ESL TEST 2

A content-based ESL teacher is writing a lesson about natural resources. While developing her lesson for the English language learners in her class, she knows certain things cannot be compromised. What does she need to keep in mind when creating the lesson? ELLs must be exposed to grade-level content. ELLs should be given authentic reading assignments. ELLs should have access to special content resources. Content learning is more important than language learning for ELLs.

A

A teacher uses simple sentences and familiar vocabulary to instruct the class. Which type of students would particularly benefit from this style of instruction? English language learners (ELL) students with specific learning disabilities students with hearing impairment high-achieving students

A

A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them to learn the vocabulary words? Select all answers that apply. pair the vocabulary word with a picture and simple definition provide translated versions of the vocabulary words have students read an abridged version of the novel in their native language(s) allow the students to listen to snippets of an audio version of the novel

A,B

When communicating student exam results to stakeholders, it's important to ensure that they have a clear understanding of the context, methods, and results of the assessment data. This includes which of the following? Select all that apply: Select all answers that apply. why it was assessed how it was assessed . what the performance indicates what was assessed

A,B,C,D

An elementary student learning a second language differs from an adult learning a second language. The adult is more likely to do which of the following? focus less on vocabulary and more on pronunciation compare the rules and language structures of L1 and L2 imitate words and phrases spontaneously practice communicating without intimidation

B

In order for ELLs to be successful, they need to acquire both basic interpersonal skills (BICS) and cognitive academic language proficiency (CALPS). Which is an example of an activity that focuses on CALPS? teacher having a face-to-face conversation with a student about their family students discussing an article they read students giving walking directions to a peer students developing skills in introducing friends

B

Last year, a high school hired a new programming director, who introduced many different programs to students, both before and after school hours. At the end of the year, the teachers at the school noted that their ELL students seemed to have higher self-esteem than in past years. Which of the following programs might have caused this effect? a career fair, in which students were introduced to different companies and jobs in their town a series of multicultural events that introduced students to different cultures and backgrounds through food, music, and games a peer-tutoring program where struggling students are matched with peers who excel in specific subject areas for homework help a school baseball league, in which students competed against their classmates in a series of friendly games during lunch

B

Mr. Lubrano teaches eighth-grade social studies. He begins an economics lesson by organizing students into heterogeneous groups. He assigns each group a prereading activity to be used with the textbook. As they read in their groups, the students are instructed to create a list of target words. Later in the lesson, they will define the words and discuss as a group.This activity fulfills a language objective because it gives the ELLs the opportunity to: self-monitor their English proficiency. practice English as a means of expressing their ideas. interact socially with peers. experience motivation that results from teamwork.

B

Mrs. Davis is teaching her students how to use parallel structures in their writing. Her instructional activities would fall under which of the following topics? phonology conventions of English morphology semantics

B

A biology teacher with ELL students who are mostly advanced and advanced-high planned a lesson using a podcast as opposed to his traditional biology materials. In what ways is authentic context beneficial for ELL students? Most authentic materials use simple vocabulary, making them easier to understand. Authentic materials always include information relevant to ELLs and are often inclusive of all cultures. Materials based on authentic context offer examples of language used in everyday situations. All levels of proficiency can be met by using authentic materials.

C

A class contains students of diverse cultural backgrounds, English language levels, and some students with disabilities. This is an example of a(an): pull-out model. self-contained model. inclusion model. transitional bilingual education model.

C

For a reading comprehension test, a middle-school teacher has selected a passage on the history and traditions associated with Thanksgiving. Which of the following should the teacher do to ensure that the passage is appropriate for his intermediate-level ELLs? Ensure that the passage is accompanied by a translation in the student's native language. Ensure the passage contains only one tense. Ensure the passage doesn't contain any cultural content that might bias the test against ELLs. Ensure the passage doesn't contain any figurative language.

C

Mr. Henry teaches class with ELLs from all over the world. On one of the worksheets there is a sentence that reads, "Jose had two arepas in his house." Mr. Henry changes the sentence to read, "Jose had two arepas for lunch." Why does Mr. Henry change the sentence? to avoid a prepositional phrase to simplify the sentence to avoid cultural bias to make the sentence more realistic

C

Thoughtfully prepared lesson plans should include meaningful and authentic L2 activities that integrate concepts (letter writing, models, simulations) with opportunities to practice language (reading, writing, listening, and speaking). These are essential components of an ELL instructional plan because: they clearly explain academic tasks. they include a variety of question types that promote critical thinking. they support students' content mastery and L2 proficiency. they scaffold instruction for mixed-proficiency ELLs to include L1.

