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MTEL ESL Test (54)

Terms in this set (105)

Name the three programs SEI (Sheltered English immersion) programs.
SEI Content/Instruction
ESL
Electives
SEI Content/Instruction core subjects
SEI Math
SEI Science
SEI History
What are the Language specific SEI class traits?
1. All LEPs
2. Students speak same L1
3. Teacher usually bilingual in students L1.
4. LEP students at ELD levels 1-3
What are the Multilingual SEI class traits?
1. All LEPs
2. Students speak different L1s
3. Teacher may be bilingual in one of the L1s
4. LEP students at ELD levels 1-3
What are the Electives/General education class traits?
1. Some LEPs
2. Students speak different L1s
3. Teachers may be bilingual in one of the L1s
4. LEP students at ELD levels 4&5
Which of the following examples provides the strongest support for the nativist notion that all children are born with an innate sense of universal language principles that can be applied to the acquisition of any language?
A child can produce structurally complex novel utterances at a very young age.
An ESL teacher is designing a listening lesson for 6th grade intermediate-level English language learners. Which of the following guidelines should the teacher follow in order to align the lesson with the comprehensible input hypothesis?
Choose an aural selection that is slightly above the students' comprehension level.
Which of the following situations best illustrates James Cummin's theory of Common Underlying Proficiency (CUP)?
An English language learner who has knowledge of an academic concept in the 1st language quickly introduced in English.
Which of the following types of instructional activities would be most appropriate for ELLs at advanced stages of English language development?
Frequent opportunities for the student to use English in challenging, authentic situations.
Which of the following utterances would be most typical of an ELL who is in the early production stage of language acquisition?
Want crayon.
Which of the following vocabulary-learning activities most clearly involves metacognition?
Identifying unfamiliar words in a reading passage.
Student: (pointing to word in a book) What does it mean invisible?

Teacher: Look at the parts of the word.

Student: I know in- means "not" and vis is like "visual," something you see with the eyes. I remember -ible is like -able, right?

Teacher: Right. Now look at the sentence.

Student: (reading) "The creature was practically invisible, hidden in the dense foliage." "Hidden" is like to hide. I guess if it is invisible, it means you're not able to see it because it is hiding.

