ESL Practice Test # 1
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School
University of Texas, Rio Grande Valley *
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Course
1302
Subject
English
Date
Feb 20, 2024
Type
Pages
50
Uploaded by ProfRook5945
Email
*
vmorales@srtx.org
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The State of Texas Assessments of Academic Readiness (STAAR)
Texas English language Pro±ciency Assessment System (TELPAS)
Texas Essential Knowledge and Skills (TEKS)
English Language Pro±ciency Standards (ELPS)
ESL Practice Test # 1
Total points
51/70
In this section, you will ±nd examples of test questions similar to those you are likely to encounter on the TExES English as a Second Language Supplemental (154) Exam. Read each question carefully and choose the best answer from the four possible choices.
Q1. Which of the following programs provides federally mandated
accountability data on the progress of ELL students in Texas in meeting
language proficiency goals?
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Before starting the unit, the teacher writes 20 vocabulary words on the board and
gives students a class period to look them up.
Students watch a ±lm on the author's novels and stories, focusing on the shared
thematic elements.
The teacher begins the unit with a "book talk" in which he introduces the
characters, the initiating event, and touches on the con²ict. He then reads a few
pivotal passages from the story.
For homework prior to the ±rst unit day, students are required to read the story and
answer a set of questions.
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create an outline.
draw a simple illustration.
write the essay in Spanish and then translate it into English.
write a thesis statement.
Q2. A high school English teacher plans a unit focused on a frequently
taught short story from American literature. Because half of his students
are intermediate to advanced ESL students, he needs to provide
appropriate accommodations to create comprehensible input. Which of
the following instructional activities should the teacher select to meet
this goal?
*
Q3. A writing teacher has shown intermediate-level ESL students how to
brainstorm, how to do webs, and how to pose questions about the topic.
An additional strategy that would help students during the planning stage
of writing would be to
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using past tense correctly.
distinguishing between the oral and written forms of homophones.
using modals correctly.
spelling.
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She should mark an X through "cuz" and "u" and write "misspelled" in the margin
She should use Remi's sentence in the next day's daily oral language exercise and
have students try to correct the sentence
She should have a mini-lesson on texting language versus academic language,
explaining expectations for each register
Since the sentence occurs in a draft, she should expect that Remi will correct the
forms during editing and revision
Q4. Ms. Contreras is reading a set of student drafts. The following
sentence is in Remi's draft: "I knew that if I just had too more minutes, I
could of finished." Remi's sentence demonstrates difficulty in
*
Q5. Remi's draft ends with this sentence: "You should never feel bad just
cuz u didn't finish." Which of the following strategies should Ms.
Contreras use to help Remi understand the difference between social and
academic registers?
*
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correct the students each time hey mispronounce a word during oral reading.
have students read along silently as she plays an audio recording of a short
book they are familiar with. She plays the recording once more, with the
students reading along chorally.
make a list of all the words the students mispronounced during reading time and
given them a spelling test on this list.
write simple sentences using words with the L2 phonemes that the students are
having trouble with and have the students copy the sentences into their notebooks.
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students are better able to connect meaningfully with stories and characters
that re²ect their culture and/or native country environment.
books categorized as "multicultural or culturally relevant" literature are easier than
canonical literature.
culturally relevant literature is written in the student' home language.
the only type of literature that ELL students can understand is literature written in
language or dialogue that re²ects their L1.
Q6. An elementary teacher has a class of beginning ESL students. During
oral reading times, the teacher notices that the students are using many
L1 phonemes in pronouncing L2 words. The most effective strategy in
helping students use their L1 phonological knowledge in producing L2
strings would be for the teacher to
*
Q7. The best rationale for integrating culturally relevant literature into ELL
curricula is that
*
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The teacher is creating an opportunity for family involvement in the ESL
student' education
By having the students ask for help, the teacher is integrating a homework
completion check into the assignment
The teacher knows that students don't like to do homework, so the assignment is
designed to be easy and student-friendly
By having students write the words in English and in Spanish, the teacher is
embedding vocabulary and spelling into this assignment
Q8. A third-grade ESL teacher creates a Home Words Homework Page.
The teacher tells the students to ask their parents or siblings to help
them write down 10 words describing their home or objects in their
home. The teacher tells the students to put the words in two columns:
one column for the English word and one column for the Spanish
translation. This assignment best addresses which of the following ESL
instructional strategies?
*
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The teacher devises a quiz in which students have to correctly math the ±gure to its
name. The quiz is administered every day until all the students get 100 percent
correct.
The teacher draws each ±gure on the board and has students copy the ±gures
into their notebooks. The teacher asks for volunteers to come to the board to
label each ±gure.
The teacher creates a poster for each ±gure. In addition to an illustration of the
±gure, the name is written in large letters with the root underlined and the
corresponding number of slides written in large print on the poster. The poster
includes pictures of words with the same root.
The teacher puts students into groups and assigns a different ±gure to each group.
Their task is to make a several models of their ±gure using a variety of resources
such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and
any other materials they can think of.
The teacher puts students into groups and assigns a different ±gure to each group.
Their task is to make a several models of their ±gure using a variety of resources
such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and
any other materials they can think of.
Q9. ELL students in a third grade class are having trouble learning the
names of math figures (for example, hexagon, quadrilateral, pentagon,
and so on). Which of the following instructional strategies would most
effectively promote students' learning in this area of math?
*
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The teacher suggests that students translate the word problems into their L1
before trying to solve them.
The teacher puts the students in a large circle and has each student read a word
problem orally.
