ESL Practice Test #1 (Book)

ESL Practice Test #1 (Book) 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 (STARR) B) Texas English Language Proficiency Assessment System (TELPAS) C) Texas Essential Knowledge and Skills (TEKS) D) English Language Proficiency Standards (ELPS) - B) TELPAS incldues criteria for rating students yearly language proficiency as bringing, intermediate, advanced or advanced high. 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 teachers like to meet this goal? A) Before starting the unit, the teacher writes 20 vocabulary words on the board and give 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, initiating event, and touches on the conflict. He then reads a few pivotal passages from the story. D) For homework prior to the 1st unit day, students are required to read the story and answer a set of questions. - C) This teacher faces the challenge of ensuring that both his native speakers and ESL students learn literature content and that the ESL learners have appropriate instructional scaffolding to promote language learning. The book talk would provide scaffolding for all learners, including language speakers. 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 or 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 - B) Illustration is an invention strategy commonly used with very young writers. In suggesting that ELL students draw an Illustration as an idea generation strategy, the teacher would be taking into account the learner's prior literacy experiences. 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. - B) Distinguishing between the oral and written forms of homonyms. 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 mini lesson 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. - C. The students use of texting forms in academic discourse suggests he sees no distinction b/w expectations in academic and social registers. 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 strings, would be for the teacher to : A) Correct the students each time they mispronounce a word during oral reading. B) Have students read aloud 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 aloud chorally. C) Make a list of all the words the students mispronounced during reading time and give them a spelling test on his 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. - B. The teacher needs to promote students ability to hear the phonemes in L2 contexts. Thus, the audio exercise followed by choral readings of a familiar text would help students boost awareness of target language phonology. The best rationale for integrating cultural 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. - A. A foundational argument for the importance of literature in public school curricula is that literature enables us to understand ourselves better. Thus, a core argument for culturally relevant literature