Copyright

Teaching Components of Language for ELL Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Page 1

Question 1 1. What should teachers look for when reviewing their oral and written discourse content for ESOL instruction?

Question 2 2. Varying the frequency and length of oral and written discourse activities can keep students:

Question 3 3. Effective oral and written discourse instruction for ESOL can be accomplished through a combination of:

Question 4 4. What techniques can teachers use to teach phonological awareness?

Question 5 5. What is the first phonological awareness skill that children learn?

Page 2

Question 6 6. How can teachers assess awareness of syllables?

Question 7 7. What is the purpose of the progress monitoring strategy for English language learners?

Question 8 8. How do evidence-based practices in education involve other researchers?

Question 9 9. Which of the following is the BEST description of explicit instruction?

Question 10 10. Affixes in the English language are made up of _____.

Page 3

Question 11 11. Multi-sensory approaches should involve _____.

Question 12 12. What are false cognates?

Question 13 13. When correcting an ESOL learner's syntax, how should it be done?

Question 14 14. Syntax is all about _____.

Question 15 15. What is the most important strategy for teaching syntax?

Page 4

Question 16 16. Which of the following scenarios illustrates an example in which students practice the ability to take turns in conversation about the topic ''My weekend activities''?

Question 17 17. How does simulated conversation teach pragmatics to students?

Question 18 18. Carl is a language teacher who wants his students to practice giving appropriate responses to situations as they would happen in real life. To get students practicing, Carl should _______________.

Question 19 19. Why is it important for an ELL teacher to model formal language accurately?

Question 20 20. What is one of the primary differences between social and formal language?

Page 5

Question 21 21. What can happen as ELLs become more comfortable communicating in English?

Question 22 22. What is one of the best ways to initially approach teaching semantics to ESOL students?

Question 23 23. How can having a large vocabulary help ESOL students better understand semantics?

Question 24 24. How do older ESOL students typically acquire new English language knowledge?

Question 25 25. Which type of ESL student would likely benefit the most from learning through phonics?

Page 6

Question 26 26. What can teachers use to teach students phonics?

Question 27 27. Learning phonics helps students _____ words as they read.

Question 28 28. How can worksheets be beneficial for written discourse in ESOL instruction?

Question 29 29. For the word 'cane', which is the onset?

Question 30 30. What are evidence-based research strategies?

Teaching Components of Language for ELL Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Indiana Core Assessments English Learners: Test Prep & Study Guide  /  Social Science Courses
Support