Question 1
"Charlie gave his sister a new sweater." In this sentence, the word "sister" is:
A: An object pronoun
B: An indirect object
C: A direct object
D: A predicate nominative
CORRECT ANSWER
B: An indirect object
Question 2
An ESL teacher is working with a small group of students on a multiplication word
problem. During the lesson, one of the students asks the teacher how to solve a specific
part of the problem. Instead of walking the student through the previously learned
strategy, the teacher asks the rest of the group how they solved that part of the problem.
As the other students in the group answer, the teacher confirms or clarifies their solving
strategies. The primary benefit of this technique is that:
A: The students' critical thinking skills are strengthened.
B: The teacher is using an inquiry-based strategy for second language
acquisition.
C: The ESL students are encouraged to independently solve the problems
and create strategies for overcoming difficulty.
D: It helps build the ESL students' confidence in independent problem solving and their
mathematical knowledge.
CORRECT ANSWER
1
, D: It helps build the ESL students' confidence in independent problem solving and their
mathematical knowledge.
Question 3
There is an ESL classroom that has students who speak Hindi, Spanish, Korean, Italian,
Farsi, and Russian. In which of the following situations would the students be benefited
from being paired with speakers of a language different than their own?
A: When students are giving presentations on a show and tell item they brought from home
that represents their culture
B: When the teacher is instructing students on pronunciation differences
C: When the students are working on problem-solving or cooperative
learning tasks assigned by the teacher
D: When students are correcting each other's math homework
CORRECT ANSWER
C: When the students are working on problem-solving or cooperative
learning tasks assigned by the teacher
Question 4
These English Language Learners do not require explicit instruction English discourse
patterns such as word stress, intonation, and sentence rhythms:
A: Spanish speakers
B: Students with strengths in mathematics
C: Students at younger ages
D: Visual learners
CORRECT ANSWER
C: Students at younger ages
2
,Question 5
When asked for a rationale behind ESL instruction, the teacher answers that:
"Communication requires both sending and receiving messages.
Production and reception are simply two sides of the same coin.
Spoken and written language tend to reinforce one another."
Why does he use these phrases as his rationale?
A: ESL instruction integrates the four language modes rather than
teaching them as discrete skills.
B: ESL instruction presents all information in meaningful contexts.
C: ESL instruction emphasizes real life application over rote memorization.
D: ESL instruction incorporates the use of authentic literature.
CORRECT ANSWER
A: ESL instruction integrates the four language modes rather than
teaching them as discrete skills.
Question 6
A mixed intermediate- and advanced-level fourth-grade ESL class is reading a chapter book
together. The teacher expects that some students may have trouble understanding the
following sentence spoken by the main character, Leigh, about his father: "I had learned by
now that I couldn't count on anything he said."Which of the following questions would
most likely effectively test the ESL students' comprehension of the sentence?
A: How many conversations did Leigh have with his dad?
B: How does Leigh feel about his dad?
C: What does it mean to count someone's words?
D: What are Leigh and his dad counting?
CORRECT ANSWER
B: How does Leigh feel about his dad?
3
, Question 7
A subset of bilingual students who can somewhat easily read short stories and chapter
books are having difficulty with reading comprehension during content-area lessons. How
can the teacher effectively fix this problem?
A: Have students go on a dictionary scavenger hunt for the vocabulary words in each section.
B: Do a mini-lesson that focuses on the reading comprehension strategy of differentiating
between fact and opinion.
C: Use lower-level nonfiction texts and make the comprehension questions easier for the
students to answer.
D: Explicitly teach the students about nonfiction texts' parts and format and the
specialized terminology and language used in nonfiction texts.
CORRECT ANSWER
D: Explicitly teach the students about nonfiction texts' parts and format and the
specialized terminology and language used in nonfiction texts.
Question 8
As the students in a fifth-grade ESL class begin a new unit in science over the changes
made in Earth's surface, the teacher invites them to discuss what they already know. The
students make a list of what they know about the earth's surface, what they wonder
about the earth's surface, and leave a space blank on the chart about the things they will
learn about the earth's surface. Throughout the unit, the students go over the chart and
discuss what they have learned.
On the part of the chart where the students write what they know before starting the
lesson, the teacher allows students to write down any "facts", whether they are correct or
incorrect. As they progress throughout the unit, the teacher has the students amend the
chart based on what they learn. What is the best rationale for using this strategy?
A: The students are able to see the negative results of making broad generalizations.
