This document provides tips and information for preparing to take the TExES EC-6 Core Subjects and ESL Supplement exams. It discusses the structure and content of the exams, important concepts to know, and strategies for teaching English language learners effectively. Key points include an overview of the exams' format and requirements, a summary of the history of bilingual education policy in the US, an explanation of the LPAC process and ELL classification, and research-based strategies for comprehensible input and developing students' language acquisition like the SIOP and CALLA models.

1. Jodi Brooks, M.Ed.
10/15/2015
Kappa Delta Pi Professional Development
TExES Tips 2015: EC-6 Core and
ESL Supplement

2. • Why I’m here
• Why you’re here:
• 1. Test prep, obviously.
• 2. Achievement Gap = There is a persistent gap in
academic achievement between English- speaking
students and those from culturally and linguistically
diverse groups:
• Many teachers are not prepared to make content
comprehensible for ELLs.
• Few teachers are trained to teach literacy or content-
area literacy to secondary ELLs.

3. • Go to your app store
• Search for “Yapp”
• Download it onto your smartphone
• Load our YAPP for today’s presentation:
• Use code: LF3RHU
• Use Yapp to communicate with me and your colleagues
in the room. Ask questions. Locate the Powerpoint on
SlideShare. Take pictures.

4. • Pick a partner.
• Each of you write three things you think you already
know about the EC-6 Core Subjects and the ESL
Supplemental test in the “What I Think I Know” section of
RAN Chart.
• Share your ideas with your partner.
• We’ll revisit the RAN Chart later in our session.

5. • The TExES tests are now called “Core Subjects Tests”
• EC-6 Core Subject test is #291
• You must pass all components of the test to become a
certified teacher. You may re-take (up to 5 attempts)
individual subject tests that you do not pass after a 45-
day re-test period.
• Test #291 is a total of 4 hours and 40 minutes long.
Each component has its own scheduled amount of time.
For example, you have one hour and 45 minutes to
complete the Reading/ELA portion of the test.
• You must also schedule to complete the ESL
Supplemental exam #154, and the PPR exam #160 to
be fully certified.
• Each exam is offered on a “continuous” basis.
• Each exam costs $131.

7. Tip!
• For the Social Studies section, read through the TEKS
(Texas Essential Knowledge and Skills) to know what will
be asked on the Social Studies section of the certification
test.
• For ELAR, Science, Math, and Health/PE/Fine Arts, read
the introductions to those subjects in the TEKS as a
guide to know what will be asked on the certification
tests.

8. Forexample: Grade 4, Social Studies -
History
• Knowledge and skills.
• (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas
and North America before European exploration. The student is expected to:
• (A) explain the possible origins of American Indian groups in Texas and North America;
• (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan
Apache, Karankawa, Caddo, and Jumano;
• (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas
such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and
• (D) compare the ways of life of American Indian groups in Texas and North America before European exploration.
• (2) History. The student understands the causes and effects of European exploration and colonization of Texas
and North America. The student is expected to:
• (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity,
competition, and the desire for expansion;
• (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca;
Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas;
• (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as
important individuals such as José de Escandón;
• (D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas;
and
• (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios,
including Stephen F. Austin and Martín de León, on the settlement of Texas.
• (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the
annexation of Texas to the United States. The student is expected to:
• (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the
Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;
• (B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David
Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín,
Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and
non-combatants Susanna Dickinson and Enrique Esparza;
• (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro,
Sam Houston, Mirabeau Lamar, and Anson Jones;