The teacher organizes students into groups and gives each group 12 pencil cap
erasers. Each group writes a short word problem focusing on math operations
about erasers.
The teacher divides the class into two teams. he puts a word problem on the board
and gives the teams ±ve minutes to solve the problem. The winning team gets ±ve
extra points on their daily math grade.
Q10. An elementary school teacher has introduced word problems in his
ESL class. The teacher knows that word problems pose conceptual
difficulties even for native speakers, so he wants to provide appropriate
instructional support for his ESL students' understanding of this math
concept. Which of the following strategies would best reinforce his ESL
students' understanding of math word problems?
*
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The teacher starts each class with a pretest and ends with a quiz on the mateiral
covered that day.
Students read aloud from the textbook, and the teacher corrects any
misprounciations.
At the end of the class, the teacher asks students to submit questions about
anything they didn't understand from the lesson.
The teacher stops every 10-15 minutes to conduct a "state of the class"
session, during which he asks questions about key points and encourages
students to explain what they understand and identify what they don't
understand.
Q11. To promote students' understanding of social studies content, a
third-grade ESL teacher writes keywords and focal points on the boards
as he lectures. Which of the following additional strategies would best
promotes students' understanding of content knowledge during each
class lecture?
*
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linguistic diversity.
pedagogical tolerance.
identity perservation.
multiculturalism.
multiculturalism.
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Focusing instruction on the native speakers and having the ELL students
participate as best they can
Assigning supplemental homework to the ELL students to ensure that they catch
up with material they did not understand in the day's lesson
Pairing each ELL student with students of similar language backgrounds so they
can help each other understand the science content of each lesson
Providing a class library of illustrated books at various reading levels to present
science concepts as language and cognitive levels accessible to the ELL
students
Q12. In their August orientation, teachers at a Central Texas school
discuss the following statement from the school's Handbook of Daily
Operating Procedures: "The teacher creates an environment that values
the beliefs, backgrounds, home learning, and sense of belonging to a
group that every learner brings to the classroom and fosters a sense of
community that brings diverse learners together." In the context of ESL
teaching, this statement refers to
*
Q13. In a mainstream middle school science class that also includes
beginning to intermediate ELL students, which of the following
instructional strategies might best promote the teacher's goal to develop
the ELL students' academic English proficiency?
*
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Use the information below to answer questions 14 and 15 that follow.
Ms. Pierce teaches a sheltered class of ±fth-grade intermediate ESL students. During their language enrichment period, she hands out the following exercise. Her students are clustered into base groups, but she instructs them to work independently for ±ve minutes and then network with their group member to complete the exercise. 1/1
Cloze exam
Daily oral language
Sustained silent reading
Read-aloud
Q14 Read the following passage carefully. Fill the blanks with words that
make sense in those slots. Remember that to make sense, the words
need to fit both in meaning and in grammatical structure. The
playground can ____kids how to work hard to ___ anything. Whether kids
are trying to swing by _____, go down the big slide, or go ____ the monkey
bars, they are out there every day working at ____ the task. Q14. What is
the label generally given to this type of exercise?
*
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metacognition
syntax and semantics
comprehension
vocabulary
syntax and semantics
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She provides a list of possible choices for each blank, including some
alternatives that are inappropriate for the context of the blank.
She asks for volunteers to read the passage aloud in front of the class, saying
"blank" every time they come to a blank.
She tells students who are frustrated to look up words they don't know in the
passage.
She provides picture books and elementary-level storybooks on the general topic of
the passage and tells students to read several of these books if they don't
understand how to ±ll in the blanks.
Read the following passage carefully. Fill the blanks with words that
make sense in those slots. Remember that to make sense, the words
need to fit both in meaning and in grammatical structure. The
playground can ____kids how to work hard to ___ anything. Whether kids
are trying to swing by _____, go down the big slide, or go ____ the monkey
bars, they are out there every day working at ____ the task. Q15. This
type of class activity is primarily intended to promote proficiency in -
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Q16. Ms. Pierce discovers that some of her students are frustrated
because they can't figure out the "right answers". Which of the following
modifications should she make to support students' efforts to complete
this activity effectively?
*
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In order to read and write in L2, students must ±rst acquire L2 oral language.
If they are motivated to learn, ESL students acquire oral language naturally with
little or no need for formal instruction. Pro±ciency in the other language domains
follows.
In learning L2, pro±ciency in the reading, writing, speaking, and listening
domains develops simultaneously rather than sequentially.
To help students succeed academically, teachers should focus on reading and
writing pro±ciency.
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Content-based program
Immersion program
Pull-Out program
Grammar-based ESL and content-area enrichment
Content-based program
Q17. Which of the following statements correctly express current
understanding about ESL students' acquisition of L2 listening and
speaking competencies?
*
Q18. A high school with a 75 percent ELL student enrollment has an ESL
program in place that meets the following criteria: 1) It promotes
language proficiency by addressing the needs learners with a of a diverse
ranger of language competencies. 2) It enhances students' competence
in content areas through classroom experiences that reflect the learner's
development while fostering readiness for higher levels of learning. 3) It
provides instruction through certified ESL instructors who promote
learners' L2 competence and uses L2 as a medium for learning in
academic subjects. Which of the following ESL programs models do
these criteria describe?
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implemented federal guidelines for integrating children of undocumented
immigrants into American schools.
established the National Center for Bilingual Education as a resource center for
teachers and administrators.
initiated federal involvement in mandates, funding, rationales, and goals for
bilingual/ESL education programs.
established the "separate but equal" precedent for implementing bilingual
education programs in American schools.
