilingual dictionary D teach her circumlocution strategies
A
I went to a dog-training course at a kennel in the country. The most important thing I learned was to be careful not to hyperstimulate your puppy. It's not an obvious point, so I appreciated the information. Which of the following would be most useful to a student trying to decipher the meaning of the underlined text? A knowing that the prefix hyper- means "over" B having a knowledge of dog training C using the context of the sentences around the highlighted words D understanding infinitives
A
In a tenth-grade cross-curricular science/English project, students are asked to present a scientific concept from their recent studies to third-grade students from the local elementary school. These presentations will take place as a "science fair." Students are expected to first research and summarize the important information about their topic before creating their entries for the fair. In order for the third-grade students to learn as much as possible, the tenth-grade students will need to accurately demonstrate which of the following speech benchmarks? A adjust language for context and audience B correctly use complex figurative language devices C accurately use complex grammatical constructions D use and form analogies
A
Interdisciplinary study allows students to apply the knowledge gained in one discipline to another discipline as a way to deepen the learning experience. Which of the following is not a skill that connecting ELA with content from other disciplines helps students develop? A technical skills B critical thinking skills C communication skills D analysis skills
A
Mr. Martin's sixth-grade class includes some emergent readers who are new to the country. He reads to them a story with many pictures, stopping frequently to discuss what is happening. In which way could this activity best increase the reading comprehension development of these emergent readers? A help students identify story elements and vocabulary B enhance their skills in segmentation C help students understand conventional spelling D increase their understanding of expository text
A
Mrs. Wilson has multiple students that are below grade level in their reading abilities. Which of the following is the best first step for Mrs. Wilson to take in addressing the needs of these students? A Assess each student's reading ability to determine their individual strengths and weaknesses. B Develop the students' speaking and listening skills to help improve reading comprehension. C Create small group reading instruction to help students in their reading ability. D Create a study plan to bring the students' reading abilities to grade level.
A
Ms. McGee is teaching her class about the main periods in the history of the English language. She is explaining the time when many new words were introduced from Greek and Latin, and the number of words in the English language more than doubled. Which period is she describing? A Modern English B Middle English C Old English D Contemporary English
A
The following is an excerpt from Mark Twain's Huckleberry Finn. I set down again, a-shaking all over, and got out my pipe for a smoke; for the house was all as still as death now, and so the widow wouldn't know. Well, after a long time I heard the clock away off in the town go boom—boom—boom—twelve licks; and all still again—stiller than ever. Pretty soon I heard a twig snap down in the dark amongst the trees—something was a-stirring. I set still and listened. Directly I could just barely hear a "me-yow! me-yow!" down there. That was good! Says I, "me-yow! me-yow!" as soft as I could, and then I put out the light and scrambled out of the window on to the shed. Then I slipped down to the ground and crawled in among the trees, and, sure enough, there was Tom Sawyer waiting for me. They author's use of "set down" instead of "sat down" is an example of: A dialect. B standard English. C formal language. D incorrect word tense.
A
The term vernacular means: A the everyday words spoken by a group of people living in the same area. B syllables in which you can feel your vocal cords vibrate when you say them. C easily switching between speaking and thinking in multiple languages. D the order of words in a sentence, or the set of rules for a language.
A
To assist students with informative writing, teachers should do all of the following except: A Instruct students to write using a first-person point of view to express ideas. B Lead students in guided practice with graphic organizers to assist with planning main ideas and supporting details. C Provide explicit instruction and modeling with think alouds about the writing process. D Provide rubrics with clear expectations about the components of a strong writing assignment.
A
Which of the following depicts an example of the different orthography of American and British English? A Most words ending in an unstressed -our in British English end in -or in American English. B There are hundreds of everyday words that are different in American and British English. C American English has a highly irregular orthography, while British English does not. D The dialects vary more greatly in British English than in American English.
A
Which of the following does not correctly describe an English Language Learner's skill set and level of language acquisition? A Beginner listening skills include seeking help when confused. B Intermediate listening skills include understanding key words and phrases and reading social cues for understanding. C Intermediate speakers use vocabulary that appears frequently in both social and classroom lexicons. D Beginning speakers will repeat familiar words and may remain silent or stop speaking due to lack of useable vocabulary.