C

Niko is an English learner from Germany. He arrived in the US with a strong knowledge of English, and after a year he is close to native language fluency. Which of the following characteristics is Niko likely to display? He has advanced cognitive language skills, but does not yet perform at the same academic level as native-speaking peers. He communicates well, but might often become overwhelmed when communicating in English all day. His vocabulary is near that of native speakers, but he still translates everything from German. He has high levels of comprehension, but may not understand all academic language.

D

School districts should be expected to do all of the following to encourage the parents and guardians of English learners to become more actively involved in their children's education EXCEPT: create opportunities for parents to engage in sharing their home cultures and their own expertise with students at the school. provide resources in many different languages and encourage parents to continue the use of the first language at home. educate parents on the structure of the US school system and all of the rights that they have as parents of ELL students. send written updates to parents regarding student progress at the end of each week.

D

Which of the following theorists developed the concept of cognitive academic language proficiency (CALP)? BF Skinner Noam Chomsky Stephen Krashen Jim Cummins

D

What best describes the oral responses ELLs make during the early production stage of second-language acquisition? labeling items, naming, and choral response stating opinions, debating, and defending drawing, gesturing, and pointing recalling, creating sentences, and asking questions

A

An ESL teacher is monitoring students while they complete the reading part of Texas English Language Proficiency Assessment System (TELPAS). This assessment is used to determine the progress ELLs make during each academic year. Which type of assessment is TELPAS? informal assessment diagnostic assessment formative assessment summative assessment

D

A social studies class that includes ELLs are learning about different civilizations in North America. At the start of class they read an article about the Aztec civilization. Then, the students do a think-pair-share activity, where students are given time to reflect on the question asked, discuss it with a partner, and share it with another paired group. They are asked, "Why did the Aztecs create pyramids?" Based on the think-pair-share activity above, what kind of resources would an ELL student need if they are in the preproduction stage of second language acquisition? modified question prompt and keywords with visuals and a paper to draw on a worksheet with a summary of the Aztec culture a graphic organizer to compare and contrast opinions sentence stems to start a sentence and speak

A

Aida is an ELL student from Iran. Mr. Bruno, her ESL teacher, is bothered by the fact that Aida looks down and doesn't make eye contact with him when he is giving her feedback. He noticed that eye contact doesn't seem to be a problem with her classmates. What is most likely to be the cause of this behavior? Aida's culture might believe it's impolite to make eye contact with a person of authority. Aida might have a visual impairment making it difficult to make eye contact. Aida might not be interested in what Mr. Bruno is telling her. Aida might have trouble hearing what Mr. Bruno is saying.

A

An English teacher is teaching his class how to write persuasive essays. In his class there are some English language learners. To assist these learners, he models abstract and technical writing before giving them their assignment. What English language level is this strategy most appropriate for? beginning-level ELLs lower-intermediate-level ELLs intermediate-level ELLs advanced-level ELLs

D

An ELL named Fabien stated, "Man, I want one of those!" to his peer when a parent volunteer began passing out cookies at the holiday party. When the parent approached his desk he said, "May I please have a cookie?" The difference between how Fabien spoke to his peer and how he spoke to the volunteer demonstrates competence in the area of: register. syntax. morphology. semantics.

A

All of the following is true about the Sheltered English Language Model except: students are actively engaged for 60% of the lesson. there are eight key components of each lesson. concepts can be clarified in L1. different tools are used to adapt content to all levels of student proficiency.

A

In order to best develop a second language, a student should: use his first language as little as possible. translate everything from his first to second language. continue to learn about and develop his first language. stop developing his skills in his first language.

C

Mrs. Richardson wants to make sure she is effectively teaching all the components of a word and how to sound them out correctly. In order to accomplish this, it is necessary for Mrs. Richardson and all ESL teachers to use their knowledge of: morphology and phonology. phonology and syntax. pragmatics and discourse. prefixes and suffixes.