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Inviting families to a meeting where several teachers do a class demonstration
showing how ESL methods are integrated into daily instruction
Meeting with each family individually to explain the bene±ts of ESL education
Sending a letter to the impacted families explaining explaining the ESL program
guidelines stipulated by the Texas Education Code and the No Child Left Behind Act
Inviting parents to a special parent-teacher organization meeting where a
question-and-answer session on ESL is the only item on the agenda
Option 5
Inviting families to a meeting where several teachers do a class demonstration
showing how ESL methods are integrated into daily instruction
Q19. The Bilingual Education Act, Title VII of the Elementary and
Secondary Education Act of 1968, was significant in the history of ESL
education in America because it
*
Q20. An elementary school with a large number of students identified as
ELL is aiming for 100% parental approval for placing students in the
district's ESL program. Which of the following strategies would best
address the school's goal to facilitate family involvement in ELL students'
educational experiences?
*
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allows students to skim through a new text to identify keywords that will be
important in understanding the content.
provides a graphic structure for anticipating and organizing a core concept and
associated subpoints.
presents all the new vocabulary students will encounter in a content-area lesson.
provides a graphic organizer for representing text structures.
Use the information below to answer questions 22 and 23.
Janie is a middle school student whose family recently emigrated from Mexico. On the ±rst day of class, she told her teacher that she had to drop out of school in her native country a year ago. In the interval, she has had no tutoring or formal schooling. She has the following conversation with her English teacher regarding a missed homework assignment. Janie: Is because I lose...uhmmmmm..USB [pronounced "uesbi"]. Is no ±nish. Uhmmmmmmm...the homework.
Teacher: You were unable to complete your assignment, Janie? [speaking slowing and clearly enunciating]
Janie: Yes. No do it.
Teacher: Do you think you could complete your homework during your study period? [speaking slowly and clearly enunciating]
Janie: Uhmmmmmmmm...Estudy time. Yes. Finish.
Teacher: That's great, Janie. I hope to get your completed assignment later today.
Janie: Is good.
Q21. A semantic map is considered a good strategy for promoting ESL
students' content-area learning because it
*
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Janie has virtually no understanding of English grammar.
Janie's syntactic and phonological output point to interference from Spanish
grammatical structures.
Janie is not capable of completing a logical utterance in English.
Janie is unable to use her L1 competence as scaffolding for her L2 development.
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transfer
incorrect translation
risk-taking
inactive ±lter
Q22. Based on this brief exchange, which of the following statement
offers the best description of Janie's L2 development at this point?
*
Q23. The L2 acquisition strategy that Janie's pronunciation of USB as
[uesbi] is indicative of
*
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Sentence-combining exercises
Grammar drills in which students correctly identify written compound and
compound-complex sentences
Daily oral language sentences that include errors in subordination and coordination
Memorizing lists of subordinate and coordinate conjunctions
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integrating several levels of Bloom's taxonomy.
engaging students in critical thinking through activities that foster
communicative competence.
impressing upon students the need to memorize the names of key historical
±gures.
encouraging students to create a historical timeline that helps them remember
when pivotal events happened.
Q24. A high school teacher wants her intermediate and advanced
students to write sentences of increasing syntactic complexity. Which of
the following instructional strategies would most effectively promote
students' ability to construct sentences using subordinate and coordinate
clauses in a variety of patterns?
*
Q25. A high school history teacher wants his ESL class to develop a
deeper understand of historical events. He develops the following list of
essential questions: 1) Who are the pivotal participants? 2)How does
each participant impact the outcome? 3)Why is this event important? 4)Could the participants have taken any other course of action? Following each unit, students discuss the questions in groups and make
brief oral reports on their findings. This instructional strategy promotes
students' content-area proficiency by
*
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Conversational
Classroom decorum
Linguisitic
Affective
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a district-wide enrollment of 50% or more students whose families are classi±ed as
Hispanic, Asian, African American, or other in the U.S. Census Data.
campus demographics that include 80% speakers of languages other than English.
an enrollment of 20 or more ELL students in any language classi±cation in the
same grade level district-wide.
an audit from the Texas Education Agency that ±nds disparities in educational
approaches used for native and nonnative speakers of English.
Q26. A high school teacher works in a newcomer program in her district.
She wants to make sure she integrates all of the Texas Administrative
Code (TAC) regulations about meeting learner's needs. She knows a
newcomer ELL students may be shy about asking questions in class, so
she puts up a poster showing students raising their hands. The dialogue
bubbles show some questions in English and some in Spanish. The
teacher in the poster has a smile on her face, and her thought bubble
says, "Great questions!" This classroom strategy is designed to address
which of the following learner needs?
*
Q27. According to the Texas Administrative Code (TAC) Chapter 89, the
basic requirement for implementing an ESL or bilingual program in a
school district is
*
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The repeated reading and student participation reinforces' students familiarity
with discipline-speci±c terms and concepts.
The oral reading reinforces students' phonological awareness.
Reading picture books instead of the actual textbooks simpli±es the content area
material for learners who are not yet ready for challenging content.
Working with picture books allows students to learn to spell high-frequency words
in a meaningful communicative context.
Q28. Ms. Oliver has an elementary class of beginning ESL students.
During reading time, she integrates nonfiction picture books that focus on
science, history, and social studies topics. She reads a book to her
students orally and then rereads it several times. After several
rereadings, she stops at key points in the book and asks students to fill in
what comes next. Which of the following statements best explains how
this teaching strategy reinforces students' content-area learning?