This student's performance most clearly demonstrates which of the following cognitive processes involved in language acquisition?
Elaboration and inference
An ELL overgenerates the regular past tense -ed to irregular verbs, such as holded or held. This student is most likely demonstrating:
The process of internalizing a grammatical rule.
An ELL is extroverted and enjoys interacting with others. He is not afraid to try to communicate even when he is uncertain of the accuracy of his speech. These personality traits are likely to affect this student's English language acquisition in which of the following ways?
Facilitating language acquisition by promoting his willingness to take risks and his motivation to integrate into the new culture.
Which of the following factors is likely to have the most significant impact on the degree to which an ELL is able to acquire native-like pronunciation in English?
The age at which the student begins learning English.
An ESL teacher asks an ELL, "Where is your pencil?" The student replies, "He is on my desk."
Which of the following best explains this error in the student's use of the personal pronoun he to refer to an object?
The student speaks a 1st language in which inanimate objects are marked for gender.
An ELL is at an advanced stage of English language acquisition. However, the student continues to make certain consistent syntactic errors despite a general level of proficiency. This phenomenon can best be explained as:
Fossilization of interlanguage structures.
Which of the following English words is most commonly pronounced with the vowel sound /e(upside-down)/ (i.e., schwa)?
What
An ELL has difficulty distinguishing between the sounds /b/ and /v/ in English words (e.g., bet/vet, boat/vote) because in the student's first language the sounds /b/ and /v/ are spoken interchangeably in words.
Which of the following provides the most accurate explanation of this linguistic phenomenon?
The sounds /b/ and /v/ are distinct phonemes in English, while they are allophones of the same phoneme in the student's 1st language.
"This remarkable species of lichen makes its home in the inhospitable terrain of the Atacama Desert." (remarkable/inhospitable)
Knowing the usage of the suffix -able in the words remarkable and inhospitable would best help a student identify:
The grammatical function of the words.
Which of the following words consists of a root word and inflectional suffix?
Hopping. (-ing, -s, -ed, -en, -est, -n't)
Which of the following sentences contains errors in syntax?
Every day my brother older eats at home lunch. (simple)
"As soon as they got to school," the students fed the fish in the classroom's aquarium.
The underlined portion of the sentence is an example of:
An adverbial clause.
A person walks into a room with an open window, shivers, and says to others in the room, "Wow! It's really cold in here!" In this context, this utterance is most likely intended to function pragmatically as:
A request for someone to close the window.
Familiarity with the pragmatics of a language would best help a language learner understand which of the following aspects of the language?
The role of intentional silence in interpersonal interactions in the language.
Results of William Labov's research on standard and nonstandard varieties of spoken English have served primarily to:
Reduce the stigma attached to speaking a nonstandard dialect of English.
Joshua Fishman's sociolinguistic research on the language use of Yiddish speakers contributed most to an understanding of:
The connections among language, nationality, and personal identity.
While conducting research on a controversial issue for a class assignment, a high school student who is a proficient English speaker finds a legal brief that addresses his research topic. Although he reads above grade level in English, he has significant difficulty comprehending the language of the legal brief. This example best illustrates which of the following sociolinguistic concepts?
Register Variation.
An ELL observes that some native English speakers drop the third person singular inflection -s from present tense verbs and asks an ESL teacher for an explanation. The teacher could best address the student's inquiry in the context of a discussion about:
Dialect diversity in English.
Which of the following statements best describes the stance most researches of sheltered/structured English immersion (SEI) have taken toward the use of students' primary language in the SEI classroom?
Students can benefit from minimal use of their primary language to clarify communication and to enhance motivation and self-esteem.
Sheltered/structured English immersion (SEI) program models in the United States have been based on research on successful French immersion programs in Canada. In the application of this research, it is most important to take into consideration which of the following distinctions between Canadian French immersion and SEI?
In Canadian French immersion, majority-language students learn a minority-language, while, in SEI, minority-language students learn a majority language.
Which of the following recommendations would researches of sheltered/structured English immersion (SEI) be most likely to make regarding the design of an effective SEI program?
Explore the strategies for keeping SEI class sizes small and for maximizing and/or extending instructional time for ELLs.
Principles of sheltered/structured English immersion (SEI) are primary based on learners learn best when:
Instruction is adjusted to accommodate students' level of language proficiency.
The main goal of sheltered/structured English immersion (SEI) instruction is to develop ELLs':
Academic language proficiency in English in order to achieve grade-level academic learning standards.
Which of the following questions should be an ESL teacher's most important consideration when developing language objectives for a sheltered/structured English immersion (SEI) math lesson?
Which language structures and functions support the math content of the lesson?
An ESL teacher teaches early-intermediate-level English language learners in a sheltered/structured English immersion (SEI) program. At the beginning of each SEI lesson, the teacher creates a graphic organizer, such as a semantic map, on the board to review concepts from previous lessons. The teacher then refers to content from the graphic organizer when introducing important concepts from the current lesson. This practice best illustrates which of the following key components of SEI?
Schema building.
The Natural Approach to second-language instruction is primarily based on the theory that:
Language acquisition is a subconscious process that occurs when a language is used for natural, meaningful interaction.
Which of the following methods of second-language instruction would be most appropriate to use with middle school ELLs who are at the transitioning level of English language acquisition?
Sheltered content teaching.
An ESL teacher who is planning to implement the Cognitive Academic Language Learning Approach (CALLA) with early-intermidiate- and intermediate-level ELLs decides to begin with the lessons that address science content. Which of the following best describes the primary rationale for this decision?
Science concepts tend to be more concrete than those of other content areas and therefore lend themselves to contextualized, hands-on discovery learning.
A high school ESL teacher regularly conducts instructional conversations with transitioning-level English language learners in a sheltered/structured English immersion (SEI) class. During each instructional conversation, the teacher leads a small group of students in a guided discussion of a content-area topic.