A
Which of the following methods would inspire students to appreciate Homer's Odyssey while also teaching students the essential aspects of the epic poem? A sharing other mythological stories and characters with the students to provide historical context for the work B asking students to read Homer's Iliad along with the Odyssey in order to better understand the author's style C asking students to bring in lyric or narrative poems they admire to share with the teacher and other students D allowing the students to dress in costumes and perform the epic poem in skit form for the duration of the unit
A
Which of the following words has a pronunciation in the Boston accent that is the most different from standard American English pronunciation? A car B ice C pears D immunity
A
What reading skill is not expected of a 9th-grade student, but can be expected of a student by 12th grade? A analyze the structure and elements of dramatic works B critique argumentative texts with textual support C complete both short and longer research projects D determine word meanings using Greek and Latin roots
B
Which literary device is being used when words with the same starting sounds are used in a row? A personification B alliteration C onomatopoeia D simile
B
Ms. Klein has several advanced level English-language learners (ELLs) in her science class. Every day when the students enter the classroom, she has them take out their journals and respond to a writing prompt. Today's prompt is, "What is gravity?" Ms. Klein circulates around the room to view the responses. Juan, an intermediate ELL from Mexico, writes, "Gravity is the force that attracts a body toward the center of the earth." Ms. Klein thinks that Juan has memorized the definition. To ensure that he understands the concept, what can she ask him to do? Select all answers that apply. A to provide an example B to read his answer aloud for the class C to translate into his native language D to elaborate on his response
A and D
Ms. Samson has recently started a new unit with her fifth-grade science class on the plant life cycle. During class, the students were introduced to several new vocabulary words. For homework, she asks the students to complete a writing prompt describing the process of photosynthesis. What can Ms. Samson do to assist her intermediate-level English-language learners (ELLs) with this task? A give them a Venn diagram to complete B provide them with sentence frames C provide them with a list of websites they can use to access information D have them do a think-pair-share with a partner at the end of class
B
What is the greatest benefit in teaching English language learners' new vocabulary with interconnected communication rather than in an isolated format? A Students can gain a clear understanding of the definition of a word. B Students can use context clues to decipher meanings of words, providing them a context for the new word. C Students do not try to predict the meaning of words based on context clues. D Students are not overwhelmed with the many words that they may not know.
B
A high school English class is analysing the following entry from the diary of Abraham Pryme, written in 1696."I saw walking hard by me the appearancys of six men carrying a corps, uppon which, being somewhat frighted, I held my horse fast, and set forward, but saw it following of me yet as oft as I looked back. Then, having got pretty far, I looked behind me once more, and instead of the corps and men following of me I saw a bear with a great huge uggly thing sitting thereon, which thing I saw as oft as I looked. Then of a suddain it disappeared in a flash of fire, which made my horse leap out of the way and through me just when I had got to town end." Which of the following portions of the text depicts a change in orthography from the form of English that we commonly use today? A "sitting thereon..." B "I saw a bear with a great huge uggly thing..." C "I saw walking hard by me..." D "...just when I had got to town end."
B
A science teacher is trying to incorporate more ELA skills in his class. After reviewing the topic together, he provides students with a worksheet to practice what they've learned. Some of the questions on the worksheet include: Is a neonate a tiny baby or an old person? If a mixture is heterogeneous, does it contain one or many elements? Is a microorganism large or small? Does a diatomic element consist of one, two or three atoms? What topic is he most likely to have taught the students at the start of the lesson? A root words B prefixes and suffixes C parts of speech D irregular nouns
B
A standard language is the language: A labeled as the country's official language by the government. B utilized and accepted by formal institutions, like governments. C most often occuring in pop culture and the media. D spoken informally by the majority of the population in a country.
B
A teacher wants to provide supplemental reading material for an upcoming presentation. Which of the following questions should the teacher ask first in evaluating possible supplemental materials? A Are the materials able to be used for multiple lessons? B Is the material consistent with the students' comprehension and skill levels? C Are the materials of interest to the majority of the students? D Will students require additional material after reading?
B
An English learner at the beginning level of language proficiency is not yet able to: A use basic greeting and leaving expressions. B write simple sentences using the past, present, and future tenses. C speak using high-frequency words and phrases. D read in short chunks with visual cues.