*
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watching ±lm segments with the sound off will provide an opportunity to analyze
how nonverbal cues, body language, and gestures contribute to communication.
watching a ±lm prior to a challenging assignment reduces anxiety and helps
students perform at a higher level.
watching ±lms clips with the sound off and then rewatching with the sound on will
enable students to recognize how important good elocution is in being understood
by an audience.
watching ±lm clips will show students how important staging is in delivering a good
speech performance.
watching ±lm segments with the sound off will provide an opportunity to analyze
how nonverbal cues, body language, and gestures contribute to communication.
Q29. A ninth-grade speech communication class is evenly divided among
ELL students and native speakers. The teacher has assigned an informal
speech. As part of the preparation for this assignment, she shows
several movie clips with the sound turned off. The rational that best
explains how this activity will promote student achievement in this
informal speech assignment is that
*
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transitional ESL program.
language-intevention program.
SIFE program (students with interrupted formal education).
newcomer program.
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The Language Pro±ciency Assessment Committee Framework Manual
The Texas Education Agency's English Language Learner Web Portal
The Texas Education Code
The Texas Essential Knowledge and Skills
Q30. A school district in a border area of Texas establishes an ESL
program for young students who have recently arrive in the United States
and who have limited or no academic background in their native
language. The program addresses acculturation, language, affective, and
academic aspects of the children's educational experience. The program
is a temporary "stop over." The goal is to transition these students into a
traditional ESL program. This type of program is typically labeled as a
*
Q31. A teacher new to the ESL program in her district wants to learn the
state-mandated responsibilities for teachers in required bilingual and ESL
programs. Which of the following offers the most thorough resources for
ELL teaching in Texas?
*
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identi±es a focal concept in the next reading assignment and models how to create
a semantic map.
reads part of the next chapter aloud while students read along silently. Every
time he comes to a word he thinks that students don't know, he writes on the
board and de±nes it.
has a student volunteer read aloud the chapter title and all the subheadings. Then
he asks for another volunteer to predict what topics the chapter might cover.
shows a short video on the key concepts covered in the chapter prior to reading the
next chapter.
identi±es a focal concept in the next reading assignment and models how to create
a semantic map.
Q32. A middle school teacher wants to promote his ESL students'
understanding of social studies content-area vocabulary. His students
frequently tell him that they think looking up every word they don't know is
boring. In order to meet his instruction goal, the teacher
*
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morphological knowledge
vocabulary development
phonological knowledge
oral language
phonological knowledge
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To inform parents of each students' progress in language acquisition and core
course performance at the end of each semester
To provide a subjective teacher evaluation when the committee considers
whether a student is English pro±cient for exit from the ESL program
To work closely with the LPAC to determine ELL students placement options at the
end of each academic year
To complete and submit yearly reports on ELL students' academic progress as
measured by the TEA Class Performance Matrix
Q33. An elementary school teacher with a class of beginning ESL
students distributes a card with a consonant blend to each student. The
teacher orally reads a list of words. Whenever the teacher reads a word
that starts with the consonant blend a student is holding, the student is
supposed to hold up the card. This activity promotes language
proficiency in
*
Q34. Which of the following best describes the individual teacher's role in
the responsibilities of the LPA as described in the Texas Education Code
and the Texas Administrative Code?
*
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demonstrates signi±cant de±ciencies in writing a short passage in English.
is unable to respond readily to instructions in English.
has had no academic experiences in L1.
is in the process of acquiring English and has a language other than English as a
native language.
is in the process of acquiring English and has a language other than English as a
native language.
Use the information below to answer questions 36 and 37.
A high school teacher presents a unit on the 1960s civil rights movement in a sheltered social studies class. The lesson includes ±lm clips, news stories, magazine pictures published in the 1960s, excerpts from speeches from key civil rights leaders, as well as textbooks chapters. Q35. According to the LPAC Framework Manual, a student is identified as
an English Language Learner if he or she
*
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The integration of technology with the option to use Internet resources in their L1
will promote students' content-area knowledge and language acquisition.
By integrating materials other than the traditional textbook, the teacher
demonstrates how history books presents limited views of historical events.
The students will be able to create multimedia products to connect knowledge of
this important period in American history to historical events in their home
countries.
By integrating electronic resources, the teacher creates a class environment
that reduces the effort that learners need to expend and reduces anxiety over
required class work.
The integration of technology with the option to use Internet resources in their L1
will promote students' content-area knowledge and language acquisition.
Q36. Additionally, the teacher creates a Civil Rights Around the World
bulletin board and adds a first entry on Nelson Mandela. She tells
students that each group needs to contribute a picture and small
explanation of civil rights activists from other countries or cultures to add
to the bulletin board. She integrates computer-assisted instruction and
tells students they may do their computer work in their L1 if they choose.
Which of the following explanations best addresses the connection
between this instructional strategy and ESL student learning?
*
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The teacher creates an assignment that ESL students can complete effortlessly.
The teacher creates a learning environment in which students ±nd meaningful
connections to content-area knowledge presented in a multicultural setting.
The teacher creates an assignment that allows for authentic assessment in
contras to the traditional end-of-unit test.
The teacher makes an assignment that will encourage students to do additional
research in order to complete the letter satisfactorily.
The teacher creates a learning environment in which students ±nd meaningful
connections to content-area knowledge presented in a multicultural setting.
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showing students that shaking hands is not a universal greeting.
developing students' awareness of cultural diversity.
emphasizing the need to watch videos set in other countries.
reinforcing students' understanding of body language in communicating.
