ESL Practice Test # 1.pdf

Email * vmorales@srtx.org 1/1 The State of Texas Assessments of Academic Readiness (STAAR) Texas English language Pro±ciency Assessment System (TELPAS) Texas Essential Knowledge and Skills (TEKS) English Language Pro±ciency Standards (ELPS) ESL Practice Test # 1 Total points 51/70 In this section, you will ±nd examples of test questions similar to those you are likely to encounter on the TExES English as a Second Language Supplemental (154) Exam. Read each question carefully and choose the best answer from the four possible choices. Q1. Which of the following programs provides federally mandated accountability data on the progress of ELL students in Texas in meeting language proficiency goals? *

1/1 Before starting the unit, the teacher writes 20 vocabulary words on the board and gives students a class period to look them up. Students watch a ±lm on the author's novels and stories, focusing on the shared thematic elements. The teacher begins the unit with a "book talk" in which he introduces the characters, the initiating event, and touches on the con²ict. He then reads a few pivotal passages from the story. For homework prior to the ±rst unit day, students are required to read the story and answer a set of questions. 1/1 create an outline. draw a simple illustration. write the essay in Spanish and then translate it into English. write a thesis statement. Q2. 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 teacher select to meet this goal? * Q3. 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 of writing would be to *

1/1 using past tense correctly. distinguishing between the oral and written forms of homophones. using modals correctly. spelling. 1/1 She should mark an X through "cuz" and "u" and write "misspelled" in the margin She should use Remi's sentence in the next day's daily oral language exercise and have students try to correct the sentence She should have a mini-lesson on texting language versus academic language, explaining expectations for each register Since the sentence occurs in a draft, she should expect that Remi will correct the forms during editing and revision Q4. 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 * Q5. 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? *

1/1 correct the students each time hey mispronounce a word during oral reading. have students read along 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 along chorally. make a list of all the words the students mispronounced during reading time and given them a spelling test on this list. 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. 1/1 students are better able to connect meaningfully with stories and characters that re²ect their culture and/or native country environment. books categorized as "multicultural or culturally relevant" literature are easier than canonical literature. culturally relevant literature is written in the student' home language. the only type of literature that ELL students can understand is literature written in language or dialogue that re²ects their L1. Q6. 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 words. The most effective strategy in helping students use their L1 phonological knowledge in producing L2 strings would be for the teacher to * Q7. The best rationale for integrating culturally relevant literature into ELL curricula is that *

1/1 The teacher is creating an opportunity for family involvement in the ESL student' education By having the students ask for help, the teacher is integrating a homework completion check into the assignment The teacher knows that students don't like to do homework, so the assignment is designed to be easy and student-friendly By having students write the words in English and in Spanish, the teacher is embedding vocabulary and spelling into this assignment Q8. A third-grade ESL teacher creates a Home Words Homework Page. The teacher tells the students to ask their parents or siblings to help them write down 10 words describing their home or objects in their home. The teacher tells the students to put the words in two columns: one column for the English word and one column for the Spanish translation. This assignment best addresses which of the following ESL instructional strategies? *

0/1 The teacher devises a quiz in which students have to correctly math the ±gure to its name. The quiz is administered every day until all the students get 100 percent correct. The teacher draws each ±gure on the board and has students copy the ±gures into their notebooks. The teacher asks for volunteers to come to the board to label each ±gure. The teacher creates a poster for each ±gure. In addition to an illustration of the ±gure, the name is written in large letters with the root underlined and the corresponding number of slides written in large print on the poster. The poster includes pictures of words with the same root. The teacher puts students into groups and assigns a different ±gure to each group. Their task is to make a several models of their ±gure using a variety of resources such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and any other materials they can think of. The teacher puts students into groups and assigns a different ±gure to each group. Their task is to make a several models of their ±gure using a variety of resources such as craft sticks, twigs, pencils, construction paper strips, chenille sticks, and any other materials they can think of. Q9. ELL students in a third grade class are having trouble learning the names of math figures (for example, hexagon, quadrilateral, pentagon, and so on). Which of the following instructional strategies would most effectively promote students' learning in this area of math? *

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