B
An English teacher has her ELL students write a persuasive paper on a school policy they feel should be changed. The students choose to offer more juice options in the school vending machine. In writing the essay, which of the following strategies would be the most effective for supporting their argument? A Describe how the change could affect future students. B Explain how other schools have implemented similar changes and highlight the positive effects in those specific campuses. C Explain how their family and friends support the policy change. D Explain why the current vending machine offers the drinks options it currently does.
B
An eighth-grade teacher is trying to help her intermediate English-language learners meet the reading objective of understanding words and language structures necessary for constructing meaning in English. Which of the following activities would be most appropriate for her intermediate ELLs? A answer an open-ended question about the real-life application of information provided in a text B a two-sentence cloze-format question with strong visual support and simple vocabulary C a multiple-choice question to select the English word pictured D a cloze-format question about academic vocabulary pertaining to a content-based text that is several sentences
B
How can a teacher best use reading to foster cultural awareness in their classroom? A Ask students to write about their own lives and share their writing with classmates. B Deliberately choose reading materials that explore a wide variety of cultures. C Only assign independent reading that is culturally familiar, but occasionally choose books about unfamiliar cultures to read aloud to the class. D Let students choose their own reading materials.
B
Marcos, an ELL from Colombia, is struggling to read and write at the same level as his peers. One reason for this could be: A He is younger than his peers, and literacy skills are more difficult to develop when young. B He is lacking oral language skills, which are necessary to develop his literacy skills. C It's common for native Spanish speakers to struggle more than their peers with literacy. D His phonetic awareness in Spanish doesn't translate to English as well as other languages do.
B
Melancholy /ˈmelənˌkälē/(noun) a feeling of pensive sadness, typically with no obvious cause(adjective) having a feeling of melancholy; sad and pensive. Which of the following words shares a root word with the word described in the dictionary entry? A enamel B melatonin C avalanche D monopoly
B
Mr. Driscoll is worried about Kai, an English-language learner (ELL) from Brazil. Kai is at the beginning level of language proficiency in speaking and doesn't participate in classroom conversations. Even when Mr. Driscoll asks him a question directly, Kai doesn't say anything. What should Mr. Driscoll do? A teach Kai circumlocution strategies B respect Kai's silent period C provide Kai with sentence stems D assign Kai an oral presentation
B
Mrs. Swanson uses the following scaffolding strategies to foster the development of academic language skills of her English learners: - She modifies texts to avoid overly-complicated language.- She adds a key with short definitions of challenging words.- She leads the students with guided questions.- She provides sentence starters that model the correct use of the language. Based on her scaffolding choices, what level are her learners most likely to be? A advanced B intermediate C elementary D beginner
B
Ms. Burnett is leading her biology class in a discussion on genetics. Ms. Burnett poses a question to Silvia, an intermediate English-language learner from Mexico. Ms. Burnett: Why is it important to understand genetics? Silvia: Well, some disease are genetic. So, if we know a disease that our family have, we can make less risk. Which of the following is the best way for Ms. Burnett to respond to Silvia? A "Good job, Silvia. Remember to use the plural form of disease after the determiner, some." B "That's right. If we know that a disease is in our family genes, we can change our behaviors to lower our risk." C "OK. Can another student explain what Silvia means by her response?" D "I think you mean some diseases are genetic, and if we know the diseases that run in our family, we can lower our risk."
B
Which of the following activities would best allow a high school English teacher to integrate curriculum? A Develop a writing prompt and provide copies to all of the grade level teachers, explaining that students may choose to respond to the prompt for bonus points. B Select a novel set in the same time period students are currently studying in their history class and incorporate information on historical figures and events into discussion of the novel. C Create a list of vocabulary words for The Crucible and ask the science and math teachers to give students warm-up quizzes on the definitions of these words. D Plan a unit of instruction for Othello that includes reading comprehension, diction, and writing components.
B
Which of the following areas of language development are most likely to be influenced by the sociocultural background of a child? A the length of time necessary to master public speaking B the manner in which the child presents and organizes oral narratives C the ability to write stories D the ease of learning new vocabulary words
B
Which of the following is an example of code-switching? A Students texting to each other in code so that only they can understand the meaning of their messages. B A student speaking an informal dialect with friends and a more formal dialect with the teacher. C Teachers replacing impolite or obscene words with alternate expressions that are more acceptable for classroom discourse. D A teacher having the ability to speak English and Chinese.
