Texes Esl (154) Supplemental

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:

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?

Which of the following statements correctly expresses current understandings about ESL students’ acquisition of L2 listening and speaking competencies?

A. In order to read and write in L2, students must first acquire L2 oral language.

B. If they are motivated to learn, ESL students acquire oral language naturally with little or no need for formal instruction. Proficiency in the other language domains follows.

C. In learning L2, proficiency in the reading, writing, speaking, and listening domains develops simultaneously rather than sequentially.

D. To help students succeed academically, teachers should focus on reading and writing proficiency.

A semantic map is considered a good strategy for promoting ESL students’ content-area learning because it:

The L2 acquisition strategy that Janie’s pronunciation of USB as “uəsbi” is indicative of:

A school district in a border area of Texas establishes an ESL program for young students who have recently arrived 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:

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?

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 this instructional goal, the teacher:

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:

What is the individual teacher’s role in the responsibilities of the LPAC as described in the Texas Education Code and the Texas Administrative Code?

According to the LPAC Framework Manual, a student is identified as an English Language Learner if he or she. . .

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. . .

Ms. Sahid teaches at a high school that includes The Great Gatsby as mandatory reading for all students in eleventh-grade curriculum. Her classes include many intermediate-level ESL students.The accommodations Ms. Sahid makes in teaching The Great Gatsbyto intermediate ESL students are likely to be most effective if her teaching activities reflect

A. sheltered instruction.

B. English-language development (ELD).

C. specially designed academic instruction in English (SDAIE).

D. content-area reading strategies.

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. . .

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?

(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 improve the educational qualities without more funds.

This passage suggests that the student writer has difficulty with:

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?

The Texas Administrative Code stipulates that required bilingual and ESL programs in Texas follow one of four program models. Which of the following programs is NOT listed as one of those four models?

Which of the following programs provides federally mandated accountability data on the progress of ELL students in Texas in meeting language proficiency goals?

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?

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 what ESL instructional strategy?

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?

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?