A

An ESL student writes the following in his descriptive essay for his English literature class. "Tom is my best bud. He's the coolest bro I know. He lets me use his stuff whenever I want because he's nice like that." After evaluating his writing, his teacher determines that he would benefit from further instruction in: morphology. punctuation. register. semantics

C

Lukas, an ELL from Germany, arrived in the US about a month ago. His ESL teacher noticed that he often seems nervous or frustrated. Just this week, Lukas has expressed a desire to return to Germany almost every day. What could be a probable cause of this behavior? culture shock cultural assimilation acculturation cultural bias

A

Mr. Keogh, a high-school chemistry teacher, notices that his ELLs are having trouble understanding what to do in an experiment. Which of the following strategies would be an effective way to help the students? showing the students a diagram depicting the steps they need to perform providing the lab procedure translated into each student's native language asking the students to read the lab procedure in advance at home so they have additional time to digest it pairing the student with a partner who is proficient in English and has a strong understanding of the content

A

Mrs. Burns is a first-year ESL teacher teaching seventh-grade students. She is doing her best to create a culturally responsive classroom, but she has made a mistake. Which of the following should she should NOT be doing? She creates a competitive atmosphere in the classroom to motivate students. She regularly groups students with different classmates, encouraging cultural discussions. She tries her best to learn about students' families, cultures, and interests. Before each unit, she asks the students questions to gauge their prior knowledge on the topic.

A

Henri is an ELL student from France. Henri's teacher has observed that he likes to read out loud to himself and he often repeats what she says in his own voice. He isn't afraid to speak up in class and always performs well on listening tasks. According to these details, Henri's teacher can infer that he is a(n): auditory learner. linguistic learner. visual learner. kinesthetic learner.

A

In a very diverse class, the teacher notices that some students from the same culture are eager to help others before ensuring they have finished their work. This may be due to cultural impact on: interactions. confidence. habits. education.

A

Mrs. Brunson notices many of her English language learner students understand the beginning of what she says, but they become lost as she progresses in her lectures. She decides it will be helpful to pause as she speaks. What is the most appropriate time to pause during her instruction? after every sentence after every third word after every complete thought after every difficult word

C

An ESL teacher has a class of elementary students with a wide range of English levels and abilities. Which of the following is an appropriate way for the teacher to differentiate lessons in response to the variance among students in the classroom? ​​using tiered activities through which all learners work with the same important understandings and skills but proceed with different levels of support or complexity allowing students to choose the lesson that they find the most interesting from a few different lesson options giving a lesson and then pairing lower-level English speakers with more advanced speakers to complete follow-up activities and assessments providing content to students in their native language for them to use for optional support

A

During a recent teacher observation, an administrator takes note of effective teaching practices evident in a fourth-and-fifth-grade multi-age classroom. Specifically, the teacher provides hands-on materials and manipulatives for students to practice new concept knowledge. The teacher also integrates activities for students to apply content and language (L2), allowing students to work with partners before working alone. The effective teaching practices in this classroom are considered: the practice/application component of the lesson. the review/assessment component of the lesson. the building background component of the lesson the comprehensible input component of the lesson.

A

Ms. Martin, an ESL teacher, distributes the following quiz to her ESL students. She tells them they will circle the words they hear. FAN or VAN PET or NET PAN or CAN She allows students to look at the quiz for several minutes. Ms. Martin then says one of the words for each number. After they complete the quiz, she collects their papers and they discuss the answers. The primary goal of the quiz is to measure the students': ability to distinguish between phonemes. ability to distinguish between long and short vowel sounds. listening comprehension level. understanding of homonyms.

A

Ms. Wright is preparing to teach a history lesson to her class, which includes English Language Learners. She planned the lesson to include the reading of a nonfiction passage and a class discussion. Which of the following is not an appropriate linguistic accommodation to use for her ELLs to be successful throughout the lesson? provide the passage in the students' native languages provide a graphic organizer to sequence the events pre-teach academic vocabulary in context teach students non-verbal cues to use to indicate breakdowns in understanding

A

To assist ELL students with their lack of familiarity with specialized language and vocabulary, which of the following techniques can be used? activating students' background knowledge prior to reading and listening activities building a personal relationship with each student that helps to build trust providing students with an English language dictionary and a notebook to write down definitions placing students in homogeneous groups for conversation activities

A

To encourage an appreciation for diversity, a teacher wants to design a cultural activity. Which of the following will best help students appreciate their own culture and those of others? Ask each student to research a family or cultural tradition they celebrate and then present the findings to the class. Create a center with diverse books and cultural activities for students to visit when they have completed work. Choose five significant cultural activities and have groups of students research and present a project on them. Ask parents to do a presentation that students watch.