B: Reinforces the idea t
CORRECT ANSWER
4
"Charlie gave his sister a new sweater." In this sentence, the word "sister" is:
A: An object pronoun
B: An indirect object
C: A direct object
D: A predicate nominative
CORRECT ANSWER
B: An indirect object
Question 2
An ESL teacher is working with a small group of students on a multiplication word
problem. During the lesson, one of the students asks the teacher how to solve a specific
part of the problem. Instead of walking the student through the previously learned
strategy, the teacher asks the rest of the group how they solved that part of the problem.
As the other students in the group answer, the teacher confirms or clarifies their solving
strategies. The primary benefit of this technique is that:
A: The students' critical thinking skills are strengthened.
B: The teacher is using an inquiry-based strategy for second language
acquisition.
C: The ESL students are encouraged to independently solve the problems
and create strategies for overcoming difficulty.
D: It helps build the ESL students' confidence in independent problem solving and their
mathematical knowledge.
CORRECT ANSWER
1
, D: It helps build the ESL students' confidence in independent problem solving and their
mathematical knowledge.
Question 3
There is an ESL classroom that has students who speak Hindi, Spanish, Korean, Italian,
Farsi, and Russian. In which of the following situations would the students be benefited
from being paired with speakers of a language different than their own?
A: When students are giving presentations on a show and tell item they brought from home
that represents their culture
B: When the teacher is instructing students on pronunciation differences
C: When the students are working on problem-solving or cooperative
learning tasks assigned by the teacher
D: When students are correcting each other's math homework
CORRECT ANSWER
C: When the students are working on problem-solving or cooperative
learning tasks assigned by the teacher
Question 4
These English Language Learners do not require explicit instruction English discourse
patterns such as word stress, intonation, and sentence rhythms:
A: Spanish speakers
B: Students with strengths in mathematics
C: Students at younger ages
D: Visual learners
CORRECT ANSWER
C: Students at younger ages
2
,Question 5
When asked for a rationale behind ESL instruction, the teacher answers that:
"Communication requires both sending and receiving messages.
Production and reception are simply two sides of the same coin.
Spoken and written language tend to reinforce one another."
Why does he use these phrases as his rationale?
A: ESL instruction integrates the four language modes rather than
teaching them as discrete skills.
B: ESL instruction presents all information in meaningful contexts.
C: ESL instruction emphasizes real life application over rote memorization.
D: ESL instruction incorporates the use of authentic literature.
CORRECT ANSWER
A: ESL instruction integrates the four language modes rather than
teaching them as discrete skills.
Question 6
A mixed intermediate- and advanced-level fourth-grade ESL class is reading a chapter book
together. The teacher expects that some students may have trouble understanding the
following sentence spoken by the main character, Leigh, about his father: "I had learned by
now that I couldn't count on anything he said."Which of the following questions would
most likely effectively test the ESL students' comprehension of the sentence?
A: How many conversations did Leigh have with his dad?
B: How does Leigh feel about his dad?
C: What does it mean to count someone's words?
D: What are Leigh and his dad counting?
CORRECT ANSWER
B: How does Leigh feel about his dad?
3
, Question 7
A subset of bilingual students who can somewhat easily read short stories and chapter
books are having difficulty with reading comprehension during content-area lessons. How
can the teacher effectively fix this problem?
A: Have students go on a dictionary scavenger hunt for the vocabulary words in each section.
B: Do a mini-lesson that focuses on the reading comprehension strategy of differentiating
between fact and opinion.
C: Use lower-level nonfiction texts and make the comprehension questions easier for the
students to answer.
D: Explicitly teach the students about nonfiction texts' parts and format and the
specialized terminology and language used in nonfiction texts.
CORRECT ANSWER
D: Explicitly teach the students about nonfiction texts' parts and format and the
specialized terminology and language used in nonfiction texts.
Question 8
As the students in a fifth-grade ESL class begin a new unit in science over the changes
made in Earth's surface, the teacher invites them to discuss what they already know. The
students make a list of what they know about the earth's surface, what they wonder
about the earth's surface, and leave a space blank on the chart about the things they will
learn about the earth's surface. Throughout the unit, the students go over the chart and
discuss what they have learned.
On the part of the chart where the students write what they know before starting the
lesson, the teacher allows students to write down any "facts", whether they are correct or
incorrect. As they progress throughout the unit, the teacher has the students amend the
chart based on what they learn. What is the best rationale for using this strategy?
A: The students are able to see the negative results of making broad generalizations.
B: Reinforces the idea t
CORRECT ANSWER
4