The practice of conducting instructional conversations in the SEI classroom supports the goals of SEI primarily because instructional conversations provide English language learners with opportunities to:
Use academic English interactively in meaningful ways.
A high school ESL teacher regularly conducts instructional conversations with transitioning-level English language learners in a sheltered/structured English immersion (SEI) class. During each instructional conversation, the teacher leads a small group of students in a guided discussion of a content-area topic.

Which of the following guidelines should the teacher follow in implementing instructional conversations in the SEI setting?
Ensure that the amount of student talk in instructional conversations is greater than the amount of teacher talk.
An ESL teacher works with a multilevel class of ELLs. Which of the following instructional practices would likely best promote the oral language development of all students in the class?
Utilizing a range of question types from those that prompt a nonverbal response to those that prompt an elaborate verbal response.
He was a hard, stubborn old man. A smile rarely broke through the hard features of his face. He had worked hard all his life, but life had been hard on him. It never gave him a break. He struggled to break the hard ground year after year. He asked the earth to give a little back, but it repeatedly broke his heart. He took it hard.

This passage best illustrates which of the following concepts related to English vocabulary that can pose challenges for English language learners' comprehension and development of communicative language competence?
High-frequency English words often have multiple meanings.
Middle school English language learners watch an episode of a popular television program without sound and work in small groups to create scripts of what they think the characters in the episode are saying. Then, students make audio recordings of their scripts to be played along with the video. This activity promotes the students' communicative language competence primarily by:
Encouraging their oral language production in a meaningful context.
1. A teacher pronounces pairs of words (e.g., thorn/torn, mother/ mother, boat/both).
2. Students identify whether the words are the same or different.
3. The teacher presents written sentences that contain a missing word (e.g., "The ______ man needed a new heart").
4. The teacher reads each sentence, inserting a given word (e.g., "tin") for the missing word.
5. Students select from a choice of two words (e.g., tin/thin) which word the teacher inserted in the sentence.

This type of assessment primarily provides information about English language learners':
Phoneme discrimination.
Which of the following informal listening comprehension assessment tasks would be most appropriate to use with a beginning level ELL?
The student identifies a picture that corresponds to a teacher's aural input.
An ESL teacher is planning to assess ELLs communicative language skills by conducting structured oral interviews. The teacher will use a rubric to score student responses in such areas as describing a personal experience and expressing a person opinion. Which of the following guidelines would be most important for the teacher to follow when administering this type of oral language assessment?
Avoid making assumptions based on knowledge of a student or on the student's past performance and base judgments on the language produced in the interview.
An ESL teacher is selecting a formal listening comprehension assessment
to use with early-intermediate-level English language learners. Each of the potential tests requires a student to listen to audiotaped aural input and respond to written comprehension questions. Which of the following features would be most important for the teacher to consider when selecting an assessment for this purpose for students at this level?
The linguistic difficulty of the test questions.
During a teacher read-aloud of a big book, a first-grade English language learner is able to correctly point to an illustration of a horse when he is asked the question, "Where is the horse?" However, in an oral retelling of the story after the read-aloud, he searches for but is unable to recall and produce the word horse. Which of the following provides the best explanation for the student's difficulty?
The word is in his aural receptive vocabulary but has not yet been incorporated into his oral expressive vocabulary.
Results on the Massachusetts English Proficiency Assessment (MEPA) indicate that a newly arrived English language learner is at the beginning level of oral language proficiency in English. The student exhibits above-average oral language proficiency in the primary language. Based on this information, which of the following approaches by
the ESL teacher would best promote this student's oral language development in English?
Facilitating transfer of skills and strategies from the student's primary language to English by building on existing primary-language skills.
An ESL teacher observes the following dialogue between two English language learners.
Student A: You gonna use the scissor?
Student B: (smiling) OK.
Student A: I need a cut this.I can use the scissor?
Student B: (looking confused and shrugging)
Student A: That! I can have that scissor! (angrily pointing to a pair of scissors sitting on the table)
Student B: Oh. (handing the scissors to Student A)

Based on this dialogue, Student B would benefit most from oral language instruction in:
Using conversational repair strategies.
A middle school ESL teacher and a general education math teacher co-teach a class that includes transitioning-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal.