A

What happened in 1965 that caused a larger number of Asian and Latin Americans to enter the US and in turn, created more of a need for bilingual education? The Immigration and Naturalization Act was passed. The Lau Remedies were introduced. Title VI of the Civil Rights Act was introduced. The Equal Education Opportunities Act was passed.

A

Which court case set criteria to make certain that school districts were meeting the needs of ELL students as measured by research-based, resourced, and effective practices? Castaneda v. Pickard (1981) Lau v. Nichols (1947) Gideon v. Wainwright (1963) Plyler v. Doe (1982)

A

Which of the following is NOT a sufficient reason for assigning a student a failing grade in a social studies course? The student did not demonstrate acceptable English proficiency The student did not show any progress in content knowledge for the grading period The student did not turn in homework assignments and routinely failed assessments The student did not demonstrate an acceptable content knowledge

A

Which of the following statements supports Krashen's natural order hypothesis? Language learners learn the present simple tense before they learn the past simple tense. Language learners will acquire language naturally if teachers provide enough comprehensible input. Language learners use previously acquired linguistic competence in their L1 to learn L2. This statement is not supported by the natural order hypothesis.

A

Which of the following will best help ELLs with academic language development while learning new content? Giving students opportunities to listen, speak, read, and write about the content at their current level of English, while gradually increasing complexity. Giving students opportunities to work with a partner and write a report about what they learned throughout the unit. Providing students with English books to read independently, while gradually increasing the reading level. Providing students with a page of notes at grade level and reading the notes to them so they can understand.

A

Which student would benefit from the use of a graphic organizer? Select all answers that apply. Carolina, an intermediate-level ELL, who is struggling to organize her ideas for a writing assignment . Nicola, an intermediate-level ELL, who is having trouble with his intonation patterns in speech Kevin, an intermediate-level ELL, who is having trouble taking notes during a video lesson Francisco, an intermediate-level ELL, who is displaying behavioral issues in class

A,C

Mr. Bernstein is introducing the concept of synonyms and antonyms to his ESL class. He provides them with a text and asks them to underline some words that they can replace with synonyms. What is Mr. Bernstein helping the students to improve their knowledge of? grammar semantics syntax phonology

B

Mr. Klout has several students in his class that are very self-conscious when speaking and worried about making mistakes. They are reluctant to participate in class discussions. How can Mr. Klout lower the affective filter in his classroom? He can require students to give presentations once a week. He can model the correct use of the language instead of correcting every student mistake. He can provide students with more writing assignments to be completed at home. He can pair students with their more confident peers to learn from them.

B

Mr. Ramirez received a new student in his bilingual class that has a strong academic background. His new student, Julio, has only been in the United States for six months. Throughout the first two months of school, Mr. Ramirez noticed that Julio only smiles or nods during whole group instruction or small groups when discussing content in L2. He also observed that when Julio is outside or at lunch, he speaks Spanish well and will attempt English with his friends. What can Mr. Ramirez do to help out his student? monitor his progress and wait for his student to tell him he wants to learn L2 create a low anxiety environment by pairing students when working on content in L2 give students tasks to complete during lunch and recess randomly call on students to answer questions in front of class in L2

B

Mr. Rodriguez always thinks aloud when solving problems in his class, and he encourages learners to do the same when they are performing a difficult task. He likes to pair students, have one student think aloud and the other student listen and point out any errors in their thinking. He believes that this results in increased student self-awareness during learning. What learning strategy is Mr. Rodriguez using to promote student development? activating prior knowledge metacognition reciprocal teaching graphic organizers

