ESL Test 3
A beginning-level English language learner in elementary school is struggling with his proficiency when speaking in English. What could the teacher do to best help this student to develop his oral proficiency? pair students up and have them ask each other questions to find similarities and differences ask students to scan a text for words or phrases they don't know before reading dictate sentences to the students and ask them to underline the words that are stressed D. have students listen to an audio story and answer comprehension questions
A
A first-year teacher has a few English language learners in her class. She wants to be able to demonstrate their growth over time through the use of multiple indicators. That way, she will have lots of data to create a review when ELL students exit the ESL program. What is the best way for her to accomplish this? Use portfolios to track and document progress. Preserve all the students' work during the school year Keep anecdotal records. Save photos of the students' work to a computer
A
A school wants its teachers to focus more on linguistic diversity in the classroom. Which of the following is an example of an activity that teachers can use to promote linguistic diversity? asking a different student each day to choose a word from their native language to explain to the class and display on a classroom word wall assigning each student a country to research and having them present information about the country's culture to the class having students submit a journal response after reading a text about the importance of cultural diversity making students aware of community resources that can support L2 development
A
An ESL teacher is reading through an ELL's journal and finds the following sentences: I chose to have a sandwich from the menu that had turkey and cheese. My cat took a nap on the couch covered with a blanket. I told John when the class was over we should meet for lunch. Based on the writing samples, which of the following should the teacher focus on in her lessons? complex sentence structures basic grammar tenses descriptive language narrative writing
A
An ESL teacher is reading through an ELL's journal and finds the following sentences: I chose to have a sandwich from the menu that had turkey and cheese. My cat took a nap on the couch covered with a blanket. I told John when the class was over we should meet for lunch. The teacher notices a pattern in the samples and determines that the student needs more practice with which of the following? modifiers parallelism past participles passive structures
A
An ESL teacher presents small group lessons on digraphs, consonant blends, and vowel sounds. What component of language do these lessons address? phonetics semantics syntax morphology
A
An elementary ESL teacher has ELLs at the intermediate level of English-language proficiency in her class. She is introducing the class to some new vocabulary terms. After explaining the definition of each new term, which of the following would be most beneficial in helping students to develop an initial understanding of the terms? asking the students to restate the definition in their own words asking the students to translate the word into their native language asking the students to write the word and the dictionary definition in their notebook asking the students to repeat the word seven or more times
A
An elementary teacher has several ELLs at the beginning level of English-language proficiency in the class. The teacher is beginning a unit on plant and animal habitats. Which of the following should the teacher do first to make the content comprehensible for the ELLs? ask the ELLs to share what they know through drawing or writing in their native language have the ELLs use a dictionary to look up the key vocabulary words of the unit give the ELLs a pretest to determine their background knowledge on the topic place the ELLs in a group to read and discuss the introduction to the unit in the textbook
A
An experienced ESL teacher is giving a presentation about the transfer of literacy knowledge and skills from L1 to L2. Which of the following statements is accurate to include in her presentation? Using L1 to scaffold instruction has a positive impact on language learning. Literary instruction should be confined to L2 to prevent negative transfer between L1 and L2 Literary instruction should be confined to L1 to prevent negative transfer between L1 and L2 Using L1 to scaffold instruction has a negative impact on language learning.
A
As part of her soil unit, a second-grade teacher asks her students to complete a Frayer model with some new vocabulary words about soil. She asks the ELLs to draw pictures for the examples and non-examples. All of the following are benefits of using the Frayer model EXCEPT: It helps ELLs improve their reading fluency. It helps students learn new words and understand them. It incorporates illustrations to help ELLs understand important vocabulary terms. It is an in-depth and engaging way to learn.
A
English-language learners in Texas are expected to meet specific language-level descriptors and expectations. Teachers in all subject areas are required to use these standards to guide instruction across all content areas, and school districts must incorporate them into the curriculum. What are these expectations called? English Language Proficiency Standards (ELPS) Common Core State Standards (CCSS) Texas Essential Knowledge and Skills (TEKS) Texas English Language Proficiency Assessment System (TELPAS)
A
In an interdisciplinary unit focused on magnets, what is the best way for ELLs to monitor their own learning? Have students complete a learning log in which they record what they know about magnets as they learn. Have students refer to reference materials to correct their errors when they are working with magnets. Have students keep a folder for all of their unit work, in which they record their grades and teacher comments. Have students use checklists to mark off activities as they are completed
A
It's important that ELL parents receive information about their child's academic program in a format they can understand. This information should typically include information about all of the following EXCEPT: personal details about their child's teachers. homework help and resources. the English language program and placement procedures. the school grading system and assessment results.