The teachers want to support the English language learners' communicative language development by promoting their active participation in group activities and discussions during the project. Which of the following strategies would likely best address this goal?
Assigning each group member a role (activities director, graphics director, secretary, treasurer) with specific duties appropriate to his/her strengths.
A middle school ESL teacher and a general education math teacher co-teach a class that includes transitioning-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal.

The ESL teacher videotapes the project presentations and then meets individually with each English language learner to view the recording of the student's portion of the presentation. In addition to helping the teacher make an accurate assessment of a student's language proficiency, this assessment strategy has which of the following benefits for English language learners?
Prompting students to self-monitor their oral language production.
According to the findings of the National Reading Panel (2000), a key component of an effective early reading program is explicit instruction in:
Phonemic awareness skills.
Based on findings in reading research, which of the following second-grade students would likely experience the greatest difficulty comprehending a grade- level text?
A student who has good listening comprehension skills but poor automatic word recognition skills.
Which of the following are key indicators of a student's reading fluency development?
Reading accuracy and reading rate.
Research has shown that which of the following factors has the most significant impact on a student's vocabulary growth during the upper-elementary grades?
The frequency and amount of the student's independent reading.
Which of the following should be an important consideration when a teacher is planning reading instruction for elementary school students?
Application of reading skills to authentic tasks in other modalities (listening, speaking, and writing) is an essential component of literacy development.
A student learning to read in English who has grasped the alphabetic principle recognizes that:
Written letters in English represent the component sounds in spoken words.
A second-grade teacher is teaching a series of reading comprehension lessons focused on helping students recognize basic elements of story grammar. During one lesson, the teacher guides students in retelling familiar stories aloud using a story grammar chart to scaffold their retellings. The teacher's inclusion of this activity in the lesson best illustrates:
An effective use of an oral language activity to enhance development of a reading skill.
A kindergarten teacher leads an activity in which students practice counting on their fingers the number of separate sounds they hear in simple words. This activity promotes development of which of the following literacy skills?
Phonemic awareness.
Which of the following statements best describes the relationship between spelling and phonics instruction in an effective, research-based reading curriculum?
Systematic spelling instruction is coordinated with and reinforces explicit phonics instruction.
A teacher could most effectively promote a beginning reader's ability to read phonetically irregular words by teaching the student to notice which of the following features of a word first?
Regular, decodable elements in the word.
A sixth-grade teacher includes explicit instruction in common Greek and Latin roots (e.g., flex, struct) and affixes (e.g., pre-, -ology) as a regular part of vocabulary instruction. This strategy supports students' reading development primarily by:
Prompting student's use of morphology to determine the meanings of new words.
Which of the following strategies would be most effective in promoting a first- grade student's reading fluency?
Creating frequent opportunities for the student to engage in oral reading of decodable texts.
A teacher would like to promote third- grade students' use of syntactic and semantic context cues to determine the meanings of unfamiliar words in a passage. Which of the following should be an important consideration for the teacher to keep in mind when planning instruction to address this goal?
Contextual analysis strategies are more effective when combined with word analysis strategies.
An ESL teacher wants to support early- intermediate-level English language learners' development of reading comprehension and literary response skills. Which of the following types of reading activities would be most appropriate and effective for this purpose?
Readers theatre activities in which students work together to read and dramatize a script of a folktale.
A high school English language learner has limited literacy skills in both the primary language and in English. An ESL teacher could best promote this student's English reading development by first developing the student's:
Decoding and word recognition skills using meaningful print texts that have real-life functions.
An English language learner who is literate in a language that follows highly consistent letter-sound correspondence patterns is likely to have the most difficulty decoding which of the following English words?
someone.
Which of the following factors is likely to have the most significant impact on
a transitioning-level English language learner's ability to comprehend a chapter from a grade-level content-area textbook?
The amount of prior knowledge the student has about the topic of the text.
Which of the following statements is most accurate regarding English language learners' development of phonemic awareness in English?
English language learners may have particular difficulty acquiring phonemic awareness of English phonemes that do not exist in their primary language.
An ESL teacher who works with a group of second-grade intermediate-level English language learners wants to use
a particular book with students because of its engaging content and useful vocabulary. However, the book is written above most students' instructional reading level. Which of the following strategies for using the book would be most appropriate in this situation?
Conducting an interactive read-aloud of the book in which students listen to the book and participate in activities related to the content of the book.
An elementary school ESL teacher asks a beginning-level English language learner to describe a personal experience. As the student speaks, the teacher records the student's words verbatim on a sheet of paper. Then, the teacher guides the student in various reading exercises using the dictated text. This strategy promotes the student's reading development primarily because it helps the student:
Make corrections between spoken and written English.
An ESL teacher regularly reads aloud a variety of fiction and nonfiction texts to early-intermediate-level English language learners. Which of the following best describes why this practice is especially beneficial for English language learners' reading development?
Students are exposed to the natural rhythm of English and to a range of English vocabulary.
An ESL teacher assesses English language learners' reading fluency by having students complete a daily silent reading of a 100-word passage and monitoring the amount of time it takes each student to complete the reading. Which of the following additional assessment tasks would best help the teacher to obtain an accurate measure of students' reading fluency?
Students read the passage aloud and the teacher keeps a running record.
An ESL teacher administers an Informal Reading Inventory (IRI) to a sixth-grade intermediate-level English language learner. The student is able to answer comprehension questions related to a fifth- grade narrative passage with 95 percent accuracy but struggles to read and answer comprehension questions related to a fourth-grade expository passage. Which of the following is the best interpretation of these assessment results?
The student is processing normally in reading development but lacks experience and practice with the language of academic texts.
An ESL teacher is conducting an informal observation of an English language learner's reading skills. The teacher takes notes as the student reads a grade-level text aloud and responds to comprehension questions related to the text. Following is an excerpt from the teacher's notes.

