TEXES ESL Supplemental 154 Exam Questions
With Correct Answers
Title |III |- |CORRECT |ANSWER✔✔-federal |funding |from |NCLB |to |provide |supplemental |resources
|to |ESL |students
Comprehensible |Input |- |CORRECT |ANSWER✔✔-language |that |is |understood |by |the |learner; |
focuses |on |meaning |first |and |uses |simplified |speech
LPAC |- |CORRECT |ANSWER✔✔-language |proficiency |assessment |committee
OLPT |- |CORRECT |ANSWER✔✔-oral |language |proficiency |tests
Types |of |OLPT |- |CORRECT |ANSWER✔✔-Idea |Proficiency |test |and |WMLS
Inclusion |- |CORRECT |ANSWER✔✔-push |in
surface |culture |- |CORRECT |ANSWER✔✔-part |of |culture |that |you |can |see. |for |example, |
language
phonology |- |CORRECT |ANSWER✔✔-sound |patterns |we |hear |in |language
phonics |- |CORRECT |ANSWER✔✔-associated |with |the |sound-symbol |relationship |of |letters; |
visual |correspondence; |know |what |letters |match |sounds
,prosody |- |CORRECT |ANSWER✔✔-how |we |hear |sounds; |stressed |vs. |unstressed |patterns |in |
words; |rhythm; |pitch; |intonation; |pause;tempo
behaviorist |view |- |CORRECT |ANSWER✔✔-language |is |learned |by |mimicking |and |practicing; |
people |transfer |what |they |know |to |new |situations
innatist |view |- |CORRECT |ANSWER✔✔-noam |chomsky |- |ability |to |acquire |language |is |innate; |
critical |period |hypothesis; |language |acquisition |device |(ladd); |and |universal |grammar |(ug)
interactionist |view |- |CORRECT |ANSWER✔✔-no |LAD |- |learn |language |through |multiple |
experiences |and |social |interactions; |environment |is |a |stronger |influence |than |innate |ability
ELPS |- |CORRECT |ANSWER✔✔-English |Language |Proficiency |Standards |- |taught |K-12, |not |grade |
specific, |but |specific |to |proficiency |level; |linguistically |accommodated |instruction
PLD |- |CORRECT |ANSWER✔✔-proficiency |level |descriptor |- |reading, |writing, |speaking, |and |
listening; |Beginner, |intermediate, |advanced, |and |advanced |high
Pragmatic |Competence |- |CORRECT |ANSWER✔✔-audience, |purpose, |and |genre; |awareness |of |
informal |vs. |formal |language
Syntactic |and |Semantic |Competence |- |CORRECT |ANSWER✔✔-classify |vocabulary |to |help |learn |
new |vocabulary
Readibility |Scales |- |CORRECT |ANSWER✔✔-Fry |Readibility, |SMOG, |raygor
Social |Language |Learning |Strategies |- |CORRECT |ANSWER✔✔-ask |for |clarification, |ask |to |repeat
|or |rephrase
, meaning |Emphases |- |CORRECT |ANSWER✔✔-whole |to |part; |interaction |between |reader |and |
text; |reader |brings |meaning |to |text |through |prior |knowledge; |Meaning, |Structure, |and |Visual
Semantics |- |CORRECT |ANSWER✔✔-linguistic |meanings |of |words |and |sentences
Morphology |- |CORRECT |ANSWER✔✔-rules |of |word |formation
Phonology |- |CORRECT |ANSWER✔✔-sound |system |of |language
Syntax |- |CORRECT |ANSWER✔✔-rules |of |word |order |in |sentence |formation
Phoneme |- |CORRECT |ANSWER✔✔-minimal |sound |unit |of |speech; |smallest |unit |of |sound
Morpheme |- |CORRECT |ANSWER✔✔-meaningful |linguistic |unit |that |can't |be |divided |into |
smaller |meaningful |elements, |such |as |book
Bound |Morpheme |- |CORRECT |ANSWER✔✔-morpheme |that |can't |stand |alone |- |such |as |"re" |
need |to |be |used |in |"redo" |-- |thinking |prefixes, |suffixes, |and |greek |roots
Free |Morpheme |- |CORRECT |ANSWER✔✔-a |morpheme |that |can |stand |alone |as |an |
independent |word |- |such |as |cat, |in, |and |on
Morphology |- |CORRECT |ANSWER✔✔-the |study |of |structure |and |forms |of |words |including |
derivation, |inflection, |and |compound |words
affix |- |CORRECT |ANSWER✔✔-bound |morpheme |that |changes |the |meaning |or |function |of |a |
root |word |-- |think |prefix |and |suffix