A
Jose, an ELL from Mexico, says to his classmate, "I have 13 years." The ELL's statement is best characterized as: a lexical error. an error in register. a sociolinguistic error. a phonological error.
A
Mr. Franco has noticed that Sandra, an ELL student in his class, is always doing something with her pen, whether doodling, making a list or taking notes. From this information, Mr. Franco might infer that: Sandra is a visual learner. Sandra is a linguistic learner. Sandra is an auditory learner. Sandra is a kinesthetic learner.
A
Mrs. Lester is starting a unit on legends, folktales, and fairytales in her English class comprised of English language learners. How should she select books to use throughout the unit? select books from varying cultural perspectives to gain a wide knowledge base of the studied literary genres select books from an American cultural perspective and their home countries' cultural perspectives to show they can feel proud of both their current and native homes select books from their home countries' cultural perspectives to help them value their heritage select books from an American cultural perspective to help her students learn more about their new home country
A
Ms. Green has a new student join her third-grade class mid-year from a homeschool environment. She notices the student does not participate in discussions or ask questions during the lessons. Which of the following should Ms. Green first consider when approaching this classroom issue? The student could be adjusting to the new environment and not be aware of the cultural norms of a public school setting. The student could be uninterested in the lesson. The student could have a behavior management problem. The student could have issues with language and needs ELL supp
A
Slowing speech, increasing pauses, and speaking in shorter sentences are all effective strategies for scaffolding verbal instruction in an ELL classroom. Why are these approaches essential when teaching in L2? to allow time to process information to reinforce contextual definitions to maintain a welcoming environment to be inclusive of cultural differences
A
What statement most accurately describes a Texas state-mandated policy relating to students who are Limited English Proficient (LEP)? During the first four weeks after ELLs enroll in school, they are identified and placed. ELLs are identified and placed by the Language Proficiency Assessment Committee during the first 3 months of enrollment. ELLs who complete the program will be monitored for one year after they exit. Districts with two or more English language learners must offer ESL instruction.
A
When speaking, an ELL sometimes struggles to recall words from memory in both English and his native language. He is able to describe the word in detail but can struggle to come up with the word or name itself. What might this student be experiencing? dysnomia dyslexia code-switching automaticity
A
Which best describes the adjustment stage of culture shock? A person becomes more comfortable with the new culture and navigation becomes easier. A person is excited about the new language, people, food, and culture A person is tired of miscommunicating and misses the feeling of familiarity. A person feels at ease and has a new sense of belonging.
A
Which of the following activities would best help English language learners (ELLs) to understand how to use different language registers? pairing students and asking them to role-play scenarios that require speaking in formal and informal English pointing out the register that students are using when they speak in class creating a T-chart together as a class that categorizes the types of writing and speaking that should be done in each register having students listen to dialogues of people speaking in different settings
A
Which of the following has little to no impact on an ELL's development in L2? the education level of the student's parents the teacher's instructional method of delivery the student's motivation level the student's level of literacy in L1
A
Which of the following statements about the relationship between an ELL's L1 and L2 is true according to Cummins' Common Underlying Proficiency (CUP) model? ELLs possess cognitive academic skills that can be easily transferred between languages. ELLs' prior educational experiences in L1 have little to no impact on academic performance in L2. ELLs are capable of succeeding in L2 academic tasks only after they have mastered interpersonal skills in L1. ELLs face factors that make it difficult to transfer content knowledge between languages.