• comprehension is incomplete
• recalls details from the text but
seems to have difficulty making connections between ideas from one paragraph to the next
• reads very slowly but accurately
• tends to read in a monotone with little attention to punctuation

Based on this assessment information, this student would likely benefit most from instruction designed to develop the student's:
Reading fluency.
An ESL teacher is designing a cloze assessment of fourth-grade transitioning- level English language learners' academic reading skills. The teacher selects a 250-word passage and omits every fifth word from the passage. Students will complete the assessment by supplying a word for each omitted word in the passage.

The ESL teacher could best use the cloze assessment to obtain information about students' reading proficiency in which of the following areas?
Knowledge of syntax and vocabulary.
An ESL teacher is designing a cloze assessment of fourth-grade transitioning- level English language learners' academic reading skills. The teacher selects a 250-word passage and omits every fifth word from the passage. Students will complete the assessment by supplying a word for each omitted word in the passage.

Which of the following reading passages would be most appropriate for the ESL teacher to use for this cloze assessment with these students?
A section of a grade-level content-area text.
An ESL teacher has early-intermediate- level English language learners engage in daily free-writing in which students write as much as they can about a familiar topic without paying attention to grammar or spelling. This practice supports the English language learners' writing development primarily by:
Promoting their writing fluency in Enlgish.
An ESL teacher uses a writer's workshop approach in which small groups of English language learners regularly work together to brainstorm ideas for writing, conference about one another's writing, and prepare their writing for publication. Which of the following statements best describes the most important benefit of this approach for English language learners' writing development?
The interactive nature of writer's workshop supports student's progress through the various stages of the writing process.
Middle school intermediate-level English language learners are working on an essay-writing assignment. Students have brainstormed ideas and written first drafts of their essays. An ESL teacher could most effectively guide the students through the writing process by having them participate in which of the following activities next?
Working in pairs to read one another's drafts and suggest revisions to improve the clarity and organization of the essays.
Which of the following should be the primary focus of instruction for English language learners in the prewriting stage of the writing process?
Helping students generate the vocabulary and structures they need to express their ideas.
Early-intermediate-level English language learners are practicing producing simple descriptive sentences in speech and in writing. All of the students are able to produce full sentences orally and most can write full sentences with some teacher assistance. Several students, however,
are at beginning stages of literacy development and are unable to write
full sentences. Which of the following adaptations to the activity would be most effective in promoting these students' beginning writing skills?
Pairing each of the students with a more advanced classmate and having them dictate descriptive sentences for their partners to write.
An ESL teacher introduces transitioning- level English language learners to the poem "Where I'm From" by George Ella Lyon in which the author begins, "I am from . . ." and goes on to list items and phrases that characterize her background. The teacher asks students to choose a line from the poem that they find interesting and discuss their choices in small groups. Then the teacher has students create their own "Where I'm From" poems. Which of the following additional steps during the lesson would best support the students' writing development?