With Correct Answers
Title |III |- |CORRECT |ANSWER✔✔-federal |funding |from |NCLB |to |provide |supplemental |resources
|to |ESL |students
Comprehensible |Input |- |CORRECT |ANSWER✔✔-language |that |is |understood |by |the |learner; |
focuses |on |meaning |first |and |uses |simplified |speech
LPAC |- |CORRECT |ANSWER✔✔-language |proficiency |assessment |committee
OLPT |- |CORRECT |ANSWER✔✔-oral |language |proficiency |tests
Types |of |OLPT |- |CORRECT |ANSWER✔✔-Idea |Proficiency |test |and |WMLS
Inclusion |- |CORRECT |ANSWER✔✔-push |in
surface |culture |- |CORRECT |ANSWER✔✔-part |of |culture |that |you |can |see. |for |example, |
language
phonology |- |CORRECT |ANSWER✔✔-sound |patterns |we |hear |in |language
phonics |- |CORRECT |ANSWER✔✔-associated |with |the |sound-symbol |relationship |of |letters; |
visual |correspondence; |know |what |letters |match |sounds
,prosody |- |CORRECT |ANSWER✔✔-how |we |hear |sounds; |stressed |vs. |unstressed |patterns |in |
words; |rhythm; |pitch; |intonation; |pause;tempo
behaviorist |view |- |CORRECT |ANSWER✔✔-language |is |learned |by |mimicking |and |practicing; |
people |transfer |what |they |know |to |new |situations
innatist |view |- |CORRECT |ANSWER✔✔-noam |chomsky |- |ability |to |acquire |language |is |innate; |
critical |period |hypothesis; |language |acquisition |device |(ladd); |and |universal |grammar |(ug)
interactionist |view |- |CORRECT |ANSWER✔✔-no |LAD |- |learn |language |through |multiple |
experiences |and |social |interactions; |environment |is |a |stronger |influence |than |innate |ability
ELPS |- |CORRECT |ANSWER✔✔-English |Language |Proficiency |Standards |- |taught |K-12, |not |grade |
specific, |but |specific |to |proficiency |level; |linguistically |accommodated |instruction
PLD |- |CORRECT |ANSWER✔✔-proficiency |level |descriptor |- |reading, |writing, |speaking, |and |
listening; |Beginner, |intermediate, |advanced, |and |advanced |high
Pragmatic |Competence |- |CORRECT |ANSWER✔✔-audience, |purpose, |and |genre; |awareness |of |
informal |vs. |formal |language
Syntactic |and |Semantic |Competence |- |CORRECT |ANSWER✔✔-classify |vocabulary |to |help |learn |
new |vocabulary
Readibility |Scales |- |CORRECT |ANSWER✔✔-Fry |Readibility, |SMOG, |raygor
Social |Language |Learning |Strategies |- |CORRECT |ANSWER✔✔-ask |for |clarification, |ask |to |repeat
|or |rephrase
, meaning |Emphases |- |CORRECT |ANSWER✔✔-whole |to |part; |interaction |between |reader |and |
text; |reader |brings |meaning |to |text |through |prior |knowledge; |Meaning, |Structure, |and |Visual
Semantics |- |CORRECT |ANSWER✔✔-linguistic |meanings |of |words |and |sentences
Morphology |- |CORRECT |ANSWER✔✔-rules |of |word |formation
Phonology |- |CORRECT |ANSWER✔✔-sound |system |of |language
Syntax |- |CORRECT |ANSWER✔✔-rules |of |word |order |in |sentence |formation
Phoneme |- |CORRECT |ANSWER✔✔-minimal |sound |unit |of |speech; |smallest |unit |of |sound
Morpheme |- |CORRECT |ANSWER✔✔-meaningful |linguistic |unit |that |can't |be |divided |into |
smaller |meaningful |elements, |such |as |book
Bound |Morpheme |- |CORRECT |ANSWER✔✔-morpheme |that |can't |stand |alone |- |such |as |"re" |
need |to |be |used |in |"redo" |-- |thinking |prefixes, |suffixes, |and |greek |roots
Free |Morpheme |- |CORRECT |ANSWER✔✔-a |morpheme |that |can |stand |alone |as |an |
independent |word |- |such |as |cat, |in, |and |on
Morphology |- |CORRECT |ANSWER✔✔-the |study |of |structure |and |forms |of |words |including |
derivation, |inflection, |and |compound |words
affix |- |CORRECT |ANSWER✔✔-bound |morpheme |that |changes |the |meaning |or |function |of |a |
root |word |-- |think |prefix |and |suffix