B
Which of the following is the most important information to learn when teaching struggling readers? A the recent language arts grades of each student B the extent of each student's prior knowledge of reading C the type of subject each student prefers to read D the attention span of each student
B
Speaking skills are important for which of the following reasons? Select all answers that apply. A Skilled speakers are often better listeners. B Speaking can help students gain a stronger understanding of concepts. C Speaking frequently can help students to improve their understanding of different perspectives. D Skilled speakers are often better readers and writers.
B and D
"It's raining cats and dogs out there!" Mabel said, running inside from the backyard. The flower beds were filled with water, and the thunder forced the family's outside cats inside for comfort. "I hope you brought the lawn equipment inside," Daniel said," peering outside to study the downpour. In order to determine the meaning of the underlined phrase in the excerpt above, a student would benefit from vocabulary instruction in which of the following areas? A dialogue B metaphors C idioms D similes
C
A 10th-grade social studies teacher is teaching a unit on the Industrial Revolution. As she is reading an excerpt from the text about factories and the development of the assembly lines, she uses a think-aloud strategy. This strategy is typically used to assist English-language learners with which of the following? A organizing expository writing pieces B understanding correct syntax C constructing meaning from a text D pronouncing difficult words in a text
C
A bilingual teacher keeps an anchor chart on cognates and false cognates in English and Spanish. Throughout each lesson, students are encouraged to note any cognates and false cognates they come across to add to the anchor chart. As part of today's lesson, she encourages her students to use the anchor chart to assist them as they read a short passage in L2 and write about what they read. What is the purpose of using cognates in this activity? A Cognates help students identify more cognates. B Cognates help to improve students' writing. C Cognates help students to turn texts into comprehensible input. D Cognates help students to analyze word parts.
C
A teacher has several intermediate-level English-language learners in her class for the first time. She is planning to introduce a text in class and wants to ensure that the ELLs are able to follow along. She asks the ESL teacher for advice, and the ESL teacher suggests: A limiting texts to environmental prints, such as logos, signs, and labels. B using grade-level text and pre-teaching abstract vocabulary words. C selecting high-interest texts with common vocabulary. D assigning research topics that are content-specific.
C
A teacher notices that her students are struggling with their writing assignments. Many students seem to follow the same format, regardless of the prompt she gives. She decides to teach her students about the difference between a few organizational text structures, namely compare-contrast, problem-solution, and descriptive. As a result, her students should benefit in all of the following ways except: A Students will better understand the way portions of text relate to one another. B Students will be able to approach a text with an understanding of what information should be presented in the text. C Students will be better at offering reasons, facts, and sufficient evidence to support a claim. D Students will know what signal words and phrases to use to guide them in their writing.
C
A team of teachers is hoping to create a new interdisciplinary project for their 8th-grade students. The project should include components to be completed in history, science, and language arts. Which project below would be the best choice for the teachers to assign? A Write a short story where a historical scientific figure has been transported to modern day. B Watch The Hunt for Red October and write a comparison piece between true historical events and how they're portrayed in the film. C Give a speech about a famous scientist and his contributions to society as well as demonstrate an experiment or discovery made by the scientist. D Work with a partner to create a timeline of important scientific advances during a specific time period.
C
An ELA teacher is having trouble motivating one of her English Learners (ELs) to read the current novel. He moved to the United States a few weeks ago and has an Advanced proficiency level. Which of the following is a likely reason for the student reluctance? A The student was not required to read in his native country. B The student feels the grade-level vocabulary is too difficult. C There is cultural bias throughout the text. D The text hasn't been adapted for the student.