Students orally generate "I am from..." statements and share them with one another.
As part of spelling instruction, an ESL teacher has English language learners
go through the motions of "painting" a word on the wall as they recite the letters of the word. This strategy is likely to promote students' English spelling skills primarily by:
Helping students internalize learning through kinesthetic activity.
An ESL teacher is implementing a
lesson on English parts of speech with intermediate-level English language learners. The teacher prompts students to associate each grammatical category with a different color (e.g., nouns are "blue words," verbs are "green words"). Then the teacher has students use colored
pens or highlighters to mark words in simple English sentences with their corresponding colors. This activity best promotes the students' understanding of English:
Syntax.
An ESL teacher is planning to have English language learners assess one another's writing in a peer-editing session. Which of the following teacher strategies would best promote the effectiveness of this type of writing assessment?
Providing students with a rubric or checklist to complete as they review their peer's writing.
Which of the following is an example of an authentic writing assessment task for English language learners?
Composing a response to a letter from a teacher.
A first-grade teacher writes the following sentence on the board and asks students to copy it in their notebooks.

Living things need food and water.

One early-intermediate-level English language learner with limited literacy skills writes the following.

L lvlngthln gSn eedfO Odan dWat er

Based on this writing sample, which of the following conclusions would be most appropriate to draw about this student?
The student has not yet grasped the concept of how word boundaries are represented in print.
An ESL teacher works with a multilevel class of English language learners. The teacher engages students in the following collaborative writing activity.
1. One student in the class—the "interviewee"—agrees to be interviewed by class members.
2. Each class member serves as an "interviewer" by asking the interviewee a prepared question
(e.g., "What is your favorite food?").
3. The interviewee responds to each interviewer's question (e.g., "I love chocolate") or says "pass" if
he/she does not want to respond to a question.
4. Each interviewer paraphrases the interviewee's response to his/her question (e.g., "His favorite food is
chocolate").
5. The teacher records each interviewer's paraphrase on chart paper using correct mechanics and
grammar.
6. Once each interviewer has asked his/her question, students discuss the sentences on the chart paper,
using a coding system to categorize the sentences by topic (e.g., personal preferences).

Which of the following additional activities related to the sentences would most effectively promote the students' understanding of informational text structures in English?
Small groups of students organize and rewrite the sentences into paragraphs with topic sentences.
An ESL teacher works with a multilevel class of English language learners. The teacher engages students in the following collaborative writing activity.
1. One student in the class—the "interviewee"—agrees to be interviewed by class members.
2. Each class member serves as an "interviewer" by asking the interviewee a prepared question
(e.g., "What is your favorite food?").
3. The interviewee responds to each interviewer's question (e.g., "I love chocolate") or says "pass" if
he/she does not want to respond to a question.
4. Each interviewer paraphrases the interviewee's response to his/her question (e.g., "His favorite food is
chocolate").
5. The teacher records each interviewer's paraphrase on chart paper using correct mechanics and
grammar.
6. Once each interviewer has asked his/her question, students discuss the sentences on the chart paper,
using a coding system to categorize the sentences by topic (e.g., personal preferences).

