ESL Practice test

 During a reciprocal teaching lesson, two students, an ELL and a non-ELL, were working together and having a discussion about a reading passage. The teacher was overhearing their discussion, when the ELL student asked his partner, "I wonder what Balquhidder means? They mention it many times." The other responded, "Well let's reread it. Here they say, 'Look I see Balquhidder.' Perhaps it's a person, but it also mentions that the people take the King back to Balquhidder in his carriage." The ELL student replies, "They take him back, so it must be a place." What process are the students demonstrating?During a reciprocal teaching lesson, two students, an ELL and a non-ELL, were working together and having a discussion about a reading passage. The teacher was overhearing their discussion, when the ELL student asked his partner, "I wonder what Balquhidder means? They mention it many times." The other responded, "Well let's reread it. Here they say, 'Look I see Balquhidder.' Perhaps it's a person, but it also mentions that the people take the King back to Balquhidder in his carriage." The ELL student replies, "They take him back, so it must be a place." What process are the students demonstrating?

• summarizing

• questioning

• Clarifying

• Predicting

An ESL teacher at a high school wants to make sure his students are aware of the differences between informal language and formal language used in the classroom. What can the teacher do to help ELL students understand the difference between informal and formal language used in class?

• recording the ELLs' conversations they have with friends for use in the class

• encourage ELLs to use formal language in class and informal language in small groups

• discuss the various registers of English recordings with ELLs

• play a few role-playing games with ELLs in a variety of settings

Mrs. Jones is reading a story with her beginner ELLs that contains a lot of idioms. To best ensure that the students understand and remember the idioms for future use, Mrs. Jones should do all of the following except:

• occasionally pause during the reading to explain the meaning of each idiom to the students.

• provide several examples of different contexts in which the idiom can be used.

• have the students draw a picture to help them remember each idiom.

• have the students translate the idiom from English to their native language.

A second-grade teacher and an ELL have the following conversation during a science experiment demonstrating changes from heat.

Teacher: What are your observations?

Student: The chocolate is watery.

Teacher: Why do you think the chocolate is like water?

Student: Because the chocolate is not hard anymore.

Teacher: Great observation! The chocolate changed from a solid to a liquid after being exposed to heat. Can you repeat your observations using scientific vocabulary like melting, solid, and liquid?

Based on the conversation, which instructional strategy is the teacher most likely using to increase the student's comprehension?

• using key vocabulary in context to connect with the student's current knowledge

• using explicit instruction to teach the student the meaning of key vocabulary words

• eliciting words to activate the student's memory

• creating word associations to connect with known concepts and personal experience of the student

A second-grade teacher and an ELL have the following conversation during a science experiment demonstrating changes from heat.

Teacher: What are your observations?

Student: The chocolate is watery.

Teacher: Why do you think the chocolate is like water?

Student: Because the chocolate is not hard anymore.

Teacher: Great observation! The chocolate changed from a solid to a liquid after being exposed to heat. Can you repeat your observations using scientific vocabulary like melting, solid, and liquid?

Based on the student's weakness in oral communication, which instructional task can best increase the student's oral language development?

• creating sentences using new academic vocabulary words related to the different states of matter (i.e., solid, liquid, and gas)

   

• identifying errors in sentences related to the different states of matter (i.e., solid, liquid, and gas)

• working with a partner to discuss what is happening in a series of photos of different states of matter (i.e., solid, liquid, and gas)

• using linguistic cues to comprehend a science text discussing the different states of matter (i.e., solid, liquid, and gas)

Which of the following is true about building a lesson based on the Cummin's Quadrants?

• An activity such as social conversation with a friend should be used at the end of a lesson to talk about what was learned.

• An activity using simple language and an unfamiliar subject for an ELL should be used at the start of a lesson.

• An activity using complex language and a familiar subject for an ELL should be used second in a lesson.

• An activity such as listening to a lecture without any images should be used first to start a lesson.

When teaching students to preview a chapter, a teacher begins with the following statement: "When I'm getting ready to read a chapter or an article, I ask myself, 'What is the main idea I'm supposed to learn?' If I look at the bold heading, that may give me a clue. I also look at the headings on other pages, to see if they will help me figure out what I'm supposed to  learn. I think about what I already know about the topic. If I know something about it, it helps me understand better." What scaffolding strategy is the teacher modeling?

• reciprocal teaching

• using "think-alouds"

• shared release of control

• using wait time

Which of the following strategies would not be appropriate for a teacher to use with ELLs when providing content-based instruction?

• providing glossaries for students to use as a vocabulary resource

• pairing a content-proficient student with an English language proficient student

• using linguistic supports such as graphic organizers or illustrations to enhance comprehension

• providing lower-level simplified content to students

Marcos, a second-grade ELL student, writes the following journal entry:

My best day

Like me day. Yo and mkwid mom gowkdj par slw fon.

According to the English Language Proficiency Standards (ELPS), what is Marcos' level of proficiency in writing?

• beginning

• intermediate

• advanced

• Advanced-high

A middle school recently lost some state funding. As a result, they are considering charging the undocumented ELL students a tuition fee to compensate for the additional expense that they cost the school. However, this cannot be done because this idea is in direct conflict with the outcome of the following case:

• Brown v. Board of Education

• Lau v. Nichols.

• Plyler v. Doe.

• Castañeda v. Pickard.