ESL Supplemental Practice 3 exam
questions and answers 2025 latest
update.
Which of the following statements accurately reflects knowledge, research, and
practices involving ESL students' acquisition of academic language proficiency in
content areas?
A. Acquiring academic language in L2 is a much longer process than acquiring
conversational proficiency in L2.
B. Academic language proficiency is significantly promoted when ESL students are
taught in an immersion approach.
C. Academic language proficiency proceeds at a faster rate when teaching focuses
on distinct L2 skills rather than holistic teaching.
D. Scaffolded ESL instruction provides immediate increases in content-area
proficiency but creates dependent learners in the long run. - n
Ans✔
A
Qs
As part of each experiment, each student has to write a report explaining the
results of the experiment. Because Mr. Sauls wants to ensure that his teaching
strategies address English Language Proficiency Standards (ELPS) for writing, he
invites an English teacher colleague to conduct a writing workshop as the students
complete their reports. Which of the following strategies would best enable Mr.
Sauls to meet ELPS expectations for writing?
,A. During the workshop, the English teacher reviews each report and marks all
errors in spelling, punctuation, and word choice. The students then rewrite the
reports reflecting the corrections made by the English teacher.
B. As part of the workshop, students exchange reports for peer editing. Mr. Sauls
tells students that they need to find at least five errors in each report they read and
correct them for their classmates.
C. Because the ESL students probably lack sufficien - n
Ans✔
D
Qs
Idioms pose particular challenges for ESL students because
A. idioms frequently are based on sophisticated allusions that ESL students are not
likely to recognize.
B. the meaning of idioms cannot be derived from the literal meaning of the
component words in the expression.
C. idiomatic expressions can be understood only if the speaker knows the genesis of
the expression.
D. idioms usually have ambiguous meanings. - n
Ans✔
B
Qs
A high school chemistry teacher wants his ELL students to pay more attention to
the language of the reports they submit after each experiment. His students seem
,to understand the procedures and outcomes of each experiment, but their grades
are low due to problems in language use and mechanics. Which of the following
instructional strategies would best promote ELL students' communicative
competence in chemistry assignments?
A. The teacher starts putting two separate grades on each experiment: a content
grade and a grammar grade.
B. The teacher distributes a checklist that students must complete before
submitting each report. The checklist includes items such as "I looked up words that
I might have misspelled," "I used punctuation correctly," and "I spelled all scientific
terms correctly."
C. The teacher integrates a writing workshop into each experiment unit. Working in
small groups, students share their drafts - n
Ans✔
C
Qs
A middle school social studies teacher has a sheltered class made up of beginning
and intermediate ELL students. To introduce a lesson on different terrains in the
United States, he shows slides of deserts, woods, lakes, mountain ranges, river
valleys, farmland, mountain valleys, and so on in various parts of the United States.
As he shows each scene, he asks students to brainstorm about words suggested by
each scene (for example, farmland might elicit words such as rows, neat, planning,
harvest, and so on) and writes the list on the board. Then he asks for student
volunteers to describe each scene orally in a few sentences. This activity primarily
supports which of the following ELL instructional goals?
A. Students practice oral language in a low-stress class activity
, B. Students gain new knowledge through activities that develop language and
content concepts in a meaningful context
C. Students learn new voca - n
Ans✔
A
Qs
A middle school social studies teacher has a sheltered class made up of beginning
and intermediate ELL students. To introduce a lesson on different terrains in the
United States, he shows slides of deserts, woods, lakes, mountain ranges, river
valleys, farmland, mountain valleys, and so on in various parts of the United States.
As a follow-up activity, students brings photographs or illustrations of terrains where
they have lived or which they have visited. They write short paragraphs describing
the area in the photos. Each student is invited to sit in the Author's Chair and briefly
talk about his or her picture. This follow-up activity reflects the funds of knowledge
approach in which of the following ways?
A. Students discover meaningful connections between class activities and their own
experiences.
B. In listening to each other, students recognize the broad parameters of the topic
covered in class.