9. Forexample: Grade 4 Science -
Introduction
• §112.15. Science, Grade 4, Beginning with School Year 2010-2011.
• (a) Introduction.
• (1) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the knowledge generated through this
process."
• (2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend
disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.
• (3) The study of elementary science includes planning and safely implementing classroom and outdoor
investigations using scientific processes, including inquiry methods, analyzing information, making
informed decisions, and using tools to collect and record information, while addressing the major concepts
and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate
classroom and outdoor investigations for at least 50% of instructional time.
• (4) In Grade 4, investigations are used to learn about the natural world. Students should understand that
certain types of questions can be answered by investigations and that methods, models, and conclusions
built from these investigations change as new observations are made. Models of objects and events are
tools for understanding the natural world and can show how systems work. They have limitations and
based on new discoveries are constantly being modified to more closely reflect the natural world.
• (A) Within the natural environment, students know that earth materials have properties that are constantly
changing due to Earth's forces. The students learn that the natural world consists of resources, including
renewable and nonrenewable, and their responsibility to conserve our natural resources for future
generations. They will also explore Sun, Earth, and Moon relationships. The students will recognize that
our major source of energy is the Sun.
• (B) Within the living environment, students know and understand that living organisms within an
ecosystem interact with one another and with their environment. The students will recognize that plants
and animals have basic needs, and they are met through a flow of energy known as food webs. Students
will explore how all living organisms go through a life cycle and that adaptations enable organisms to
survive in their ecosystem.

11. • 1920s-60s – sink or swim, “submersion”, no support
programs for language learners
• 1968 – The Bilingual Education Act, Title VII of the
Elementary and Secondary Education Act of 1968 –
established federal policy for bilingual education for
economically disadvantage language minority students

12. • 1974 – Lau v. Nichols – ide nticaleducation does not
constitute e q ualeducation under the Civil Rights Act
• 1981 – Castaneda v. Pickard – “Castaneda Test”
• 1982 – Plyler v. Doe – Supreme Court denies the state’s
right to exclude children of illegal immigrants from public
schools
• 1983, 88, 94 – Amendments to Title VII

13. • “ It is the policy of the state that everystudent inthestatewho has
ahomelanguageotherthanEnglishandwhois identifiedas an
Englishlanguagelearnershall beprovidedafull opportunityto
participateinabilingualeducationorEnglishas asecond
language(ESL) program, as required in the Texas Education Code
(TEC), Chapter 29, Subchapter B. To ensure equal educational
opportunity, as required in the TEC, §1.002(a), each school
district shall:
• (1) identify English language learners based on criteria
established by the state;
• (2) provide bilingual education and ESL programs, as integral
parts of the regular program as described in the TEC, §4.002;
• (3) seekcertified teaching personnel to ensure that English
language learners are afforded full opportunity to master the
essential knowledge and skills required by the state; and
• (4) assess achievement for essential knowledge and skills in
accordance with the TEC, Chapter 39, to ensure accountability
for English language learners and the schools that serve them.”

14. • If there are 20+ ELLs in the same grade level district-
wide, the district is required to offer a bilingual
education programfor Pre-K – Grade 5
(including 6th
when the school has a 6th
grade)
• Any district not required to offer a bilingual program
shall offer an ESL programregardless of
students’ grade levels, home language, and number
of such students.

15. • http://www.elltx.org/bilingual_esl_programs_english.html

16. • First step in student classification
• Every new student upon enrollment
• Pre-K-8th
– must be signed by parent/guardian
• 9-12 – student may sign
• “What language is spoken in your home most of the time?”
• “What language does your child speak most of the time?”

17. • A committee made up of school administration,
teachers (ESL, Bilingual, and/or General Ed), and a
parent of a LEP student
• Must meet within 20 days of enrollment of a LEP
student
• Prior to STAAR or other state mandated testing,
must determine the appropriate assessment option
for each ELL
• Monitors progress of each student who’s exited from
a program for 2 years after exiting

18. • Beginning and ending of school year, LPAC:
• Designates the language proficiency level of each
ELL (OLPTs and ELA norm-referenced tests)
• Designates the level of academic achievement of
each ELL
• Designates, with parent approval* , the initial
instruction placement of ELLs
• Facilitates the participation of ELLs in other special
programs if eligible
• Classifies students as English proficient and
recommends exit
*If a parent denies services, no matter what the HLS
or testing criteria shows, the school cannot offer
services to the ELL student.