C
An ESOL teacher has read a writing sample from a new ELL. The student can present his thoughts in an organized manner that is easily understood. He can use the most common grammar structures, but some errors are present. The ESOL teacher may deduce that the student is at what stage of writing? A emergent B beginning C intermediate D advanced
C
English Language Learners benefit most from comprehensive reading instruction rather than learning aspects of reading in isolation. Which of the following is an example of comprehensive instruction? A a vocabulary worksheet B direct instruction by the teacher C continuing a reading lesson with a writing activity D an instructional video over an instructional activity
C
From which of the following languages does the word "library" derive? A Old Norse B Greek C Latin D Old English
C
Mr. Duke wants to break his class into small groups for a discussion after a multimedia presentation. Mr. Duke has multiple English language learners in his class. Which of the following is the most important criterion for placing English language learners into groups? A Create homogeneous groups of similar academic abilities. B Make sure the English language learners are placed in the same group so they are comfortable speaking and sharing ideas. C Make sure the English language learners are placed into various groups to promote vocabulary development. D Create heterogeneous groups of similar academic abilities.
C
Mr. Long begins the day by asking students to discuss what happened over the weekend. While Ethan is sharing with the class, Mr. Long hears him say, "I ain't gonna go to the beach no more." It is common in the area for adults to use "ain't" and "gonna" in their speech patterns. How should Mr. Long correct Ethan's speech and promote the use of Standard English in the future? A Have Ethan rewrite his speech using Standard English. B Give a mini-lesson on Standard English vs. Dialect/Slang to the whole class, specifically targeting "ain't" and "gonna." C Review the expectations of speaking formally to the class and that they include the use of Standard English. D Stop Ethan mid-presentation and make him say the sentence again in Standard English.
C
Mrs. Aragon is getting ready for her next reading unit activities which will involve more speaking and writing. Some of her ELLs have a beginner level of English proficiency. Which activities would be better for her ELLs when studying about authors? A taking short multiple choice exams covering each author discussed B participating in group discussions about the authors C using graphic organizers and sentence stems to talk about authors D doing research about an author and presenting it in front of class
C
Mrs. Ling, a sixth-grade English teacher, is introducing an instructional assignment to promote her students' writing skills. Before she provides the writing assignment, she asks each student to think of a person they view as a role model and then list five characteristics they like about their role model. Once each student has completed the activity, she instructs her students to construct a three-paragraph essay about what makes a good role model. Which of the following is the most beneficial reason for the teacher to ask each student to list five characteristics of their role model? A It allows each student to write about something they want to write about. B It stimulates the students' creativity and gives them a beginning outline for their essay. C It allows the teacher to identify a foundation to help the students begin their writing activity. D It promotes students' creativity outside the structure of a classroom activity.
C
Ms. Bruno is playing a trivia game with her science class in preparation for their upcoming exam. She puts the students into small groups and gives each group a bell to ring. She prepares a series of questions. The first group to ring their bell and answer each question correctly gets a point. The group with the most points at the end of the class receives a prize. There are some advanced level ELLs in her class, and she notices that the groups with the ELLs don't have nearly as many points as the groups composed of their native English-speaking peers. What is most likely to be causing this? A The ELLs can't understand the questions without extensive linguistic support. B The ELLs don't work well with their native English-speaking peers. C The ELLs require more time to process information. D The ELLs have limited knowledge of the content.
C
Ms. Smith is a reading specialist for Hendricks Middle School. During the first week of school, she is assigned thirteen students who need assistance with their literacy development. Which of the following would be the best first step in developing a positive relationship with the students? A Conduct a parent-teacher conference with each student's parent individually to discuss the upcoming school year and the reading objectives for their child. B Discuss each student's attitude towards school with their peers. C Meet with the students to introduce herself and discuss, in an informal manner, their perceptions towards school and reading. D Discuss each student's academic ability with their previous teachers.
C
Read the excerpt and answer the question below. "The brightness of Juliet's cheek would shame those stars, As daylight doth a lamp; her eyes in heaven Would through the airy region stream so bright That birds would sing and think it were not night" From "Romeo and Juliet," by William Shakespeare, Act 2. Which literary device is used in this excerpt? A allegory B simile C hyperbole D metaphor
C
Since the introduction of texting and other forms of informal, immediate communication, more and more people are using shortened forms of words and phrases to get their message across more quickly. Which of the following does this affect the most? A morphology B phonology C orthography D semantics
C
Which of the following sentences is an example of a British dialect? A "Give me an order of pancakes with extra syrup." B "Vegemite toast for brekky!" C "Do you want a sarnie or bangers and mash?" D "Get me a pop and a beaver tail from Timmies, eh?"