B

When teaching English to ELLs, Mr. Thompson introduced a series of vocabulary terms for the new science unit. He had the students write down the definitions while he spoke and noticed some were understanding the information but had many errors on their page. Afterward he decided to pair the ELL students with non-ELLs to read their partner's work, discuss what they had written, and relate it to a personal experience. Which explains Mr. Thompson's thought process? prioritize oral language over written language language is best developed by integrating all skills it's best to focus on academic language encourage students to speak

B

Which of the following is an effective way for the bilingual community to get involved with ELLs? hosting events that introduce their native culture to the community through food and music giving presentations about their experiences using more than one language to help them in their professional lives speaking with the students in their native languages and reminding them of their native cultures assisting the teacher with translating to students in the classroom

B

A beginner ELL student has just joined a third-grade class. The class has just started a unit about photosynthesis during which they watched a video depicting the process of plants using sunlight to synthesize foods from carbon dioxide and water. Based on the English Language Proficiency Standards (ELPS), which two activities are appropriate for the teacher to ask the ELL to perform after watching the video? Select all answers that apply. Discussing what they learned from the video with the student sitting next to them. Drawing a diagram depicting the process of photosynthesis using arrows and basic vocabulary. Putting a series of photos of the stages of photosynthesis in the correct order. Writing a summary of the process of photosynthesis, as seen in the video.

B,C

Because of the different backgrounds of Mr. Dennis' students, he wants to discuss the concept of hugging with the class. Mr. Dennis' discussion is addressing which of the following? determining how different groups are represented in society understanding how ethnic stereotypes are perpetuated understanding how culture can affect a person's interactions with others creating awareness of racial biases

C

Mr. Gonzalez would like to assess his ELLs' academic language and content area mastery in the students' L1 (Spanish) and (L2) English. What would be the best way to assess growth and determine areas of need in L1 and L2? sharing with students their L2 deficiencies in order to determine corrective instruction conducting student interviews to assess how students are feeling about their academic achievement assessing portfolios that demonstrate performance over time with regard to instructional objectives reviewing content objectives for upcoming units of instruction to determine a sequence of learning

C

Mr. Warren is introducing the topic of animal classification. He begins the class by holding up a series of photos of animals, some warm-blooded and some cold-blooded. As he holds up the photos of the warm-blooded animals, he says, "yes" and as he holds up photos of the cold-blooded animals he says, "no." He then asks students to try to figure out the pattern. What teaching method is Mr. Warren using with his students? Total Physical Response Sheltered Instruction The Concept Attainment Model Constructivist Approach

C

Roberto and Enrique are considered higher-level in their L2 language proficiency. During frequent interactions, their ELL teacher notes that the students use phrases such as: "I am seeing them every day," and "We are playing tennis every day." What should the teacher focus on for the next series of instruction? using the present continuous to talk about general facts using stative verbs to describe senses and perceptions using the simple present tense to talk about daily habits understanding pronoun usage

C

The Pierce School District has noticed that the parents of the middle-school ELLs aren't often involved in school activities. The school administration has decided to put more effort into building trust amongst parents and making them feel welcome. They should try all of the following except: bringing in aspects of different cultures into school events, through food, music or decoration. having bilingual support available at school events. encouraging parents to interact with their children as much as possible in English. sending translated notes home to parents informing them of upcoming events.

C

The Texas Education Agency requires that school districts accommodate and ensure that ELLs have the opportunity to master the essential knowledge and skills for the required curriculum. In order to do this, the school needs to identify which students have a primary language other than English, assess these students, and decide whether they should enter into a bilingual education or ESL program, pending parent approval. Which of the following is relevant in this process? Admission, Review, Dismissal (ARD) Texas Essential Knowledge and Skills (TEKS) Language Proficiency Assessment Committee (LPAC) Texas English Language Proficiency Assessment System (TELPAS)

C

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 encourage active student participation are more enjoyable and more motivating for students. Effectively modifying an activity for different proficiency le

C

Which is the best example of an error in syntax? An ELL doesn't know the word for "laundromat" and instead describes it as "the place where you go to wash your clothes." An ELL wants to know what mistakes he made on the recent exam, so he says to the teacher, "Give me my test." A native English speaker asks an ELL how he feels and he replies, "I feel happy very." An ELL wants to say "the dog barked" but produces the sentence "the dog parked."