20. • Pre-K – Grade 1 – Oral Language Proficiency Test
(OLPT) approved by TEA
• Grades 2-12 – OLPT and the ELA sections from a TEA
approved norm-referenced test, or another test approved
by the TEA
• Must be tested within 20 days of enrollment into a school
• TELPAS: Listening, Speaking, Reading (online), Writing

21. Profiency Level Descriptors
http://www.elltx.org/proficiency_level_descriptors.html
TELPAS: Texas English Language Proficiency Assessment System

22. CALLA….
• Promotes academic and
linguistic development
• Benefits diverse students
• Emphasizes higher level
thinking
• Has documented effectiveness
• Motivates students
The 5 Steps of CALLA
• Preparation
• Presentation
• Practice
• Evaluation
• Expansion

23. What Is the SIOPModel?
The Sheltered Instruction Observation Protocol (SIOP) Model is a
research-based and validated instructional model that has proven
effective in addressing the academic needs of English learners
throughout the United States.
The SIOP Model consists of eight interrelated components:
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review & Assessment
Using instructional strategies connected to each of these components, teachers are able to
design and deliver lessons that address the academic and linguistic needs of English
learners.

24. • Venn Diagram with your partner
• How did you learn your native language?
• How do you think acquiring a 2nd
language (L2) is similar to or
different from acquiring a 1st
(L1) language?
• Are there any similarities?
L2L1

25. • Acquisition =
subconscious
learning, use
language to
accomplish a
goal
• Learning =
conscious, formal
setting, practice,
memorization,
metacognition

26. • Language is acquired through comprehended
messages, or comprehensible input, which is both
interesting and relevant to the learner.
• The focus is on the meaning, more than on how it
is spoken.
• Speaking emerges on its own when the learner’s
understanding is good enough. Te ache rs m ust be
to le rant o f e arly e rro rs in spe e ch.

27. |
|
| |
| |
| |
| |
| |
| |
| |
Comprehensible
Input Affective
Filter
Intake
(Outside of the
learner)
(Must remain low
for intake to occur.)
(Inside of the
learner)

28. • Use authentic language
• Stress student involvement
• Use hands-on activities
• Use non-verbal cues (kinesthetic movements)
• Use manipulatives, realia (real objects), and visuals
• Use prior content introduction in the primary language
(English/Spanish word walls)
• Create a low-stress, friendly environment
• Simplify teacher talk
• Avoid slang and idioms

29. • Social/emotional factors affect L2 acquisition
• A low affective filter helps a student to make progress
when acquiring L2
• Low anxiety, high motivation, and self-confidence are
ideal.

30. • Elicit student performance
only at the appropriate level
and when the student is
ready
• Avoid error correction; focus
on message vs. form
• Increase wait time – allow for
silent period
• Allow for ample rehearsal
time before performing in
front of others
• Maintain a friendly,
comfortable environment
• Create consistent routines
within the classroom
• Incorporate students’ native
culture and history in
activities whenever possible
• Challenge students while
providing appropriate support
• Explicitly teach native and
non-native English speakers
about cultural differences

31. Monito
r
Acquired
Competence
Output
(Outside of the
Learner)

32. BICS
Basic
Interpersonal
Communication
Skills
(2-3 years to acquire)
*Think social,
conversational
CALP
Cognitive
Academic
Language
Proficiency
(5-7 years to acquire)
*Content, academic
language

33. • Prior schooling
• Literacy development in L1
Reading achievement in L2 is more dependent on
reading achievement in L1 than it is on the student’s
level of L2 oral proficiency.
For ELLs to master CALP, they need ample
opportunities to orally practice the language.

34. • Engagement in activities and strategies that enable them
to –
• View
• Do
• Talk
• Transform
• Context embedded and Context reduced
(Remember Cummins’ 4-Quadrants?)

35. • Universal Grammar – Chomsky’s theory that the
basic principles of languages are shared by all
languages. Chomsky proposes that the ability to
learn grammar is hard-wired into the brain.
• Transfer – When the surface features of two
languages are the same in structure, you have
transfer.
• Interference – also known as “negative transfer”.
Sometimes word order and/or other structural
elements are so different between the L1 and L2 that
problems arise when translating from the L1.

