ESL Supplemental Practice Test 2
review questions and answers.
Which of the following programs provides federally mandated accountability data on
the progress of ELL students in Texas in meeting language proficiency goals?
A. The State of Texas Assessments of Academic Readiness (STAAR)
B. Texas English Language Proficiency Assessment System (TELPAS)
C. Texas Essential Knowledge and Skills (TEKS)
D. English Language Proficiency Standards (ELPS) - n
Ans✔
B
Qs
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?
A. Before starting the unit, the teacher writes 20 vocabulary words on the board and
gives students a class period to look them up.
B. Students watch a film on the author's novels and stories, focusing on the shared
thematic elements.
C. The teacher begins the unit with a "book talk" in which he introduces the
characters, the initiating event, and touches on the conflict. He then reads a few
pivotal passages from the story.
,D. For homework prior to the first unit day, students are required to read the story
and answer a set of questions. - n
Ans✔
C
Qs
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
A. create an outline.
B. draw a simple illustration.
C. write the essay in Spanish and then translate it into English.
D. write a thesis statement. - n
Ans✔
B
Qs
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
A. using past tense correctly.
B. distinguishing between the oral and written forms of homonyms.
C. using modals correctly.
,D. spelling. - n
Ans✔
B
Qs
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. She should mark an X through "cuz" and "u" and write "misspelled" in the margin
B. She should use Remi's sentence in the next day's daily oral language exercise
and have students try to correct the sentence
C. She should have a minilesson on texting language versus academic language,
explaining expectations for each register
D. Since the sentence occurs in a draft, she should expect that Remi will correct the
forms during editing and revision - n
Ans✔
C
Qs
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
A. correct the students each time they mispronounce a word during oral reading.
, B. 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.
C. make a list of all the words the students mispronounced during reading time and
give them a spelling test on this list.
D. 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.
-n
Ans✔
B
Qs
The best rationale for integrating culturally relevant literature into ELL curricula is
that
A. students are better able to connect meaningfully with stories and characters that
reflect their culture and/or native country environment.
B. books categorized as "multicultural or culturally relevant" literature are easier
than canonical literature.
C. culturally relevant literature is written in the students' home language.
D. the only type of literature that ELL students can understand is literature written
in language or dialogue that reflects their L1. - n
Ans✔
A
Qs
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
review questions and answers.
Which of the following programs provides federally mandated accountability data on
the progress of ELL students in Texas in meeting language proficiency goals?
A. The State of Texas Assessments of Academic Readiness (STAAR)
B. Texas English Language Proficiency Assessment System (TELPAS)
C. Texas Essential Knowledge and Skills (TEKS)
D. English Language Proficiency Standards (ELPS) - n
Ans✔
B
Qs
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?
A. Before starting the unit, the teacher writes 20 vocabulary words on the board and
gives students a class period to look them up.
B. Students watch a film on the author's novels and stories, focusing on the shared
thematic elements.
C. The teacher begins the unit with a "book talk" in which he introduces the
characters, the initiating event, and touches on the conflict. He then reads a few
pivotal passages from the story.
,D. For homework prior to the first unit day, students are required to read the story
and answer a set of questions. - n
Ans✔
C
Qs
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
A. create an outline.
B. draw a simple illustration.
C. write the essay in Spanish and then translate it into English.
D. write a thesis statement. - n
Ans✔
B
Qs
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
A. using past tense correctly.
B. distinguishing between the oral and written forms of homonyms.
C. using modals correctly.
,D. spelling. - n
Ans✔
B
Qs
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. She should mark an X through "cuz" and "u" and write "misspelled" in the margin
B. She should use Remi's sentence in the next day's daily oral language exercise
and have students try to correct the sentence
C. She should have a minilesson on texting language versus academic language,
explaining expectations for each register
D. Since the sentence occurs in a draft, she should expect that Remi will correct the
forms during editing and revision - n
Ans✔
C
Qs
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
A. correct the students each time they mispronounce a word during oral reading.
, B. 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.
C. make a list of all the words the students mispronounced during reading time and
give them a spelling test on this list.
D. 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.
-n
Ans✔
B
Qs
The best rationale for integrating culturally relevant literature into ELL curricula is
that
A. students are better able to connect meaningfully with stories and characters that
reflect their culture and/or native country environment.
B. books categorized as "multicultural or culturally relevant" literature are easier
than canonical literature.
C. culturally relevant literature is written in the students' home language.
D. the only type of literature that ELL students can understand is literature written
in language or dialogue that reflects their L1. - n
Ans✔
A
Qs
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