A
A fourth-grade history teacher is planning to read a text discussing the reasons for the creation of the US Constitution. Which TWO of the following strategies will best help the ELLs comprehend the passage when reading it the first time? Select all answers that apply. identifying and pre-teaching key vocabulary words by providing simple definitions making associations between students' experiences and the text having students listen to the passage read aloud by the teacher with prosodic exaggeration having students answer comprehension questions immediately after completing the text
A,B
A teacher just started working at a school that uses the Sheltered Instruction Observation Protocol Model (SIOP) with English language learners. Which TWO of the following practices are in line with the SIOP model of instruction? Select all answers that apply. including both language and content objectives in the design of learning materials maximizing teacher-centered instruction and explicit teaching of vocabulary providing many opportunities to use hands-on materials to practice content focusing on learning strategies that students can use in different learning areas
A,C
Which TWO of the following are ways to increase the motivation of an English language learner (ELL)? Select all answers that apply. giving ELLs the ability to share in some decisions regarding their learning assigning less challenging tasks for ELLs to complete connecting the lesson content to the ELLs cultures and interests pairing ELLs with students from different cultures to complete tasks
A,C
A school wants to encourage more parents of English language learners (ELLs) to participate in the school's Parent-Teacher Organization (PTO). Which TWO of the following things can the school do to encourage parents of ELLs to get involved in the PTO? Select all answers that apply. provide translators at PTO meetings provide parents with monthly summaries of major points covered at PTO meetings host PTO meetings during the school day discuss topics of interest for ELL families at PTO meetings
A,D
An ESL teacher is giving a presentation to content-area teachers about English language learners and their acquisition of English. Which of the following statements about the relationship between a student's first- and second-language acquisition is appropriate to include in her presentation? Students who speak L1 at home typically struggle more to learn L2 than students who speak L2 at home. Students with a strong foundation in L1 typically do better at acquiring L2 than students without a strong foundation in L1. Students who are not yet literate in L1 typically experience less negative transfer when using L2 than students who are literate in L1. Students who receive instruction solely in L2 typically learn L2 more quickly than students who receive some instruction in L1.
B
All of the following are state-mandated limited English-proficient (LEP) policies EXCEPT: School districts with at least one ELL in a specific grade level must provide ESL services. The language proficiency assessment committee (LPAC) must assess the proficiency of ELLs. Students who meet the requirements to exit the ESL program must be monitored for two years. All ELLs must be identified and placed within the first four weeks of enrollment.
B
An ESL teacher is reading through an ELL's journal and finds the following sentences: I bought new notebook yesterday. That is man who drives the bus. He does not want to go to a school. The teacher notices a pattern in the samples and determines that the student needs more practice with which of the following? relative pronouns articles prepositions demonstratives
B
As a student reads aloud in a guided reading group, he notices several words that have similar sounds to their Spanish translations. Using this opportunity, the teacher provides a mini-lesson about cognates. This mini-lesson shows that the teacher understands that: acquiring and applying content knowledge becomes easier when root words, suffixes, and prefixes are identified and understood. connecting the students' first and second languages helps them build vocabulary knowledge and improve reading comprehension. supporting students in applying metacognitive strategies in L1 and L2 activities helps them to improve literacy skills. reading in a student's L2 is easier when a student enjoys reading in their L1.
B
Daniel, an ELL from Chile, displays the following characteristics: He produces one or two word responses and sometimes short phrases, though not often grammatically correct. He has limited comprehension. He uses present tense verbs. He answers yes/no and either/or questions. What stage of Second Language Acquisition is he most likely to fall into? pre-production early production speech emergence intermediate fluency
B
Why is it important for schools to familiarize parents of English language learners with aspects of the US school system such as how to interpret report cards and assist students in creating their schedules and selecting elective classes? Students are more likely to display academic dishonesty if their parents are not involved in their schooling. Having a solid understanding of the school system will enable parents and teachers to work together more effectively. Familiarity with the school system is not connected to an ability to motivate students. Students are more likely to succeed academically when parents influence their academic decisions.
B
A new ELL student who arrived to the United States at the beginning of the school year was put in a bilingual program. The ELL student made academic growth in both L1 and L2 throughout the year. Which of the following explains the student's academic growth? The student maintained but didn't develop L1 and then used that as the foundation for L2 learning. The student used L2 the majority of the time and gained L2 academic language. The student mastered L1 and then focused on instruction in L2. The student experienced cognitive development in L1 which transferred to L2 academic language.
D
A school district is establishing an ESL program for the first time and must do so in compliance with federal requirements for the education of ELLs. Which of the following is a federal requirement that it must comply with? ELLs must be given resources in their native language. ELLs must participate in an ESL program if they meet the criteria. ELLs must be monitored for one year after exiting an ESL program. ELLs must be assessed annually to measure their proficiency.
