ESL 154 STANDARD EXAMS ANSWERS AND
QUESTIONS SET A+
✔✔Research indicates that ELLs should have native language literacy and oral English
proficiency before being instructed to read in English. There are 5 essential components
of reading instruction, what are they? - ✔✔1) phonemic awareness 2) phonics 3) vocab
development 4) reading fluency including oral reading skills 5) reading comprehension
strategies
✔✔Support for phonemic awareness development should include the abilities to: -
✔✔Attend to the separate words of sentences; break up words into syllables; detect and
generate rhymes; engage in alliterative language activity; blend phonemes to make
words (/b/-/a/-/t/ = bat); make new words by substituting one phoneme for another;
identify the middle and final phonemes of words; segment words into phonemes (dog =
/d/-/o/-/g/)
✔✔Cloze Assessment - ✔✔An exercise, test, or assessment consisting of a portion of
text with certain words removed , where the participant is asked to replace the missing
words.
✔✔Miscue Analysis - ✔✔A way of acquiring insight into children's reading strategies by
studying the mistakes they make when reading aloud.
✔✔Informal Reading Assessments - ✔✔Individually administered assessments with the
purpose of helping teachers identify a student's strengths and needs in areas such as
phonological awareness, phonics, fluency, vocabulary, and text comprehension.
✔✔Formal Assessment - ✔✔Used to assess overall achievement, compare a student's
performance with others at their age or grade, or to identify comparable strengths and
weaknesses with peers
✔✔Word Attack Skills - ✔✔Skills needed to be able to make sense of an unknown word
in the context of reading. Word attack skills rely on the ability to recognize the sounds
that make up words and to put those sounds together (phonemic awareness). More
, advanced word attack skills involve using context, prefixes or suffixes or a dictionary to
determine what a word means.
✔✔True or False: The school's bilingual/ESL program does not need parental
permission for testing language proficiency of the student. Only at the placement stage
of the screening is the LPAC required to notify the parent about classification and obtain
permission in writing for program entry. - ✔✔True
✔✔Structured English Immersion - ✔✔- Subject matter instruction in English + direct
instruction in English grammar.
- English is taught through the content areas and lessons include a language
development component.
- Students learn content and language at the same time.
- Meaning is conveyed not through language alone but with the help of gestures, body
language, visual aids, demonstrations, and hands-on experiences.
- ELLs are taught both English language skills and grade-level subject-area content by
content-area teachers who have been trained in ESL techniques.
✔✔Self-Contained Program - ✔✔- Calls for intensive and extensive instruction in
reading, writing, listening, and speaking English
- Generally, students are adjusted to the education system and social environment of
this country
- No special classes nor extracurricular activities
✔✔Pull-Out Program - ✔✔Students are withdrawn from regular classes to receive ESL
support; Classes in which students are withdrawn from the mainstream regular subject
classes from one or more periods a week for English language instruction.
✔✔Newcomer Program - ✔✔Emotionally safe educational atmosphere that fosters rapid
language learning, acculturation, and enhancement of self-esteem
✔✔Dual Language Immersion - ✔✔Serves language majority (native English speakers)
and language minority students (ELLs) in an instructional setting where both groups
learn from each other in a peer teaching situation, in a challenging curriculum.
✔✔Lau v. Nichols - ✔✔Identical education does not constitute equal education under
Title VI of the Civil Rights act of 1964.
✔✔Plyer v. Doe (1982) - ✔✔Under the 14th Amendment, the state does not have the
right to deny a free public education to undocumented immigrant children.
✔✔Rios v. Reed (1978) - ✔✔Called for the use of L1 instruction in content areas while
developing English proficiency.
QUESTIONS SET A+
✔✔Research indicates that ELLs should have native language literacy and oral English
proficiency before being instructed to read in English. There are 5 essential components
of reading instruction, what are they? - ✔✔1) phonemic awareness 2) phonics 3) vocab
development 4) reading fluency including oral reading skills 5) reading comprehension
strategies
✔✔Support for phonemic awareness development should include the abilities to: -
✔✔Attend to the separate words of sentences; break up words into syllables; detect and
generate rhymes; engage in alliterative language activity; blend phonemes to make
words (/b/-/a/-/t/ = bat); make new words by substituting one phoneme for another;
identify the middle and final phonemes of words; segment words into phonemes (dog =
/d/-/o/-/g/)
✔✔Cloze Assessment - ✔✔An exercise, test, or assessment consisting of a portion of
text with certain words removed , where the participant is asked to replace the missing
words.
✔✔Miscue Analysis - ✔✔A way of acquiring insight into children's reading strategies by
studying the mistakes they make when reading aloud.
✔✔Informal Reading Assessments - ✔✔Individually administered assessments with the
purpose of helping teachers identify a student's strengths and needs in areas such as
phonological awareness, phonics, fluency, vocabulary, and text comprehension.
✔✔Formal Assessment - ✔✔Used to assess overall achievement, compare a student's
performance with others at their age or grade, or to identify comparable strengths and
weaknesses with peers
✔✔Word Attack Skills - ✔✔Skills needed to be able to make sense of an unknown word
in the context of reading. Word attack skills rely on the ability to recognize the sounds
that make up words and to put those sounds together (phonemic awareness). More
, advanced word attack skills involve using context, prefixes or suffixes or a dictionary to
determine what a word means.
✔✔True or False: The school's bilingual/ESL program does not need parental
permission for testing language proficiency of the student. Only at the placement stage
of the screening is the LPAC required to notify the parent about classification and obtain
permission in writing for program entry. - ✔✔True
✔✔Structured English Immersion - ✔✔- Subject matter instruction in English + direct
instruction in English grammar.
- English is taught through the content areas and lessons include a language
development component.
- Students learn content and language at the same time.
- Meaning is conveyed not through language alone but with the help of gestures, body
language, visual aids, demonstrations, and hands-on experiences.
- ELLs are taught both English language skills and grade-level subject-area content by
content-area teachers who have been trained in ESL techniques.
✔✔Self-Contained Program - ✔✔- Calls for intensive and extensive instruction in
reading, writing, listening, and speaking English
- Generally, students are adjusted to the education system and social environment of
this country
- No special classes nor extracurricular activities
✔✔Pull-Out Program - ✔✔Students are withdrawn from regular classes to receive ESL
support; Classes in which students are withdrawn from the mainstream regular subject
classes from one or more periods a week for English language instruction.
✔✔Newcomer Program - ✔✔Emotionally safe educational atmosphere that fosters rapid
language learning, acculturation, and enhancement of self-esteem
✔✔Dual Language Immersion - ✔✔Serves language majority (native English speakers)
and language minority students (ELLs) in an instructional setting where both groups
learn from each other in a peer teaching situation, in a challenging curriculum.
✔✔Lau v. Nichols - ✔✔Identical education does not constitute equal education under
Title VI of the Civil Rights act of 1964.
✔✔Plyer v. Doe (1982) - ✔✔Under the 14th Amendment, the state does not have the
right to deny a free public education to undocumented immigrant children.
✔✔Rios v. Reed (1978) - ✔✔Called for the use of L1 instruction in content areas while
developing English proficiency.