36. • Syntax – the arrangement of words and phrases to create well-formed
sentences in a language. Ex: Go you to the park?
• Homophones – words that sound alike but are spelled differently and
have different meanings. Ex: read/reed
• Homographs – words that are spelled the same but have a different
pronunciation and meaning. Ex: bow/bow
• Figurative language - speech or writing that departs from literal
meaning in order to achieve a special effect or meaning.
Ex: similes, metaphors, personification, idioms, etc.
• Idioms – expressions that cannot be understood from the combined
meanings of the words that form them. Idioms are usually distinctive to
a particular language.
– Ex: A chip on your shoulder
Break a leg
Change of heart
Stick in the mud

37. • Monitor student output and look for patterns of errors
• Target your instruction to common areas of interference
• Teach with kinesthetic symbols
• Chants or songs
• Foldables/Graphic Organizers

38. TPS: With yourpartner, answerthis ?
• What do emerging readers need to be able to do before
matching sounds and letters into words (phonics)?
• Phonological Awareness: Readers must be able to
identify the sounds letters make before matching those
sounds with letters.
• Rhyming, identifying how many words are in a sentence,
how many syllables in a word, and blending/segmenting
word parts.
• Blend and segment 2-3 letter words before teaching
phonics.

39. • Syntax
• Lexicon
• Semantics
• Discourse
• Pragmatics
• Phoneme
• Phonology
• Morphology
• Morpheme
• Graphophonics
Work with your shoulder partner to complete the handout.
Linguistics: Basic Language Concepts

40. • What are some ways you will create an effective
multicultural and multilingual environment in your
classroom?

41. • Observe:
• Know the community, both in school and outside of school
• adopt ethnographic perspective
• Interview: family members/guardians, students
• Home visits, neighborhood walks, Meet the Teacher

42. • Instructionally –
• provide the appropriate comprehensible input
• modify instruction, materials, and pacing
• assess appropriately
• provide a safe classroom environment where
students learn to work together through
cooperative learning
• provide a learning environment that celebrates
differences and respects all cultures

43. • With other colleagues –
• share information about LEP students
• serve as a resource when asked
• Within the school system –
• make appropriate referrals for special
education and GT
• serve on LPACs and/or provide appropriate
information to LPAC

44. • With families –
•communicate with parents through
newsletters, phone calls, home visits, etc
•build a trusting relationship with parents –
show them that you care!
•engage parents in their LEP student’s
education, encourage parents to read
with children at home (native language,
literacy bags, telling stories, etc)

45. • Within the community –
•help parents gain access to community
resources
•invite successful community members
from the same ethnic group to speak
about their successes to students

46. • Listening
• Speaking
• Reading
• Writing
• *Integration is key!
• Receptive vs. Expressive
• The order of achieving
proficiency
• Construction of
knowledge
• Integration is good
teaching!

47. Beginner
• Being read to/books
on tape
• *Total Physical
Response (TPR)
• Listen, Watch,
Imitate
• Information
sharing/Giving
Directions
• Songs
• High context, visuals,
hands on
Intermediat
e
• Listening/recalling/
retelling
• Listening for main
idea
• Songs/jazz chants
• Fairly high context,
visuals, hands on
• Distinguishing
sounds (minimal
pairs, ending
sounds)
Adv/Adv High
 Listens for details
 Integrated with writing
 Lectures/note taking
 Provide graphic organizers

48. Beginner
• Silent
period
• Single word
answers
• Query using
either/or
• Mimicked
phrases
Intermediat
e
• Answer knowledge
and fact based
questions
• Retelling stories
• Telling stories from
pictures*
• Informal/imprompt
u conversations
Adv/Adv High
 Formal
presentations
 Answering higher
order questions
 Defending/justifying/
debating
 Discussion

50. Beginner
• Phonological
awareness taught
in isolation
• Phonics
instruction with
words
comprehended
ORALLY
• Single words or
short phrases only
after introduced
through lesson
• Sight words
• Picture books in
English or in L1
• Language
Experience activity
Intermediate
• Pre-teach key
vocabulary
• Elicit prior
knowledge/make
connections
• Re-read familiar
texts to build
fluency
• Independent
reading at
appropriate level
• Guided reading
• Modified/highly
supported texts
Adv/Adv High
 Intensive reading activity*
 Pre-teaching/pre-reading
through discussion
 Graphic organizers
 High interest magazines,
chapter books
 Re-reading familiar texts