C

Which of the following Supreme Court cases ruled that states cannot constitutionally deny students a free public education because of their immigration status? Serna v. Portales Castañeda vs. Pickard Plyler v. Doe . Rios v. Reed

C

For some English Language Learners, speaking and listening may be much easier than reading and writing. For others, however, the challenge of speaking in front of classrooms, reading out loud, or making a presentation in front of the class can be overwhelming. Which two of the following should ESL teachers do when confronted with beginner students struggling with oral proficiency? Select all answers that apply. Have students read aloud in small groups with students at a similar language level. Require students to speak in front of the class as much as possible, despite the errors. Give students opportunities to participate in activities where they are not singled out. Allow students to respond using non-verbal cues.

C,D

A 6th grade ESL teacher has varied levels of ELLs in her classroom. She creates lessons that help ELLs make connections between their prior knowledge and experiences and the new content being presented. Her goal is to relate the concepts to her students' experiences; however, when teaching vocabulary she just displays the 6th grade content and words on the board. Why would this approach not benefit most of her ELLs? Teachers should directly translate the content and vocabulary words. Teachers should use body language and gestures to explain vocabulary words. Teachers should give each student a dictionary and have them find the definitions. Teachers should use vocabulary aligned to the students' level of language proficiency and display pictures when applicable.

D

A high school ESL teacher is preparing a presentation to give to teachers at his school with the goal to eliminate some common misconceptions of English language learners. Which of the following statements would he be likely to include in his presentation? Students can learn a concept more quickly if they use L2 all of the time. To properly learn a concept in L2, students must first forget what they have learned in L1. Students should learn all concepts separately in each language. Students can transfer their learned skills from L1 to L2.

D

A middle school ESL teacher gives students the following worksheet Instructions: Choose the correct form of the word. If you are having trouble, Mary is very _______ (help). Science is the most _______ (interest) subject. You need to use your _______ (imagine). The primary purpose of the worksheet is to provide instruction on: stress. syntax. intonation. morphology.

D

A seventh-grade class containing several English learners has been studying weather. The teacher puts students in pairs and guides them as they complete the graphic organizer below on one of the topics in the chapter. The entire class then participates in a discussion on the various chapter topics students wrote about. Questions What key topics are covered in this chapter? GIVE A WRITTEN RESPONSE Choose one of the topics and write it here. ____________________ Write two sentences about this topic. 1. 2. Expand on your two sentences by writing introductory and concluding sentences here. Check the order of your sentences and rewrite them here. Make sure all words are spelled correctly and there are no grammar mistakes. Following this activity, the teacher directs students to review the entire chapter in their science textbooks on weather. Creating this graphic organizer is likely to further student's reading development by helping them: differentiate between academic and casual language. understand unfamiliar academic vocabulary. use expository text structures to form an argument. prepare their written thoughts for an oral discussion.

D

A social studies class, including English-language learners (ELLs) at varying levels of English language proficiency, is analyzing the reasons for America's westward expansion during the early 19th century. The learning objective states that students will learn about the topic of westward expansion by reading texts from Lewis and Clark's expedition; they will also complete a timeline of the explorers' two-year journey. Which of the following instructional activities is most beneficial in helping ELLs build background knowledge? having students create a multimedia presentation about what they learned providing students with a brief lecture about the expedition, supplemented with maps assigning each student with a peer buddy to work with presenting a slide show that depicts critical events of the Lewis and Clark expedition before reading

D

A third-grade teacher wants to ensure her ELLs understand the multiplication unit that is taught in L2. The teacher creates sentences stems for students to use, and she demonstrates multiplication with visuals. For example, she shows that 3 plates with 2 cubes each equals 6 cubes total. First, she shows the class as a whole group. Next, she chooses a student to work with her while the rest of the class observes. Last, the students work in pairs using both the visuals and the sentence stems. She repeats the steps the next day and then has students work independently. Which language program best demonstrates this teacher's plan? Pull-In or Inclusion Program Dual Language or Two-Way Immersion Transitional or Early-Exit Self-Contained ESL Class

D

An ELL student is displaying some behaviors that are worrying her history teacher. Her history teacher speaks with the ESL teacher, who informs him that all of the following behaviors could be attributed to cultural differences except: The student never asks questions, even if she might be confused. The student doesn't make direct eye contact with the teacher when speaking. The student does not feel comfortable competing against her peers. The student is never comfortable being at school without her parents.