D
A teacher who provides content instruction to English language learners (ELLs) should do all of the following EXCEPT: encourage the ELLs to continue to develop their native language. use visual representations to introduce new concepts and vocabulary to the ELLs. incorporate content materials that are culturally relevant to the ELLs. set lower objectives and provide a lower level of instructional materials for the ELLs.
D
An ESL teacher presents small group lessons on digraphs, consonant blends, and vowel sounds. What component of language do these lessons address? phonetics semantics syntax morphology
D
Which TWO of the following are examples of things teachers should do in order to provide culturally responsive instruction? Select all answers that apply. assigning students texts to read in their native languages using supplementary texts in class that feature aspects of different cultures distributing questionnaires that ask students about their interests teaching students about American cultural values and traditions
B,C
In which TWO of the following ways can a teacher lower the affective filter in a classroom with English language learners (ELLs)? Select all answers that apply. providing immediate and explicit error correction and modeling of the correct response creating multiple opportunities for students to engage in activities in which they use language that they have already mastered challenging students with tasks that are above their capability level allowing students choice in how they demonstrate their understanding of a topic
B,D
Recently an ESL teacher has been given access to iPads, and she has started incorporating them into her lessons. Which TWO statements describe the benefits of utilizing technology in classroom instruction for English learners of different proficiency levels? Select all answers that apply. Technology saves time and leads to greater learning outcomes. Technology adapts to a student's input and provides immediate feedback. Technology leads to more interaction with peers. Technology provides tailored instruction for students with varying needs.
B,D
Which TWO strategies can teachers use with ELLs who are in the production stage of language acquisition? Select all answers that apply. Ask questions that require a short answer and are fairly literal. Avoid excessive error correction. Gesture, point, and show as much as possible. Ask students to point to pictures and say new words.
B,D
A high school ESL teacher invites a multilingual speaker to the classroom once a month to speak about their career and answer student questions. This month the speaker is a psychologist. In her presentation she mentions how being multilingual has helped her to be a better communicator because of her ability to see other people's perspectives. What is a primary benefit of her mentioning this? It exposes students to different career paths. It teaches students about careers that require multilingual skills. It helps students see an advantage of being bilingual. It encourages students to improve their communication skills.
C
A public school district has recently received an application for enrollment from a student who is an immigrant whom they have reason to believe has not been legally admitted to the United States. The district is legally obligated to provide this student with a basic education because of the requirements established by which of the following? C. Serna v. Portales the Every Student Succeeds Act Plyler v. Doe Castañeda v. Pickard
C
Camila is an ELL with a beginning level of English. She just completed second grade in an elementary school in Texas. According to the English Language Proficiency Standards (ELPS), what must happen next year when she is in third grade? She must be placed in a bilingual education program. She must meet with the LPAC committee to determine her eligibility for an ESL program. She must take a proficiency assessment to reassess her English language level and determine whether she is eligible for an ESL program. She must be provided with intensive, ongoing English instruction in listening, speaking, reading and writing.
D
A high school ESL teacher is working with a class of beginning-level ELLs. She asks a student to stand up. Then she asks another student to pick up a pencil. As the activity progresses, she involves each student at various points. According to proponents of the total physical response approach, this activity helps students develop English language skills primarily because it: allows them to discover a wide range of concepts and rules related to English grammar. prompts them to use English to accomplish different goals. encourages them to use English within real-life situations. helps them to develop kinesthetic connections to various English words and phrases.
D
A community member is interested in volunteering with a school's ESL program. Which of the following tasks would be most appropriate for him to do? assisting with classifying students as English proficient in accordance with a list of criteria assisting with the tutoring of students who need speaking and writing practice selecting a topic from the curriculum to lead the class in a lesson becoming a member of the Language Proficiency Assessment Committee (LPAC)
B
A diverse elementary school has set a goal to increase parental involvement over the course of the school year. The leadership of the school would especially like to engage parents of English learners (ELs). To help meet this goal, a third-grade teacher has taken several steps to invite parents to become part of the classroom learning environment. The teacher has sent home monthly newsletters, kept the class website updated, and called parents regularly. Despite these efforts, only 10 parents came to a recent open house. To establish better parent-teacher relationships, the teacher should: schedule required one-on-one parent/teacher conferences throughout the year to discuss student academic progress. ensure parents are able to receive, read, and understand all forms of communication coming from the school. work with the school to redesign the open house to include more engaging elements, such as a free dinner and raffle items. call and text each parent multiple times before the next open house and tell them attendance is highly encouraged.