51. • Supplies: index cards, pencil/pen
• Fold your index card in half and number each of the four sections,
1…4
• Read the poem one time.
• On the first section of your card, write down your initial thoughts or
reactions to the poem.
• Read the poem again.
• On the second section of your card, write down any emotions you
felt or you think the author feels.
• Read the poem a third time.
• On the third section of your card, write down any words or phrases
you recall from the poem.
• On the fourth section of your card, write down your final thought or
reactions to the poem.

52. Beginner
• Journals in L1
• Fill in the blank
• One word
answers
• S-V-O
sentence
structure
• Drawing
Intermediat
e
• Write
narratives
they have
already told
• Dialogue
journals
• Short answer
• Paragraph
structure
Adv/Adv High
 Writer’s
Workshop/Writing
Process
 Peer feedback
 Editing tricks
(reading to the wall,
PVC pipe phones)
 Reflection journals
 Note taking by
listening

53. Practice Questions

54. #1. Periodically a high
school ESL teacher
asks each student to
complete the following
checklist as a se lf-
asse ssm e nt tool.
Yes or No:
_____ I look for word patterns
in a sentence to help me read
and understand it.
____ I use note taking and
flashcards to reinforce new
language and vocabulary I
have learned
____ I make word
associations when learning
new language and vocabulary.
____ I use visualization to
help me remember new
vocabulary.

55. #1. The primary purpose of a checklist is to help
students
a. Become effective at determining their own
language proficiency
b. Develop strategies for overcoming
misunderstandings when communicating
c. Compensate for gaps in their current language
knowledge and skills.
d. Use various cognitive strategies for internalizing
language.

56. #2. When planning lessons or activities for Samira, a new
student in Ms. Lynn’s class, Ms. Lynn takes Samira’s
reluctance to speak with others into consideration and
se ts an instructio nalg o alto incre ase he r o ral-lang uag e
pro ficie ncy through self-initiated interactions with
classmates.
Which of the following should Ms. Lynn incorporate to best
help Samira at her current level of oral language
proficiency?
A. Concept attainment model
B. Cognitive Academic Language Learning Approach
(CALLA)
C. Reciprocal teaching strategy
D. Total Physical Response (TPR)

57. #3. A high school ESL teacher is working with a class of
beginning-level ELLs. The teacher asks one student to
stand up, then asks another to pick up a pencil. The teacher
involves each of the students a different points during the
activity. According to proponents of To talPhysical
Re spo nse (TPR), the activity helps students develop English
language skills primarily because it…
a.Encourages them to use English within authentic contexts
b.Allows them to discover a wide range of concepts and
rules related to English grammar
c.Prompts them to use English to accomplish different goals
d.Helps them to develop kinesthetic connections to various
English words and phrases.

58. #4. Which of the following best explains why ELLs need to
receive direct instruction in the use of nonverbal elements
of English?
a.The meanings of gestures and body language vary
from culture to culture
b.People need explicit instruction in nonverbal
communication because they lack instinctive
communication skills
c.Cultures associated with English tend to have more
taboos related to the body than other cultures
d.Nonverbal gestures only have meaning when they
are connected to specific phrases in the oral language

59. #5. Which of the following strategies would
be most effective in helping intermediate
and advanced ELLs improve their reading
fluency?
a.Providing frequent opportunities for students to read and
reread texts written at their independent reading levels
b.Expanding students’ vocabulary knowledge by assigning
challenging texts at and beyond their instructional reading
levels
c.Encouraging students to use various comprehension
strategies, such as self-monitoring, predicting and
questioning.
d.Administering timed reading tests to students monthly to
motivate them to read more quickly and accurately.