Q37. As a culminating activity, the teacher organizes the class into a large
circle for a round-robin discussion. Each student completes the
sentence: "I admire_____ (the person the student chose) because ____".
Then, the teacher has each student write a letter to the historical figure
they mentioned. Which of the following ESL instructional strategies does
this activity best reflect?
*
Q38. A middle school teacher shows her ESL class film clips of people
from different countries and cultures greeting each other. This
instructional strategy primarily focuses on
*
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Assigning students book reports on the books they pick and posting the reports on
the class writing wall
Having each student do a book talk on his or her book
Having each student post the title of her or his book on the class notes wall
Having a question-and-answer session where the teacher asks each student one
question about the book he or she checked out
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the student is overusing the de±nite article: "the."
the student should keep the sentences short so as not to make so many errors in
syntax.
the student needs to proofread the writing more carefully.
in English, abstract concepts such as education and educational quality
generally do not take an article.
Q39. To promote her 5th grade ESL students' academic language
proficiency, a science teacher takes her students to the school library
once a week and has the students check out books on topics related to
the unit they are currently studying. The teacher notices that students
talk constantly in the library, showing each other their books, and reading
each other's books. She recognizes this as an opportunity to promote her
students' communicative language development. Which of the following
instructional activities best addresses the teacher's intent?
*
Q40. An ELL included the following sentences in her essay: "When one
talks about improving the education quality, many ideas such as smaller
class sizes, teacher's quality, and lack of resources." "Although increasing
funds might be a solution, other ways to improve the educational
qualities without more funds." The explanation that the teacher should
offer to enable the student writer to understand the L2 problems shown
in these sentences is that
*
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Use the information below to answer questions 41 and 42.
A high school English teacher is about to start a unit on Jack London's "To Build a Fire" in her sheltered class.
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The teacher activates prior knowledge to help students connect their real-world
experiences to the context of the classroom lesson.
Using the students' group responses, the teacher will be able to create a semantic
map to introduce the story.
The teacher knows this story will be challenging for ELL students, so she starts
with this activity in order to boost their comprehension
The teacher wants to promote studnets' active listening skills by making them
realize how little they know about extreme cold temperatures.
Option 5
Q41. She starts a whole-class discussions by asking: "When the
temperature is very high and you feel very hot, what are some things you
are supposed to do to stay safe?" She writes their comments on the
board and encourages students to follow up on some of the things they
say. Then she tells students to work in groups to respond to this question:
"When it's very, very cold, what are some things you should do to stay
safe?" She gives students five minutes to prepare their group response.
How does this oral language activity promote students' communicative
language competence?
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It allows students to connect research-based facts to the events of the story.
It creates opportunities for students to negotiate about which facts are most
relevant to the story.
It promotes communicative competence by combining collaboration, research,
writing, and oral presentation.
It prepares students to understand the core con²ict of the story.
It promotes communicative competence by combining collaboration, research,
writing, and oral presentation.
Q42. As a follow-up, the teacher takes the class to the school library and
assigns the following activity: 1)Work with your group members to find
three facts about Alaskan geography, topography, and/or temperatures.
2)Be ready to do a three-minute summary of your findings tomorrow.
3)Your presentation must include at least one photograph. You can
show a photograph from a library book, or you and your group members
can draw an illustration. Which of the following descriptions best
explains how this activity contributes to students' oral-language
proficiency development?
*
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The teacher puts up the lists of new content words, pronounces each one, and then
calls on student volunteers to pronounce them, too.
Working in groups, students pick one of the new words to explore by looking in
their books, using their dictionary, and using other class resources. Each group
does a short presentation to introduce the class to the new word.
The teacher gives students two days to learn the words. They spend a few minutes
each day pronouncing the words out loud in unison. On the third day, they have a
spelling test on all the new words.
The teacher shows an animated video in which animal characters introduce the
new words on the list. After the video, the teacher gives students a short test to
determine which words they seemed to understand best.
Use the information below to answer questions 44-46.
Ms. Sahid teaches at a high school that includes The Great Gatsby as mandatory reading for all students in the eleventh-grade curriculum. Her classes include many intermediate-
level ESL students. Q43. Each Monday, a third grade teacher introduces new content
vocabulary to her beginning ESL students. To reinforce their initial
understanding of the new words, she posts labeled pictures of the words.
She wants to promote their listening and speaking proficiency in the
context of content instruction. Which of the following instructional
activities most effectively addresses the teacher's goal?
*
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Showing a ±lm version of the novel before reading it
Integrating historical photographs, period music, art, and brief historical
overviews to contextualize the themes and events in the novel
Handing out a chapter-by-chapter summary of the novel
Listening to a professional recording of the novel as students follow along in their
books
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model the activity by acting out a passage and explain how her actions,
movements, and gestures re²ect the language of the text.
ask students to underline and label the literary devices they recognize in their
passages.
join each groupand ask group members to read the passage aloud and then correct
all mispronunciations and incorrect intonations.
ask each group to explain why the passage is important to the reader's
understanding of the scene.
Q44. Which of the following accommodations might best help Ms.
Sahid's ESL students understand the novel?
*
Q45. To help her students appreciate the literacy language in The Great
Gatsby, Ms. Sahid arranges her class into groups and assigns each group
an especially vivid passage from the novel. To promote students'
understanding of literary language, she asks each group to dramatize the
passage they've been given. The instructional strategy that would be
most effective in helping students complete this activity meaningfully
and effectively is for the teacher to
*
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sheltered instruction.