B
A teacher notices that many parents of English language learners struggle to comprehend the purpose, content, and rating systems of state tests. Which of the following actions should the teacher take to most effectively address the needs of the parents? Share a link about state testing in the digital newsletter that is emailed each week. Conduct a meeting for parents about state testing, and ensure that bilingual staff is available to translate the information if needed. Send home a detailed score report indicating next steps for parents to take to help their children based on the results. Encourage students to explain the testing procedures to their parents.
B
During a social studies lesson, Mr. Brent wants to help his students expand their academic language. He instructs his ELLs to do quick drawings of two or three major points covered in the topic. Then he asks students to share their drawings in small groups. This type of instruction shows that Mr. Brent is observing the following research-based principle of second language acquisition: Explicit instruction helps ELLs process academic vocabulary. Allowing ELLs to express information in multiple forms allows them to develop proficiency in a second language. Indirect instruction within the small groups helps build basic interpersonal communication skills. Cooperative groups support ELLs' ability to share the major points of the lesson in a safe environment.
B
English language learners (ELLs) sometimes need extra support to organize their ideas in preparation for writing. Which of the following is an appropriate way to help ELLs organize their writing? writing topics on the board and having ELLs brainstorm thesis statements coaching ELLs in the use of graphic organizers such as concept maps having ELLs work in a small group to write the essay assigning ELLs a partner to share their essays with for peer review
B
In which of the following situations might a student's culture affect their ability to learn? a student from China is asked to work in a cooperative learning group a student who recently moved from South Korea is asked to work independently a student from Mexico is asked to survey family members about their favorite music a student from Australia is asked to be a peer tutor
B
In which of the following situations would arranging a native-English-speaking buddy to assist an English language learner throughout the school day be most appropriate? An advanced-level ELL has just exited from a transitional bilingual program. A non-English-speaking student has just enrolled in a school with few ELLs. A beginning-level ELL has received a disciplinary warning An intermediate-level ELL has opted not to participate in the ESL program.
B
It is important for an ESL teacher to seek student input, make the learning material relevant and interesting, and remember to praise students for the progress that they are making. The primary goal of all of these strategies is: fostering relationships amongst students motivating students developing student literacy developing students' cultural competence
B
Jelena is an ELL from Serbia. She has been in the US for over a year. She does well on her content assessments, so it is clear that she has learned a lot, but she almost never speaks. As a result, she has had very little practice speaking English and using academic vocabulary with her peers. How could Jelena's teacher help her to improve her oral proficiency in English? ask her to give a presentation to the class on the customs and culture of her native country provide her with sentence starters to use during partner role-play activities partner her with a native English-speaking peer for partner work encourage her to read comics or picture books that display the dialogue between characters
B
Mr. Brown just began a new school year. He has a class of diverse learners from various cultural backgrounds with differing levels of English language proficiency. What can he do to encourage high levels of achievement in his class? pair advanced-level students with beginner-level students hold all students to high expectations expect students to participate only in tasks at their highest level of comfort expect varying levels of progress
B
Mr. Graff is a middle school teacher with English Language Learners in his class. He is starting a social studies unit about the US Civil War. During the first lesson he assigns students to small groups: he distributes Venn diagrams and directs students to do a quick analysis of what they already know about the North (Union states) and South (Confederate states). In a later lesson, the students will try to identify possible commonalities. The way Mr. Graff starts this lesson will best help students: summarize information based on social studies reading. access prior knowledge regarding difficult content matter. read history texts in English (L2). acquire oral skills in L2 as a result of small group interaction.