C
Which of the following words is derived from the prefix "pan-" which means "all" and comes from the Greek language? A pancakes B pander C panorama D pants
C
The word root "demo" comes from the Greek word "demos." In which of the following words does "demo" convey the Greek meaning? Select all answers that apply. A demote B demolition C demographic D democracy
C and D
A high school ESL teacher is struggling to find new ways for her advanced English-language learners (ELLs) to demonstrate their comprehension of increasingly complex English texts. After every reading assignment, she asks them to independently respond to questions about the reading. What's another way the students can demonstrate their comprehension? A taking notes while reading B writing in a journal every day C creating sentences using new vocabulary D retelling or summarizing text
D
A math teacher is introducing his students to the Pythagorean theorem and how to use it to solve mathematical and real-world problems. He uses the Frayer model and provides students with a definition, some facts and characteristics, and examples and non-examples of the theorem. What is this an example of? A a word web B a concept map C a nonlinguistic representation D semantic mapping
D
A middle school English teacher is concerned because her students often miss key pieces of information because it seems as if their minds are wandering elsewhere during her lectures. What could she do to rectify this? A Quiz the students at the end of each lecture. B Speak more slowly and focus on her articulation. C Add more visual content to her lectures. D Have students take notes and share their notes with a partner.
D
A student has fragile emotions and is sensitive to criticism on writing assignments. Which of the following approaches could the teacher use to make the student feel comfortable receiving feedback? A making notes on the student's paper using standardized proofreading marks B pairing the student with another sensitive student for a peer review activity C writing feedback directly on the writing rubric after reviewing the piece D posing reflective questions to the student based on the writing rubric
D
A student named John is having trouble understanding his new classmate, Joe, because of a difference in dialect. Which of the following situations depicts this scenario? A John asks Joe why he was late, and his reply sounds like, "My dad's cah got a flat taar." ("My dad's car got a flat tire.") B Joe speaks in a quiet voice with mumbled speech when he is nervous. C John asks Joe a question, and Joe replies with a stutter, making it difficult for John to understand his response. D Joe asks John, "Are y'all fixin' for some lunch?" (Are you ready for some lunch?)
D
An ELL student who is new to the United States might be surprised to learn that people use different words to describe the same thing, such as yard sale vs. garage sale, tennis shoes vs. sneakers, and garbage can vs. trash can, across the country. These differences in word choice can be attributed to variations in: A phonology. B semantics. C discourse. D dialect.
D
An English teacher is reading Tuck Everlasting, by Natalie Babbitt, with her sixth-grade class, and some of her students seem unmotivated to read. All of the following activities would be likely to increase student engagement except: A Having the students act out a court room scene, in which students try Mae for the murder of the man in the yellow suit. B Having the students write letters to characters in the book encouraging or discouraging them to drink the water based on their opinions about the benefits of eternal life. C Making pancakes for students to enjoy while reading aloud the scene in which Winnie and the Tuck family share a pancake breakfast. Then, have students act out parts of the scene. D Having the students read at home, where they are able to find a quiet, comfortable setting.
D
As a social studies teacher, one activity Mr. Howell asks of his English language learner students is they write a familiar historical event in their native language, translate what they wrote to English, and then read the English description aloud. The greatest benefit of this activity for the student is that: A they can control the pace of their learning to suit their needs. B they are able to practice reading English aloud. C they become more familiar with important historical events. D they increase their ability to translate their native language to English.
D
In which region of the United States do residents pronounce the English word "fog" as "fahg"? A Southern region B Western region C Appalachian region D Northern region
D
Millie and Johana are both sisters from New York visiting a small town in Texas with their grandmother. The girls are leaving a restaurant and the waiter says, "Y'all have yourselves a good day, ya hear." Millie turns to Johana and asks "What did he say?" As they walk down the street, a woman looks up, says "howdy," and smiles at them. In this scenario, the sisters interact with which of the following language types? A jargon B vernacular C Spanglish D dialect
D
Mr. Rogers class is studying a unit on law, and they watch a video with the following dialogue: Lawyer 1: "I object." Judge: "Your objection is overruled. Please proceed."Lawyer 2: "Thank you. Witness, can you please resume the stand?" The ELLs might have trouble understanding the dialogue due to: A the language register. B the dialect variation. C the code-switching. D the jargon.