Which of the following adaptations of this activity would most effectively promote the writing development of transitioning- level English language learners in the class?
In step 5, transitioning-level students, with guidance from the teacher, record the interviewers' paraphrases on the chart paper.
An ESL teacher wants to promote English language learners' ability to use the cognitive learning strategy of outlining the contents of content-area textbooks. Which of the following steps would be most appropriate for the teacher to take first when teaching the strategy to students?
Modeling for students the outlining process by thinking aloud while creating an example outline of a sample textbook passage.
An ESL teacher wants to adapt a social studies text by rewriting it to make it more comprehensible for sixth-grade intermediate-level English language learners. Which of the following guidelines would be most appropriate for the teacher to follow when adapting the text for this purpose?
Simplify the language of the text and provide concrete definitions of important vocabulary using familiar words and visual representations.
A middle school ESL teacher wants to support intermediate- and transitioning- level English language learners' academic vocabulary development through their independent reading. The teacher could best address this goal by providing which of the following types of reading materials in the classroom library?
Fiction and notification books on a variety of high-interest topics.
A tenth-grade intermediate-level English language learner has a strong primary- language background in math and a good grasp of grade-level math concepts. However, he often performs poorly on math tests in English because he has difficulty comprehending story problems. Which of the following teacher strategies would be most effective in addressing this student's difficulty and facilitating his development of cognitive-academic language proficiency?
Providing him with individualized guided practice in breaking down and paraphrasing math story problems in English.
Which of the following would be a permissible assessment accommodation for English language learners on the state standardized content-area assessment?
Allowing students to use an approved bilingual word-to-word dictionary.
An ESL teacher wants to assess third- grade English language learners' understanding of a sheltered science unit on physical properties of matter. The teacher has students work in class to create displays of objects that possess various physical properties and complete tables describing the objects' properties. The teacher evaluates the students' work using a scoring rubric and takes notes as students orally describe their displays. The primary benefit of this type of assessment is that it provides:
An authentic, multidimensional indicator of student's academic performance.
An ESL teacher who teaches sheltered English has English language learners maintain a daily learning log. Each day, students write about new concepts and words they learned in the day's lessons and how the new concepts and words relate to those learned in previous lessons. Which of the following additional learning log tasks would most effectively promote the students' self-assessment of their content-area learning?
Students record questions they still have about lesson material and describe learning strategies they used during the day's lessons.
As part of sheltered English instruction, an ESL teacher asks transitioning-level English language learners to read a content-area passage and then write a summary of the passage. Which of the following questions should be the teacher's most important consideration when evaluating the students' summaries?
Does a student demonstrate adequate comprehension of important concepts?
An ESL teacher who teaches sheltered English administers weekly teacher- created math quizzes that assess the content taught during the week's math lessons. The teacher could most appropriately use the results of such quizzes to:
Determine whether a student has mastered a given math concept and is ready to receive instruction in a new concept.
A middle school ESL teacher is beginning a sheltered multidisciplinary thematic unit on the tropical rain forest with early- intermediate-level English language learners.

The teacher has decorated the classroom with realia related to the rain forest, such as artificial tropical trees and pictures of tropical animals, and has labeled objects with content-area vocabulary related to the rain forest. The teacher wears safari attire and plays music with sounds of
the rain forest. This use of realia best demonstrates the teacher's understanding of how to:
Contextualized content in ELLs.
A middle school ESL teacher is beginning a sheltered multidisciplinary thematic unit on the tropical rain forest with early- intermediate-level English language learners.

The teacher introduces the rain-forest unit by reading aloud the picture book The Great Kapok Tree, a story in which animals of the Amazon rain forest convince a man not to cut down a native kapok tree. This use of literature as part of sheltered content instruction promotes the English language learners' content learning primarily by:
Building their knowledge of content-specific vocabulary.
CHART: A fifth-grade intermediate-level English language learner is halfway through her second year of schooling in the United States. The student was in a sheltered/structured English immersion (SEI) class for her first year. Now she is in a general education class and is receiving an average grade in the class. Following is a score report summarizing the student's performance on the state standardized content-area assessment administered in English.

Which of the following conclusions would be most appropriate for a teacher to draw about this student based on these assessment results?
The student is performing within the expected range for her level of English proficiency but has had limited exposure to the content being tested.
CHART: A fifth-grade intermediate-level English language learner is halfway through her second year of schooling in the United States. The student was in a sheltered/structured English immersion (SEI) class for her first year. Now she is in a general education class and is receiving an average grade in the class. Following is a score report summarizing the student's performance on the state standardized content-area assessment administered in English.
Providing her with individualized, differentiated academic instruction in her specific areas of weakness.
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