English-language development (ELD).
speci±cally designed academic instruction in English (SDAIE).
content-area reading strategies.
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create an opportunity for students to practice process writing.
emphasize the importance of correct pronunciation in a formal speech
situation.
teach students critical viewing skills in the context of international ±lms.
provide students an opportunity to integrate listening, speaking, and writing skills in
an authentic context.
provide students an opportunity to integrate listening, speaking, and writing skills in
an authentic context.
Q46. The accommodations Ms. Sahid makes in teaching The Great
Gatsby to intermediate ESL students are likely to be most effective if her
teaching activities reflect
*
Q47. A high school ESL teacher has students ranging from intermediate
to high advanced in his class. He assigns them the following project:
Think of your favorite movie in your native language. Create a poster that
includes information about the basic plot elements (the characters, the
key events, the conflict, and the outcome). Each of you will have minutes
to present your movie poster to the class and explain why this is your
favorite film. This assignment will take two class periods followed by
two presentation periods. The teaching goal that this assignment best
addresses is to
*
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Students write paragraphs integrating the vocabulary words for that week.
Working in groups, students pick one word from the week's vocabulary list and
create a semantic web poster de±ning the wrod in their own words (instead of a
dictionary de±nition) and providing synonyms for their word.
Working in groups, students pick one word from the week's list and do a scavenger
hunt to ±nd examples of the word being used in books and the media.
Students cut pictures out of magazines and create a collage featuring the meaning
words on the weekly vocabulary list.
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The LEP designation is made by individual teachers any time they notice that
students demonstrate de±ciencies in social and academic language pro±ciency.
When parents request in writing that their child be placed in bilingual or ESL
classes, the student is automatically designated LEP.
Upon entering a school district, any student whose home language is not
exclusively English (as determined by a home language survey) is tested to
assess language pro±ciency. Results are evaluated by the Language Pro±ciency
Assessment Committee (LPAC) to determine LEP or non-LEP status.
Initial LEP designations are based on students' performance in the previous
academic year. In the case of kindergarten students, the designation is based on
teachers' observations of the learner's performance in the ±rst six weeks of school.
Q48. ELL students in a middle school English class do quite well on
weekly vocabulary tests where they correctly match words and meanings.
Which of the following instructional strategies should the teacher use to
encourage students to actually use new vocabulary words in oral and
written language?
*
Q49. Which of the following descriptions represents the initial procedure
for designating students as Limited English Proficient (LEP) in Texas
school districts?
*
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Developing vocabulary
Applying morphological knowledge in creating new words
Recognizing patterns in language
Reinforcing orthographic knowledge
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The teacher reinforces daily instruction with a quiz at the end of the school day.
Students score each other's quizzes and ask questions about the right and wrong
responses.
The teacher uses props and pictures to support new learning in all subjects,
makes extensive use of print throughout the room, and structures lessons to
integrate cooperative learning.
The teacher uses short, animated videos to introduce every lesson in content areas
and asks students to summarize their understanding of each video.
The teacher uses instructional materials that offer L1 and L2 versions of every
lesson to create a learning environment that addresses the affective needs of all
the students.
Q50. A third-grade teacher is conducting a phonics lesson in her class of
beginning ELL students. She writes the following words on the board,
pronouncing each word and having her students respond chorally: brink,
wink, drink, pink, stink, sink, think, link. She has volunteers come to the
board to draw a line under the part that is the same in all the words. She
asks for other volunteers to draw a vertical line between the underline
underlined part and the beginning sound(s). Which of language-learning
strategy does this activity reflect?
*
Q51. Research on ESL instruction shows that use of multiple scaffolds
promotes young learners' social adjustment and academic learning.
Which of the following descriptions provides the best examples of
learning scaffolds?
*
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Teachers send home a ²yer from the public library explaining how to apply for a
library card. If they get a public library card, students are rewarded with bonus
points.
The teachers set up a book contribution bin in the main school hallway for teacher
and staff members to donate books. Teachers display the donated books under a
"Free Books" sign during lunch.
The teachers work with public library to identify grade-appropriate children's and
young adult ±ction and non±ction books. The teachers set up an after-school
reading hour for parents and children.
Teachers create a class-speci±c supplementary reading program. In order to
encourage students to patronize the public library, they select books they want
students to read but which aren't available at the school library.
Q52. The ESL teachers in a South Texas school district want students and
their families to become more familiar with community resources that
can promote their students' literacy goals. Which of the following
strategies most effectively targets the teacher's goal?
*
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Information about the effectiveness of classroom ELL instruction in addressing
state standards in writing and reading
Average yearly progress ratings for ELL students as mandated by the Language
Pro±ciency Assessment Committee
Correlations between state-mandated exam scores and ELL students' end-of-
year grades in math, science, social studies, and English
Individual pro±ciency level ratings of ELL students (beginning, intermediate,
advanced, advanced high) in listening, speaking, writing, and reading
Individual pro±ciency level ratings of ELL students (beginning, intermediate,
advanced, advanced high) in listening, speaking, writing, and reading
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paraphrasing and repetition to provide redundancy in listening and peaking
situations and integrating objects, visuals, dramatizations, and modeling to
introduce new concepts.
setting up class rules that require learners to listen quietly so that they miss no
information presented by the teacher.
providing all instructions and lessons in both L1 and L2.
separating learners into L1 and L2 groups, providing instruction in the learners'
native language, and reconvening to have members of each group share their new
knowledge.
Q53. The Texas English Language Proficiency Assessment System
(TELPAS) is used to provide which of the following types of data about
ELL students?
