Preparation Manual
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Section 4: Sample Selected-Response Questions English as a Second Language Supplemental (154)Expand All Answers | Collapse All Answers This section presents some sample exam questions for you to review as part of your preparation for the exam. To demonstrate how each competency may be assessed, sample questions are accompanied by the competency that they measure. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual exam. For each sample exam question, there is a correct answer and a rationale for each answer option. The sample questions are included to illustrate the formats and types of questions you will see on the exam; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual exam. Domain I—Language Concepts and Language AcquisitionCompetency 001—The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.1. Which of the following is most important for effective second-language acquisition?
2. Which of the following statements most accurately identifies state-mandated Limited English Proficient (LEP) policies?
3. A teacher gives the following oral feedback to students. “We need to review the lesson about the auxiliary verbs that are placed before other verbs to express meanings such as permission, ability, and possibility. It appears that the application of these words still poses some difficulties for you.” The feedback is primarily in response to the students’ difficulty in using which of the following?
Competency 002—The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development.4. Which of the following statements is primarily true about the relationship between a student’s first- and second-language acquisition?
5. Marcos is an ELL who is literate in his native language and speaks English well but struggles with reading informative texts in English. After assigning a research project, the teacher wants to find a way to support Marcos’ English literacy development as he completes the assignment. Which of the following is the best way to accomplish the teacher’s goal?
6. An ESL student uses the following sentence during show-and-tell. “I want a motorcycle verde.” The sentence primarily illustrates the concept of
7. A high school ESL teacher wants the class to understand the differences between informal language used with friends and formal language used in the classroom. Which of the following strategies will best help ELLs understand the differences?
Domain II—ESL Instruction and AssessmentCompetency 003—The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction.8. It is most important for a teacher who provides content instruction to ESL students to do which of the following?
9. Kenny, an ELL, writes the following statement in his journal. “My friend, which I met at college, comes from San Marcos, who is located near San Antonio, Texas.” Based on the statement, Kenny will most benefit from further instruction in
10. Mr. Sato a middle school science teacher, sees that the ELLs in his class are having difficulty understanding a new unit about volcanoes. Which TWO of the following will be the most effective strategies to help his students understand the content?
11. An ESL teacher works with a class of ELLs who read with various levels of proficiency. To assist with students’ independent reading, the teacher assigns individual reading assignments on computers. Which of the following statements describes the most important benefit of utilizing technology in reading instruction?
Competency 004—The ESL teacher understands how to promote students’ communicative language development in English.12. Hanh, a Vietnamese student, has been in the United States for eighteen months. She is progressing in her schoolwork, but she rarely speaks to her classmates or teachers. Which of the following is the best action for the teacher to take to help increase Hanh’s oral proficiency in English?
13. Which of the following is the best strategy to help ELLs when having phonetic struggles?
14. A non-English-speaking student from Portugal has just enrolled in middle school in a small rural district with few ELLs. There is one ESL teacher who travels between the elementary school, middle school, and high school. Which of the following suggestions will best help the school accommodate the new student?
15. Which of the following activities will best help develop the oral language proficiency of elementary ESL students?
Competency 005—The ESL teacher understands how to promote students’ literacy development in English.16. Which of the following statements is most accurate regarding the transfer of literacy knowledge and skills from L1 to L2?
17. A fifth-grade teacher is using the Sheltered Instruction Observation Protocol (SIOP) Model in a science class with both ELLs and native English speakers. Which THREE of the following practices should the teacher incorporate to be consistent with the SIOP Model for instruction?
18. An ELL at the beginning level of English-language proficiency has just joined a first-grade class. The teacher has started a unit on the life cycle of a butterfly and shows the class an educational video about the butterfly life cycle. Based on the English Language Proficiency Standards (ELPS), which of the following activities is most appropriate for the teacher to ask the ELL to perform after watching the video?
19. An ESL teacher observes ELLs struggling to comprehend reading passages. Which of the following strategies will best help the ELLs increase their comprehension of a text?
20. A second-grade teacher has several beginner and intermediate ELLs in the class. To help the ELLs become proficient in English, the teacher knows to make the content comprehensible. According to the SIOP Model of instruction, which THREE of the following strategies are most appropriate to meet the teacher’s objective?
Competency 006—The ESL teacher understands how to promote students’ content-area learning, academic-language development and achievement across the curriculum.21. An ESL teacher wants to use graphic organizers to help ELLs understand expository texts. Which FOUR of the following graphic organizers are best to use for this purpose?
22. Martin, a fifth-grade ELL who is a beginning reader, is having difficulty understanding an idiom encountered in his assigned fiction reading. After the teacher explains the meaning of the idiom, the best strategy for helping Martin remember the idiom is to have him
23. An elementary teacher has several ELLs at the beginning level of English-language proficiency in the class. The teacher is beginning a unit on volcanoes. The most effective strategy for the teacher to use to make the content comprehensible for the ELLs is to
24. An elementary ESL teacher is planning a reading lesson for ELLs at the beginning and intermediate levels of English-language proficiency. Which of the following strategies will most effectively introduce the new academic reading vocabulary?