B
Mr. Klein is new to teaching English language learners. He finds that although the students know the information, as they've proven through assessments, they are hesitant to speak during class. What can he do to help his ELLs increase their oral proficiency in English? suggest that they watch more English videos online and mimic the words after hearing them pair them with native English speakers for partner and group speaking activities assign them the task of repeating common phrases in front of their mirror at home make participation a larger percentage of the student's overall grade in the class
B
One of Mr. Ray's ELL students, Roberto, struggles to read the word "cycle" during paired reading. Mr. Ray works with Roberto and encourages him to think about what the story is about and to use his knowledge of cognates. Roberto is then able to read the word and explain its meaning to his partner before continuing to read. By encouraging him to use cognates, the teacher was: increasing Roberto's self-confidence. helping to improve Roberto's comprehension skills. helping Roberto infer the meaning of the word. improving the students' ability to make connections.
B
Which of the following descriptions is characteristic of a culturally responsive teacher? Mr. Hudson understands that some students learn the best when they can use their hands. Ms. Jones recognizes that in some cultures, children avert eye contact from adults out of respect for authority. Mrs. Lavine translates all of her lessons into Spanish to assist the English learners in the classroom. Ms. Dothan relies on students' cultural backgrounds to group them homogeneously for differentiated small group instruction.
B
Which of the following is an example of adverse or negative transfer? an Italian-speaking student who switches from English to Italian mid-sentence a German-speaking student saying "informations" because the word "information" is countable in German a French-speaking student saying "foots" instead of "feet" because they know the English rule that a plural is formed by adding "s" a Spanish-speaking student using the English word "quit" to mean "remove" because that's the meaning of the Spanish word "quitar"
B
A second-grade science teacher has a few ELLs in the class who are at a beginning level of English. Her class has recently started a unit about food chains and food webs. She has just shown the class a video introducing them to the concept of food chains and food webs. Based on the English Language Proficiency Standards (ELPS), which of the following activities would be most appropriate for the ELLs to perform next? looking at a depiction of a food web and writing sentences describing what is happening working with a partner to read a text about the food chain and answer comprehension questions organizing strips of paper containing images and names of animals to reconstruct a food web placing sentence strips in the correct order on an image of a food web
C
An ESL teacher is reading through an ELL's journal and finds the following sentences: I chose to have a sandwich from the menu that had turkey and cheese. My cat took a nap on the couch covered with a blanket. I told John when the class was over we should meet for lunch. The errors that the student displays are related to which of the following? phonology morphology syntax semantics
C
An ESL teacher wants to use a graphic organizer to help ELLs understand the similarities and differences between characters in a story. Which of the following graphic organizers are best to use for this purpose? timeline concept map Venn diagram story map
C
Anaya, a fifth-grade ELL, can demonstrate comprehension of most main points and supporting details in grade-appropriate stories, despite occasionally using visual or linguistic supports to confirm meaning. Based on the English Language Proficiency Standards (ELPS), Anaya's English proficiency level most likely falls under which of the following levels? beginning intermediate advanced advanced high
C
Mrs. Chain is a tenth-grade English teacher. As she is planning the summer reading list, she makes sure to include the following authors: Harriet Beecher Stowe, Elizabeth Stanton, Langston Hughes, Salvador Elizondo, Juan Rulfo, J.D. Salinger, and Ray Bradbury. The greatest benefit to having such a wide variety of authors is: a reflection of various opinions across diverse topics. students with varying levels of cognitive development have multiple authors and writing styles from which to choose. they promote students' knowledge of various cultures through themselves as literary writers. a reflection of current events.
C
Mrs. Harris' ESL class is given a homework assignment in which the students must observe other people around school and outside of school. The students are to note how other people greet each other and say farewell. Back in class, the teacher gives the students a real life scenario of two friends who have not seen each other in five years. The students must develop a dialogue and present to the class. What area of linguistics does this activity focus on? discourse phonology pragmatics semantics
C
Students are interacting with the teacher through a reading comprehension exercise to gain information about the story they just read. During the discussion, one of the students shares "The king is not too very nice". Which of the following second language acquisition stages is this student demonstrating? production fluency emergence preproduction
C
Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives: Content objective: Students will identify different regions of Texas. Language objective: Students will explain new vocabulary words in small groups. Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on. Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class. An ELL completed the following word map: How is the collaborative activity Mr. Santiago assigned fulfilling the language objective? Working together motivates students. Students engage in social interactions. Students express their ideas in English. Students self-assess how well they understand English. *MAY NEED TO LOOK AT TEST TO ANSWER QUESTION
C
The teacher of a fourth-grade science class is introducing a new unit on light and energy. As part of the new unit, students will learn new vocabulary that they can apply to future science units. When teaching the unit, what is the most effective way to reinforce new vocabulary words? Use a thesaurus to look up synonyms for each word. Ask students to determine the part of speech for every new word. Have students incorporate new vocabulary words into different sentences. Teach the etymology of the new words to students.