*
Q54. Research findings suggest that a key challenge in two-way dual-
immersion programs is ensuring that both native speakers and nonnative
speakers are receiving comprehensible input during the dual-language
lessons. In a two-way dual-immersion setting, the strategy that would
best enable a teacher to create comprehensible input for all the learners
is
*
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Working in groups, students create a poster with illustrations of key events in
the novel.
Each student picks his or her favorite passage from the book and reads it aloud,
explaining why the passage is important to the story.
Working in groups, students create and present a ±ve-minute play focusing on key
passages from the book, showing how the central con²ict develops.
Working independently, each student writes and the presents a three-minute
speech that explains the ending of the novel.
Working in groups, students create and present a ±ve-minute play focusing on key
passages from the book, showing how the central con²ict develops.
Q55. A middle school teacher is finishing up a unit on a young adult novel
in her ELL class. She plans a culminating activity focused on developing
oral-language proficiency in the context of discussing the complexities of
the novel. Which of the following assignments would best address her
goal?
*
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Using the topic that she has assigned to the students, the teacher models the
entire writing process, from prewriting through editing.
The teacher hands out sample essays and asks for student volunteers to read them
aloud.
The teacher creates new, easier topics and tells students that the essays need to
be only one paragraph long.
The teacher arranges students into groups and assigns a different essay topic to
each group. The students in each group collaborate to create a group essay. The
groups post their essays and vote on which is the best one.
Use the information below to answer questions 57-59.
Ms. Newbery is starting a unit on local plants in her middle school science class. Most of the students are beginning and intermediate ELL students. Ms. Newbery wants to make sure the activities in the new unit help students understand science content but also promote their language pro±ciency. Q56. Ms. Cisneros, an elementary teacher, has a class of beginning and
intermediate ELL students. When she assigns an essay, the students tell
her that they don't know how to write an easy. Which of the following
strategies would be most effective in developing students' understanding
of grade-appropriate writing requirements?
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students can have fun while completing the assignment.
new content will be reinforced through hands-on activities.
students will not need to use language strategies in completing this assignment.
students will demonstrate the extent to which they can follow basic instructions.
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The oral-language activity forces students to speak in L2 without relying on L1
vocabulary.
The activity reinforces new science vocabulary for this unit.
The activity creates a nonacademic environment, which should reduce students'
anxieties over participating in class discussions.
The activity integrates oral language and prior knowledge as a beginning point for
new content-area learning.
The activity integrates oral language and prior knowledge as a beginning point for
new content-area learning.
Q57. The teacher gives each student three resealable zipper storage bags
and asks them to collect leaves from three different plants they see each
day on the school grounds, in their yards, or in their neighborhoods. This
introductory strategy helps to promote students' understanding of the
science content in the unit on local plants because
*
Q58. When they bring in their leaves, Ms. Newbery gives the students this
assignment: Each of you is going to present your three leaves and
explain where you found them. As you show them to the class, try to
identify some of the features that make each leaf distinct from the others
or features that the leaves have in common. (Don't say, "They're all
green.") How does this instructional activity address Ms. Newbery's
concerns about her ELL student's content-area learning?
*
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Students will use cultural and language background to support new content-
area learning.
Students will integrate new science vocabulary into their written accounts of the
interview with a family member.
Including a drawing of a family member's favorite plant will allow the teacher to test
the students' understanding of basic unit information
After reading all the interviews, the teacher will be able to determine if reteaching is
necessary in this unit.
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The teacher is demonstrating that learning takes place at home as well as at
school.
The teacher is providing downtime to keep students from being overwhelmed by
the linguistic and academic content of the ESL program.
The teacher is fostering meaningful parent participation in their children's
school activities.
The teahcer is partnering with parents in order to ful±ll requirements of the Texas
English Language Pro±ciency Assessment System (TELPAS).
Q59. As a culminating activity for this unit, Ms. Newbery asks students to
interview one family member about a favorite or special plant. The
students are to create a construction-paper poster with a drawing of the
plant and a short written account of the interview. Ms. Newbery displays
the posters on the wall outside the classroom. How does this
instructional activity promote the ELL students' content-area learning?
*
Q60. A teacher in a newcomer program has a "Parents Are Stars"
segment every Friday. The teacher invites parents to offer
demonstrations and instruction in L1 culture-specific topics, which the
teacher translates into L2. Which of the following ESL teaching
recommendations does this strategy primarily address?
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completing main clause subject-verb combinations in complex sentences.
using the apostrophe correctly.
writing effective subordinate clauses.
maintaining a consistent point of view.
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editing.
revision.
writing on demand.
comprehension.
Q61. A high school advanced ESL student included the following in her
essay: (1) When one talks about improving the education quality, many
ideas such as smaller class sizes, teacher's quality, and lack of resources.
(2) One issue that people believe is crucial, the low budget that schools
get from the government. (3) Although increasing funds might be a
solution, other ways to improve the educational qualities without more
funds. This passage that the student writer has difficult with
*
Q62. A high school teacher is preparing her sheltered class for the
mandated state assessment in writing. She displays the following
paragraph on the overhead: (1)Dead Poets Society (Dir. Peter Weir, 1989)
illustrates a conflict of father and son. (2) We see this conflict between
Neil and his father, it appears every time Neil's father visits him. (3) Neils'
father visits Neil whenNeil join any extracurricular activities. (4) Like most
students at Welton Neil's future is already planned for him by his father. The teacher tells the students that each sentence has one error in
grammar or language use. They have five minutes to find and correct the
errors in the sentence. This activity allows the teacher to assess
students' proficiency informally in
*
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The teacher sends parents a list of all the homework assignments for the week and
asks parents to initial the assignment when the student completes it.
