Which of the following would be the most appropriate strategy for differentiating this lesson for early-advanced-level English learners in the class? correct answers Provide the English learners with guiding questions to help them construct their narratives.
Which of the following describes the ...
CTEL 2 || with Accurate Answers 100%.
Which of the following would be the most appropriate strategy for differentiating this lesson for
early-advanced-level English learners in the class? correct answers Provide the English learners
with guiding questions to help them construct their narratives.
Which of the following describes the primary role of classroom assessment in instructional
planning for students in English Language Development (ELD) programs? correct answers To
determine student achievement and needs with respect to particular ELD standards.
A high school English teacher plans to use the following holistic-scoring method to assess
students' compositions:
1) The teacher selects four criteria (e.g., organization, clarity, grammar, and mechanics).
2) With one point representing the lowest score on the scale and five points representing the
highest, the teacher writes a description of each point with regard to the four criteria.
3) The teacher assigns a composition a score of 1 to 5, based on which point description it
matches best.
Several students in the teacher's classes are advanced-level English learners. An important
LIMITATION of using this method on a regular basis with English learners is that it: correct
answers Does not provide explicit feedback on specific areas of writing performance.
In California, required program components for English learners AT ALL GRADE LEVELS
include which of the following? correct answers Providing English Language Development and
access to the core curriculum.
A high-school biology teacher teaches advanced-level English learners using Specifically
Designed Academic Instruction in English (SDAIE). Which of the following activities in a
SDAIE lesson about vascular and nonvascular plants would be most appropriate and effective to
use with students at this proficiency level in order to promote their English language and literacy
development? correct answers Have students observe and discuss similarities and differences
between vascular and nonvascular plants, and then WRITE an essay summarizing their findings.
A middle-school mathematics teacher is planning Specially Designed Academic Instruction in
English (SDAIE) for a group of intermediate-level English learners. Which of the following
guidelines would be most appropriate for the teacher to follow when planning lessons for this
class? correct answers Include language objectives in each lesson specifically related to the
technical vocabulary and content-specific language structures used in the lesson.
A high school teacher uses Specifically Designed Academic Instruction in English (SDAIE). In
addition to providing English learners with content and language instruction, the teacher also
provides them with explicit instruction in how to group or classify vocabulary and terminology
according to semantic and syntactic attributes. This practice is likely to be most effective in
promoting English learners' content and language development in which of the following ways?
correct answers By promoting English learners' comprehension and retention of new language.
Alternative Program (Alt) correct answers The term "alternative program (Alt)" refers to one of
three defined program options for English learners in California. It is defined as a language
acquisition process in which English learners receive ELD instruction targeted to their English
proficiency level and academic subjects are taught in the primary language, as defined by the
school district. Placement in an alternative program is triggered by the parents through a parental
exception waiver (e.g. bilingual/dual-language programs).
Bridging correct answers The term "bridging" refers to students at the advanced level of English
language development. They continue to learn and apply a range of high-level English language
skills in a side variety of contexts, including comprehension and production of highly technical
texts. The "bridge" alluded to is the transition to full engagement in grade-level academic tasks
and activities in a variety of content areas without the need for specialized English language
development instruction. Note: the term "advanced-level" is used in the CTEL test items.
CAHSEE correct answers California High School Exit Examination
California English Language Development Test (CELDT) correct answers The CELDT is the
English language proficiency test used in California with students whose Home Language
Survey indicates a language other than English. The CELDT was developed to: (a) identify
students with limited English proficiency, (b) determine the level of English language
proficiency of those students, and (c) assess the progress of English learners in acquiring the
skills of listening, speaking, reading, and writing in English. The CELDT was designed to
measure student performance based on the 1999 ELD standards, results were reported using the
following five proficiency levels: beginning, early intermediate, intermediate, early advanced,
and advanced.
California High School Exit Examination (CAHSEE) correct answers The CAHSEE has two
parts: English language arts (ELA) and mathematics. By law, each part is aligned with
California's academic content standards adopted by the State Board of Education (SBE). The
primary purposes of the CAHSEE are to: (1) significantly improve student achieveent in public
high schools and (2) to ensure that students who graduate from public high schools can
demonstrate grade-level competency in reading, writing, and mathematics. All California public
school students, except eligible students with disabilities, must satisfy the CAHSEE requirement,
as well as all other state and local requirements, in order to receive a high school diploma. The
CAHSEE requirement can be satisfied by passing the examination or, for eligible students with
disabilities, meeting the exemption requirement, pursuant to California Education Code (EC)
Section 60852.3, receiving a local waiver pursuant to EC Section 60851(c)(1), or by applying for
a CAHSEE Streamlined Waiver for Eligible Students with Disabilities pursuant to EC Section
65101.
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