Competency 007—The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.25. An ESL teacher finds it difficult to set aside time to observe the specific academic language proficiency of the ELLs in the classroom. Therefore, the teacher makes notes on ELLs’ progress as it is observed during the natural course of the school day. The teacher is primarily using
26. An elementary ESL teacher uses conferencing as an informal assessment of students’ writing. During a meeting with an intermediate ELL about a personal narrative piece, the teacher notices that the ELL’s writing is unorganized. Which of the following is the most appropriate next step for the teacher to take?
Domain III—Foundations of ESL Education, Cultural Awareness and Family and Community InvolvementCompetency 008—The ESL teacher understands the foundations of ESL education and types of ESL programs.27. Which of the following is a primary characteristic of teaching ELLs using the sheltered English instruction model?
28. A school district is establishing an ESL program for the first time and must do so in compliance with established criteria. The district first puts into place a mechanism that will determine the program’s effectiveness in achieving its instructional goals for ELLs. The evaluation ensures that the program will primarily fulfill requirements established by
29. Which TWO of the following are federal requirements for the education of ELLs?
Competency 009—The ESL teacher understands factors that affect ESL students’ learning and implements strategies for creating an effective multicultural and multilingual learning environment.30. A high school ESL teacher is creating a teacher training session focusing on the linguistic diversity of the school. Which of the following paradigms will most benefit the school’s ELLs?
31. At the beginning of the year, an ESL teacher has each student create an “All About Me” book. Students with a higher level of English-language proficiency write and illustrate the book independently. Those students with a lower level of English-language proficiency are allowed to create the book in their native languages. Which of the following statements best explains the primary benefit of the activity?
32. An ELL in an elementary school volunteers to read a story in the general education classroom. The ELL stumbles over the words and appears flustered. The teacher responds with positive reinforcement, praising the student for offering to participate. The teacher’s actions best demonstrate an understanding of the importance of which of the following?
33. An ESL teacher uses supplementary texts in class that feature aspects of different cultures. The teacher also highlights vocabulary words from each unit that can be translated into the two or three languages the students speak. The class reads the words together and discusses them before beginning each unit. The teacher’s actions are primarily examples of which of the following?
Competency 010—The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education.34. A high school ESL teacher hosts a career day in which bilingual professionals attend and give presentations about how proficiency in more than one language has helped them succeed. Which of the following is a primary benefit of the presentations for ELLs?
35. An elementary school with a high number of ELLs wants to increase the participation of ELL families in the school’s Parent-Teacher Organization (PTO). Which of the following will encourage the greatest involvement by families of ELLs in the PTO?
36. A school is planning a meeting for ESL families to focus on parental involvement. The goal is to make the families feel welcome and provide them with the most effective ways to support language development at home. Which THREE of the following are the most effective approaches to help build trust with ESL families?
37. Volunteers from local churches and businesses are interested in assisting students in a school’s ESL program. Which TWO of the following tasks are the most appropriate roles for the volunteers to fulfill?
Multiple-Competencies PassageQuestions 38-40 refer to the following information. As part of an informal assessment of ELLs’ writing skills in English, an ESL teacher elicits brief written narratives from students on the topic “My Best Family Vacation.” Some of the samples collected are listed below. 1. It was a trip very long. 2. My sister Mindy found a dog little on the window. 3. We got T-shirts blue at a store. The teacher observes a pattern in the samples and determines that the students’ L1 is interfering with the students’ English development. 38. The students’ samples best illustrate a pattern of L1 interference in
39. Which of the following activities should the teacher implement to best help students address the L1 interference?
40. Based on the writing samples, which of the following is the most appropriate instructional focus for the teacher to use with the ELLs?
Return to Navigation Which of the following represent the 4 core abilities necessary for language production?Reading, Writing, Speaking and Listening: The 4 Basic Language Skills, and How to Practice Them.
What are three ways that teachers can promote language?Simple Ways to Promote Speech and Language Development. Engage. Get down on the child's physical level (by kneeling, for example). ... . Encourage Conversations. Comment on what the child is doing and wait for a response. ... . Extend Language and Learning. Repeat what the child says then add a little bit more or a new vocabulary word.. What are the methods used by the teacher in handling the students differences in abilities?To cater to a class of mixed-ability pupils, teachers can use seven different methods of differentiation. Learn about them here.. Flexible-pace learning.. Collaborative learning.. Progressive tasks.. Digital resources.. Verbal support.. Variable outcomes.. Ongoing assessment.. What is one aspect promoted by using the home language for instruction?In summary, the use of learners' home language in the classroom promotes a smooth transition between home and school. It means learners get more involved in the learning process and speeds up the development of basic literacy skills. It also enables more flexibility, innovation and creativity in teacher preparation.
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