The teacher sends parents a video explaining how homework reinforces students'
progress in content-area classes.
The teacher sends a package of textbooks to each family so that family members
can familiarize themselves with the content-area materials their children are
covering in class.
The teacher invites parents to attend content-area classes and models how
they can facilitate their children homework completion even if they don't
understand the subject.
Q63. Homework assignments are sometimes created with the exception
that parents will be able to help students complete the assignment. At a
school where the majority of ESL student parents have limited L1
education and no L2 education, which of the following strategies would
best promote family involvement in ESL students' homework
assignments?
*
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It demonstrates that ±lm offers a highly effective means of presenting meaningful
classroom lessons for ESL students.
It creates a venue for discussion of how sociocultural factors and home
environment impact ESL students' classroom experiences.
It enables the teacher to enrich ESL students' learning experiences by
integrating kinesthetic learning into traditional delivery methods.
It allows ESL students to contrast real-world events with cinematic representations
of those events.
It creates a venue for discussion of how sociocultural factors and home
environment impact ESL students' classroom experiences.
Q64. A middle-school teacher shows her ESL class the "line game" clip
from the film Freedom Writers. In the film, teacher Erin Gruwell lays down
a strip of masking tape on the classroom floor, tells her students (who
come from a variety of cultural and ethnic backgrounds) to step up to it,
and then asks them a series of questions based on their cultural and
family backgrounds. She starts with questions about films they've
watched, progressing to questions about friends and family killed through
neighborhood violence. They are to step away from the line if they can
respond positively to the questions. At the end of the game, only a few
students are still standing at the line, and students are looking at each
other with apparent new understanding about shared experiences. How
does this class activity address the primary components of effective ESL
instruction?
*
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The writer has written a run-on sentence, suggesting a lack of understanding of
sentence boundaries.
The sentence is a compound-complex sentence that includes several
embedded clauses and items in a series.
The sentence demonstrates some redundancy that should have been corrected
during revision.
The sentence includes several subordinate clauses that are incorrectly punctuated.
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Two-Way Dual Immersion
One-Way Dual Immersion
Transition/Bilingual Early Exit
Transitional/Bilingual Stable
Q65. This sentence below appears in an essay written by a high advanced
ELL student in high school: "Some of the valuable lessons that teachers
teach us include self-determination, the necessity of education, and the
belief that anything is possible if you have the desire to accomplish
goals." Which of the following descriptions accurately explains the
syntactic structure of this sentence?
*
Q66. The Texas Administrative Code stipulates that required bilingual and
ESL programs in Texas follow one of four programs models. Which of
the following programs is NOT listed as one of those four models?
*
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Use the information below to answer questions 67 and 68.
Myra is an advanced seventh-grade ESL students. The passage below is an excerpt from an essay she wrote: During the week, I would give up my afternoon just to go to band practice. Regardless of me having homework. Our paractice would usually last from six to eight. Except for Wensdays. My weekends were never true because I either had a football game to go too. Sometimes it was because I had to show up for practice the next day. It almost got to the point where I came close to losing some of my friends. Beeing that I had a busy schedule.
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The writer treats subordinate structures as independent elements.
The writer demonstrates spelling di³culties.
The writer does not seem to have any strategies for varying sentence structure.
The writer does not know what constitutes a complete sentence.
The writer treats subordinate structures as independent elements.
Q67. Which of the following statements offers the best analysis of the
writer's syntactic performance in this excerpt?
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The teacher should mark all the errors in the passage and have Myra rewrite the
passage making all the marked corrections.
The teacher should give Myra grammar worksheets in identifying complete
sentences and fragments.
The teacher should have Myra read the passage aloud, calling Myra's attention to
her intonation and in²ection as she reads the sentences.
The teacher should give Myra a new topic and ask her to write a new draft without
making all the errors evident in this passage.
The teacher should have Myra read the passage aloud, calling Myra's attention to
her intonation and in²ection as she reads the sentences.
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The teacher assigns a group project. Each group identi±es a speci±c plant and
uses visuals and props to demonstrate interaction of its biological systems.
The teacher has students ±ll out a questionnaire about their prior knowledge on
plants' biological systems.
The teacher takes his students on a walk around the campus to point out different
types of plants growing on the school grounds.
The teacher shows students the state assessment standards in biology and
explains the concepts and de±nes all the content-speci±c terms in each standard.
Q68. Which of the following strategies should the teacher use to promote
Myra's syntactic performance in writing?
*
Q69. A high school biology teacher is starting a unit that addresses state
assessment standards on knowledge of interactions among biological
systems in plants. Which of the following instructional activities would
most effectively promote his ELL students' achievement in this area?
*
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The teacher uses a random grouping approach, creating new groups each Monday
morning.
The teacher creates two types of groups: one set includes only ELL students, and
the other, only native speakers.
The teacher creates base groups for cooperative learning activities. Each group
includes native speakers and ELL students.
The teacher allows students to self-select the groups they want to be in.
vmorales@srtx.org
This form was created inside of Region One Education Service.
Q70. A fifth grade teacher wants to promote her intermediate ELL
students' understanding of content-area lessons. She has a word wall
divided into content areas and each week updates new content
vocabulary. She also has content cubicles decorated with posters and
realia. Which of the following grouping strategies might further promote
her students' content-area learning?
*
After completing the practice test, submit your email address to receive the
answer key to the as well as the answer explanations.
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