C
Which of the following is included in an anecdotal log? a checklist of student skills that are being monitored samples of student work from different points in the school year notes about a student recorded throughout the day records of student assessment scores and progress charts
C
Which of the following statements is true about dual-language learners? Learning two languages simultaneously causes delays in academic achievement. A child who does not learn a second language at a very early age will never become fluent. It can take between five and seven years for a child to learn a new language. A child must be equally proficient in both languages to be truly bilingual.
C
Several fifth-grade teachers have been trained on Sheltered English instruction strategies. To support language and content instruction, they would like to use the new strategies. Which TWO strategies would be most effective for their lessons? Select all answers that apply. force ELL students' oral production correct ELL students' grammatical errors when communicating group ELL students with native speakers simplify teacher language when providing instruction
C,D
Every other month an elementary school holds Family Literacy Nights, during which working parents are invited to the school to participate in a night of reading with their children. Parents and children can join a read-aloud circle, watch as teachers demonstrate echo reading, or read with their child separately in another part of the room. There is an activity corner where parents and children can create bookmarks while enjoying snacks and refreshments. What is the main benefit of an event like this? It offers parents an opportunity to meet their child's teachers and other school staff. It promotes the transfer of literacy skills from L1 to L2 It encourages parents to speak English with their child outside of school. It teaches parents ways to support literacy development at home.
D
How can a teacher help a student lower their affective filter and encourage language development? Correct student errors immediately and explicitly to prevent future errors. Require students to speak L2 at all times in the classroom to experience full immersion. Spontaneously call on students to participate in class discussions to provide them with an authentic context for speaking. Encourage risk-taking and remind students that the classroom is a safe place to learn.
D
Isaac is a third-grade ELL student enrolled in a district-selected language program. He receives all of his instruction in English from Mr. Smith, a full-time general education certified teacher who also provides ELL support. Which of the following best describes the language program Isaac's district is providing? a transitional bilingual early-exit program an ESL pull-out program a one-way dual language immersion program a content-based ESL program
D
Mrs. Lewis has an ELL student who is having difficulty pronouncing certain consonants. She is trying to determine if the student's primary language is contributing to the difficulty in pronunciation. Which of the following strategies would likely be most effective in addressing Mrs. Lewis's goal? Look for information about the student's primary language in a general linguistics textbook. Look through literature of the student's primary language to see if the consonants in question appear. Have the student recite the primary language alphabet. Ask a bilingual teacher of the student's primary language whether the consonants in question exist in the student's primary language.
D
Students in Mr. Santiago's fourth-grade social studies class are taught content vocabulary using word maps. He has English language learners (ELLs) with varying proficiency levels. Students are expected to achieve the following objectives: Content objective: Students will identify different regions of Texas. Language objective: Students will explain new vocabulary words in small groups. Mr. Santiago divides the class into groups of three members and assigns each group a reading assignment. During the reading process, the students need to create a list of target words that they need to define and discuss as a group later on. Using the target words, students must then create vocabulary maps as illustrated below. After completing their maps, students present them to the class. An ELL completed the following word map: In this lesson, how did using a word map help ELLs develop their vocabulary skills? Translating their text into their L1. Using effective prereading strategies. Discussing words with their teammates. Making connections between new words and familiar words. *MAY NEED TO LOOK AT TEST TO ANSWER
D
When teaching ELLs in the Sheltered English instruction model, which of the following features is most important? Students are placed in an English-only program with little or no support. Students are taught in English as well as their native language to become fluent in both. Newly arrived students receive specific interventions to help them adjust to life in the United States. The content is adjusted according to the proficiency level of each student.
D
Which of the following statements is likely to be made by a proponent of additive bilingualism? "Children absorb a language passively and should not be taught explicit grammar rules.'" "If you want a child to speak the majority language, you should stop speaking your home language with your child." "The amount of formal schooling in one's native language is the strongest predictor of how rapidly students will acquire a second language." "There are positive cognitive and academic outcomes for bilingual students who continue to develop both languages."
D
