PRACTICE TEST- ESL
An English learner at a beginning level of English proficiency in Ms.
Guevara's class is not yet able to fully express herself in English,
orally or in writing. Ms. Guevara would like to check for
understanding during a lesson on fractions. The following non-
linguistic representation will allow the student to show her
understanding EXCEPT: - ANSWERS-Writing a response in the
student's L1
Writing a response in the student's L1 can be a beneficial way for the
student to express her understanding, however, it is NOT an example
of a non-linguistic representation. (See Domain II - Combined
Competencies 3-6, p. 108 of ESL 154 Test Prep Manual)
The English Language Proficiency Standards (ELPS) are part of the
mandated curriculum, and the ELPS - ANSWERS-serve as the
framework for TELPAS
Oxford Middle School serves 100 total students in grades 6th-8th. The
LPAC has convened for the first time due to the enrollment of the
school's only three English learners. The ESL LPAC has the following
members: campus administrator, parent of one of the ELs who just
enrolled, a core content teacher, counselor, and an ESL certified
teacher.Which two members of the LPAC are NOT part of the
minimum required membership? - ANSWERS-The core content
teacher and the counselor
,The core content teacher and the counselor are important in
supporting the needs of the English learners, however, the minimum
required membership composition of the ESL LPAC is composed of
the campus administrator, parent of a current English learner
participating in a bilingual or ESL program, and an ESL certified
teacher. (See Domain II - Competency 7.D, p. 174 of ESL 154 Test
Prep Manual)
Ms. Hebert is listening to one of her intermediate students share his
observation of their field trip to the local planetarium. Ms. Herbert
will prepare him for sharing out to the class. The student provided Ms.
Hebert with the following information:
"We had a lot a fun. We saw many cool things like stars and we saw
the planets too. Saturn is my favorite planet because Saturn has the
rings big!"
What is the most effective way Ms. Hebert can provide this student
with feedback? - ANSWERS-Ms. Hebert acknowledges and
celebrates the detail in the student's comments and then recasts the
syntactic error by saying, "You like Saturn because it has big rings.
Notice that it's big rings, instead of rings big."
Rather than telling a student " you said it wrong', the teacher may
correct the error by explaining "oh, what you meant to say is ..." so as
to emphasize that meaning was conveyed while also modeling syntax.
Error correction in context in addition to recasting can be an effective
way to increase language learning. This dialogue can be understood as
an opportunity for formative assessment. (See Domain I -
Competency 2., p. 89 of ESL 154 Test Prep Manual)
, An effective classroom management plan and its execution benefits
all students. However, which of the following elements of an effective
classroom management plan has been shown to have a particularly
positive impact on the language acquisition process for English
learners? - ANSWERS-Well organized routines and procedures
The nature of an organized classroom where routines and procedures
are clear to all students is the prime setting for language learning.
Well organized routines and procedures are known to have a profound
impact on the academic achievement of English learners. (See
Domain II - Competency 3.E, p. 142 of ESL 187 Test Prep Manual)
An English learner in Ms. Darcie's class is always eager to contribute
to the classroom, and he likes sharing his thoughts out loud, especially
when discussing relatable information. Ms. Darcie is a first year
teacher, and she believes the student is simply trying to grab her
attention, or get the class off task. However, the call and response
pattern in this student's culture is the norm. What is this potential
misunderstanding an example of? - ANSWERS-cultural dissonance
A teacher's cultural perspective at the deeper level influences what
and how one teaches. Because cultural habits come so naturally,
teachers frequently reinforce skills and behaviors common in their
own culture without realizing their students' own cultural perspectives
may be very different.(See Domain III - Competency 9.A, p. 27 of
ESL 154 Test Prep Manual)
Two brothers, who are beginning level English learners, have enrolled
in Ms. Garcia's math class. She notices that the students do not make
An English learner at a beginning level of English proficiency in Ms.
Guevara's class is not yet able to fully express herself in English,
orally or in writing. Ms. Guevara would like to check for
understanding during a lesson on fractions. The following non-
linguistic representation will allow the student to show her
understanding EXCEPT: - ANSWERS-Writing a response in the
student's L1
Writing a response in the student's L1 can be a beneficial way for the
student to express her understanding, however, it is NOT an example
of a non-linguistic representation. (See Domain II - Combined
Competencies 3-6, p. 108 of ESL 154 Test Prep Manual)
The English Language Proficiency Standards (ELPS) are part of the
mandated curriculum, and the ELPS - ANSWERS-serve as the
framework for TELPAS
Oxford Middle School serves 100 total students in grades 6th-8th. The
LPAC has convened for the first time due to the enrollment of the
school's only three English learners. The ESL LPAC has the following
members: campus administrator, parent of one of the ELs who just
enrolled, a core content teacher, counselor, and an ESL certified
teacher.Which two members of the LPAC are NOT part of the
minimum required membership? - ANSWERS-The core content
teacher and the counselor
,The core content teacher and the counselor are important in
supporting the needs of the English learners, however, the minimum
required membership composition of the ESL LPAC is composed of
the campus administrator, parent of a current English learner
participating in a bilingual or ESL program, and an ESL certified
teacher. (See Domain II - Competency 7.D, p. 174 of ESL 154 Test
Prep Manual)
Ms. Hebert is listening to one of her intermediate students share his
observation of their field trip to the local planetarium. Ms. Herbert
will prepare him for sharing out to the class. The student provided Ms.
Hebert with the following information:
"We had a lot a fun. We saw many cool things like stars and we saw
the planets too. Saturn is my favorite planet because Saturn has the
rings big!"
What is the most effective way Ms. Hebert can provide this student
with feedback? - ANSWERS-Ms. Hebert acknowledges and
celebrates the detail in the student's comments and then recasts the
syntactic error by saying, "You like Saturn because it has big rings.
Notice that it's big rings, instead of rings big."
Rather than telling a student " you said it wrong', the teacher may
correct the error by explaining "oh, what you meant to say is ..." so as
to emphasize that meaning was conveyed while also modeling syntax.
Error correction in context in addition to recasting can be an effective
way to increase language learning. This dialogue can be understood as
an opportunity for formative assessment. (See Domain I -
Competency 2., p. 89 of ESL 154 Test Prep Manual)
, An effective classroom management plan and its execution benefits
all students. However, which of the following elements of an effective
classroom management plan has been shown to have a particularly
positive impact on the language acquisition process for English
learners? - ANSWERS-Well organized routines and procedures
The nature of an organized classroom where routines and procedures
are clear to all students is the prime setting for language learning.
Well organized routines and procedures are known to have a profound
impact on the academic achievement of English learners. (See
Domain II - Competency 3.E, p. 142 of ESL 187 Test Prep Manual)
An English learner in Ms. Darcie's class is always eager to contribute
to the classroom, and he likes sharing his thoughts out loud, especially
when discussing relatable information. Ms. Darcie is a first year
teacher, and she believes the student is simply trying to grab her
attention, or get the class off task. However, the call and response
pattern in this student's culture is the norm. What is this potential
misunderstanding an example of? - ANSWERS-cultural dissonance
A teacher's cultural perspective at the deeper level influences what
and how one teaches. Because cultural habits come so naturally,
teachers frequently reinforce skills and behaviors common in their
own culture without realizing their students' own cultural perspectives
may be very different.(See Domain III - Competency 9.A, p. 27 of
ESL 154 Test Prep Manual)
Two brothers, who are beginning level English learners, have enrolled
in Ms. Garcia's math class. She notices that the students do not make