D

An ESL teacher has a group of ELLs who are at the beginning level in reading. However, they are reading at intermediate or above in their native language. The ELLs use the Roman alphabet to decode text in their native language. Which instructional activity would most benefit this group of ELLs? a grammar activity that asks students to transfer knowledge of grammar structures from L2 to L1 a worksheet that focuses on common letter clusters a partner activity that promotes peer discussion of a reading text a hands-on activity that teaches letter-sound relationships

D

An ESL teacher has an advanced English learner in her class who despite strong comprehension skills and a near-fluent level of speech still makes some simple errors. She is worried that these errors have fossilized. If this is true, what is needed to help the student fix these errors? implicit instruction and limited interactions implicit instruction and multiple interactions explicit instruction and limited interactions explicit instruction and multiple interactions

D

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? answer an open-ended question about the real-life application of information provided in a text a multiple-choice question to select the English word pictured a cloze-format question about academic vocabulary pertaining to a content-based text that is several sentences a two-sentence cloze-format question with strong visual support and simple vocabulary

D

Mr. Peters is using the Sheltered Instruction Observation Protocol (SIOP) Model with his sixth-grade math class, which contains four ELLs. What should Mr. Peters do during the interaction phase? conduct an assessment of student comprehension and learning prohibit the students from using their native language in any capacity during the activities have non-ELLs wait patiently while the ELLs complete a supplemental activity group students together with varied English levels and content knowledge

D

Mrs. Davis teaches bilingual language arts in middle school. She would like to implement a formative writing assessment that meets the needs of her mixed-proficiency ELLs. What is the best way for Mrs. Davis to address the state's benchmarks in writing, considering her goals and the various proficiency levels in her class? engaging students in a discussion about the different types of writing and their purpose explaining the writing process in clear, simplified language providing excerpts of stories written by different authors to serve as examples providing each student a shared writing journal that can serve as a two-way communication space between teacher and student

D

Mrs. Homers usually incorporates literature that reflects various cultural and literary traditions into literacy instruction for her English language learners. Which of the following is the greatest benefit to this practice? Students are exposed to repeated and meaningful vocabulary. It promotes the students' critical thinking skills by encouraging them to analyze the author's purpose, point of view, and voice. It helps maintain the students' interest in literature study by continually presenting them with new settings, characters, and situations. Students are better able to understand perspectives, values, and beliefs beyond those that are familiar.

D

Mrs. Morales has small reading groups with her bilingual students where they discuss parts of an ongoing book. First, she has the students help each other summarize a reading from the week prior. Then, after reading a chapter, she leads the students to identify information that might be worthy of a question. She allows the students to work in pairs to generate questions. She notices some of her ELLs having difficulty with comprehension, so she modifies her language when asking questions to help with clarification of the text. The students then reread in a small group and one student takes the lead in asking questions to their peers and facilitating a dialogue about what was read. Which teaching strategy is best seen by Mrs. Morales? Sheltered English Concept Attainment Scaffolded Instruction Reciprocal Teaching

D

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) In step 2, what language-learning activity is the teacher modeling? think, pair, share dialogue total physical response drilling

D

The following is based on an ELL student's excerpt about his future dreams. I always am dreaming of the future. I want to work as a lawyer and live in a house big. The errors primarily involve: word choice. word stress. word structure. word order.

D

To prepare for the arrival of a new ELL student, an ESL teacher reads a lot about the student's culture. She reads in a number of sources that in the student's culture, direct eye contact is considered rude. What should the teacher do? Try not to make eye contact with the student in order to avoid discomfort. Explain the importance of eye contact in the US to the student, and continually remind him to make eye contact when speaking. Ask the student to explain why he or she doesn't feel comfortable making eye contact. Speak with the student about his or her level of comfort with eye contact and the cultural norm associated with it.

D

Which of the following is a primary characteristic of a one-way immersion program? ELLs are taught to master their L1 before entering into full-time English instruction. ELLs from two or more schools are grouped in a center designed to provide intensive language teaching. ELLs are provided with content that is adapted to their level of proficiency. ELLs are taught exclusively in English with no additional support.

D