D
Mrs. Glass, a new teacher, notices the literature that the English language learners are required to read has many difficult words. She discusses the situation with her mentor teacher, who has been teaching English language learners for many years and is experienced with the laws and requirements for English language learner education. Of the following, what is the most appropriate response by the mentor teacher? A The teacher should provide supplemental literature that contains words familiar to the students. B The teacher should rewrite the text to shorten the difficult words to make the literature more understandable for the students. C The students should highlight the words they do not know and look them up in a dictionary. D The teacher should work with the students to help explain the meaning of the words so the students are exposed to a wide vocabulary.
D
Of the following, the greatest advantage of interdisciplinary instruction is that: A students are taught in a comfortable, accepting class environment. B students are given greater flexibility during lessons and activities. C students are likely to develop an interest in a variety of topics or subject areas. D students are given opportunities to apply new knowledge in multiple contexts.
D
Samar is a student who recently moved from India to the Gulf Coast of Alabama in the United States. His native language is Hindi, but he also learned English in school and considers himself proficient in both languages. He is surprised to find that he does not always fully understand what his teachers and classmates are saying. Samar's gaps in understanding are likely due to variation in: A pragmatics. B register. C syntax. D dialect.
D
The Latin word for house is casa. Which of the following English words also derives from the Latin word casa? A causeway B castle C cascade D casino
D
To encourage speaking in the classroom, teachers should do all of the following except: A Use various modalities, like whole classroom or small group discussions. B Ensure that students are supported to talk, and ideas are not dismissed when incorrect. C Make speaking activities a regular occurrence, as an expected part of classroom activities. D Call on students randomly so that they are always ready to spontaneously speak.
D
Upon this, the parish authorities magnanimously and humanely resolved, that Oliver should be 'farmed,' or, in other words, that he should be dispatched to a branch-workhouse some three miles off, where twenty or thirty other juvenile offenders against the poor-laws, rolled about the floor all day, without the inconvenience of too much food or too much clothing, under the parental superintendence of an elderly female, who received the culprits at and for the consideration of sevenpence-halfpenny per small head per week. Sevenpence-halfpenny's worth per week is a good round diet for a child; a great deal may be got for sevenpence-halfpenny, quite enough to overload its stomach, and make it uncomfortable. Which literary device is utilized by the author to describe where Oliver will be sent in the second paragraph? A repetition B allusion C satire D metaphor
D
Which of the following activities would be most effective in practicing a student's receptive language skills? A Have students edit and provide verbal feedback on one another's writing. B Provide students with a word bank or picture dictionary to help them put their thoughts into words. C Have students fill in sentence stems or paragraph frames before a group discussion. D Have students read along with the transcript of an audio clip they are listening to.
D
Which of the following best explains why learning English as a second language is easier when the person already knows a historically-related language? A Pronunciation is similar and thus it is easier to hear the pronunciation of irregular words. B Prefixes and suffixes in English are likely to be similar as with the person's first language. C Social conventions and colloquial sayings are easy to remember and understand. D Many words and roots of words are likely to have similar spellings and meanings.
D
Which of the following characteristics do the words "revolution" and "revolver" share? A both have the same number of phonemes B both words are free morphemes C both have the same number of syllables D both are derived from the same Latin root word
D
Which of the following characteristics would an advanced reader demonstrate? A They focus on the relationship between a letter and its sound B They can read in multiple languages C They focus only on using visual clues to infer meaning D They focus on obtaining meaning from the text
D
Which of the following is an example of code-switching? A an eccentric linguistics professor speaking a different language every day of the week B a prisoner using code to get a message out with a visitor without alerting the guards C a lawyer using difficult words to influence a jury D a boy speaking formal English in class and informal English with his friends after school
D
Which of the following statements describes the difference between connotation and denotation? A Connotation is used to refer to words that give you a negative feeling, and denotation is used to refer to words that give you a positive feeling. B Connotation is the dictionary definition of a word, and denotation is the way the word makes you feel. C Connotation is used to refer to words that give you a positive feeling, and denotation is used to refer to words that give you a negative feeling. D Connotation is the way the word makes you feel, and denotation is the dictionary definition of a word.
D
Which of the following terms best describes the native language or dialect of a specific group of people? A slang B home language C language D vernacular
D