C. In w - n
Ans✔
A
Qs
questions and answers 2025 latest
update.
Which of the following statements accurately reflects knowledge, research, and
practices involving ESL students' acquisition of academic language proficiency in
content areas?
A. Acquiring academic language in L2 is a much longer process than acquiring
conversational proficiency in L2.
B. Academic language proficiency is significantly promoted when ESL students are
taught in an immersion approach.
C. Academic language proficiency proceeds at a faster rate when teaching focuses
on distinct L2 skills rather than holistic teaching.
D. Scaffolded ESL instruction provides immediate increases in content-area
proficiency but creates dependent learners in the long run. - n
Ans✔
A
Qs
As part of each experiment, each student has to write a report explaining the
results of the experiment. Because Mr. Sauls wants to ensure that his teaching
strategies address English Language Proficiency Standards (ELPS) for writing, he
invites an English teacher colleague to conduct a writing workshop as the students
complete their reports. Which of the following strategies would best enable Mr.
Sauls to meet ELPS expectations for writing?
,A. During the workshop, the English teacher reviews each report and marks all
errors in spelling, punctuation, and word choice. The students then rewrite the
reports reflecting the corrections made by the English teacher.
B. As part of the workshop, students exchange reports for peer editing. Mr. Sauls
tells students that they need to find at least five errors in each report they read and
correct them for their classmates.
C. Because the ESL students probably lack sufficien - n
Ans✔
D
Qs
Idioms pose particular challenges for ESL students because
A. idioms frequently are based on sophisticated allusions that ESL students are not
likely to recognize.
B. the meaning of idioms cannot be derived from the literal meaning of the
component words in the expression.
C. idiomatic expressions can be understood only if the speaker knows the genesis of
the expression.
D. idioms usually have ambiguous meanings. - n
Ans✔
B
Qs
A high school chemistry teacher wants his ELL students to pay more attention to
the language of the reports they submit after each experiment. His students seem
,to understand the procedures and outcomes of each experiment, but their grades
are low due to problems in language use and mechanics. Which of the following
instructional strategies would best promote ELL students' communicative
competence in chemistry assignments?
A. The teacher starts putting two separate grades on each experiment: a content
grade and a grammar grade.
B. The teacher distributes a checklist that students must complete before
submitting each report. The checklist includes items such as "I looked up words that
I might have misspelled," "I used punctuation correctly," and "I spelled all scientific
terms correctly."
C. The teacher integrates a writing workshop into each experiment unit. Working in
small groups, students share their drafts - n
Ans✔
C
Qs
A middle school social studies teacher has a sheltered class made up of beginning
and intermediate ELL students. To introduce a lesson on different terrains in the
United States, he shows slides of deserts, woods, lakes, mountain ranges, river
valleys, farmland, mountain valleys, and so on in various parts of the United States.
As he shows each scene, he asks students to brainstorm about words suggested by
each scene (for example, farmland might elicit words such as rows, neat, planning,
harvest, and so on) and writes the list on the board. Then he asks for student
volunteers to describe each scene orally in a few sentences. This activity primarily
supports which of the following ELL instructional goals?
A. Students practice oral language in a low-stress class activity
, B. Students gain new knowledge through activities that develop language and
content concepts in a meaningful context
C. Students learn new voca - n
Ans✔
A
Qs
A middle school social studies teacher has a sheltered class made up of beginning
and intermediate ELL students. To introduce a lesson on different terrains in the
United States, he shows slides of deserts, woods, lakes, mountain ranges, river
valleys, farmland, mountain valleys, and so on in various parts of the United States.
As a follow-up activity, students brings photographs or illustrations of terrains where
they have lived or which they have visited. They write short paragraphs describing
the area in the photos. Each student is invited to sit in the Author's Chair and briefly
talk about his or her picture. This follow-up activity reflects the funds of knowledge
approach in which of the following ways?
A. Students discover meaningful connections between class activities and their own
experiences.
B. In listening to each other, students recognize the broad parameters of the topic
covered in class.
C. In w - n
Ans✔
A
Qs