60. #6. Mr. Gregory, a history teacher, notices within the
first two weeks of school that Lana is struggling with
history content. When reviewing Lana’s prior school
records. Mr. Gregory learns that Lana exited the
ESL program the previous year at her former school.
He decides to meet with the Language Proficiency
Assessment Committee (LPAC) to discuss Lana’s
status and performance in school. During the LPAC
meeting, Mr. Gregory learns more about Lana’s
schooling and is able to discuss her performance in
his class with the committee. After discussing
Lana’s performance, the committee sets an objective
to follow established LPAC guidelines to help Lana.

61. Mr. Gregory can best support Lana’s English-language
acquisition and content understanding by
A. extending the due dates on Lana’s content assignments
B. Implementing the use of a variety of content-specific
textbooks in Lana’s native language.
C. administering an assessment to determine Lana’s current
level of content academic language.
D. Implementing strategies to make content comprehensible
for Lana.

62. #7. To most appropriately accommodate beginning-
level ELLs in a reduced context vocabulary learning
station, the teacher should:
A. Incorporate additional words cards with sight work
B. Model how to manipulate the words cards.
C. Include corresponding illustrations on the word cards.
D. Allow nonparticipation.

63. #8. Mr. Gregory, a history teacher, notices within
the first two weeks of school that Lana is struggling
with history content. When reviewing Lana’s prior
school records, Mr. Gregory learns that Lana exited
the ESL program the previous year at her former
school. He decides to meet with the Language
Proficiency Assessment Committee (LPAC) to
discuss Lana’s status and performance in school.
During the LPAC meeting, Mr. Gregory learns more
about Lana’s schooling and is able to discuss her
performance in his class with the committee. After
discussing Lana’s performance, the committee sets
an objective to follow established LPAC guidelines to
help Lana.

64. a. Lana’s progress will be monitored for the next two
years
b. Mr. Gregory will meet with Lana’s parents
c. Lana will be placed in ESL classes for the next two
years
d. Mr. Gregory will administer an oral language
assessment in Lana’s native language

65. #9. Which of the following best characterizes the education
of language minority students in the U.S. be fo re WWII?
a.There was no concerted effort to assist ELLs in school
b.ESL programs were common in larger urban school
systems only
c.Students who did not speak English could be legally
prevented from registering for school
d.The majority of ELLs with limited English proficiency
attended bilingual parochial schools.

66. #10. A school district has six elementary schools, all of
which enroll a large number of ESL students who come
from more than twe nty diffe re nt co untrie s . Which of the
following is the most appropriate program model for the
district?
a.Pull-out ESL classes
b.Early-exit bilingual
c.Sheltered English
d.Late-exit bilingual

67. #11. A Texas high school has a program that integrate
ESL instruction with academic instruction. The focus of
the program is for students to learn English as a second
language and use it as a medium to learn other academic
subjects. In the program, a full-tim e te ache r pro vide s
supple m e ntary instructio n fo r allacade m ic subje cts .
Based on the characteristics, the program can best be
described as
a.Sheltered instruction
b.Content-based ESL
c.Two-way immersion
d.Pull-out ESL

68. #12. A teacher replies to an incorrect response from an
ELL by re co g nizing the stude nt’s e ffo rt thro ug h po sitive
re info rce m e nt. By recognizing the student’s effort, the
teacher is demonstrating an understanding of which of
the following?
a.Enhancing linguistic development
b.Incorporating various learning modalities
c.Promoting cognitive development
d.Lowering the affective filter

69. #13. An ESL teacher works in a middle school with a diverse
student population. In addition to providing ELLs with language
and content instruction, the te ache r he lps stude nts le arn ho w to
articulate the ir fe e ling s, pro vide d the m with practice in taking the
pe rspe ctive o f o the rs and e nco urag e s the e xpre ssio n o f dive rse
po ints o f vie w. The practices are primarily effective in:
a.Recognizing and responding to the linguistic diversity of the
students
b.Promoting students’ academic achievement
c.Reducing student conflicts that result from cultural and other
misunderstandings
d.Resolving students’ cultural identity crises

70. #14. An ESL teacher provides training to content-
area teachers on ways to sim plify o ne ’s lang uag e
whe n talking to ELLs . The training will primarily
reinforce the importance of which of the following for
the teachers?
a.Collaborating with other teachers of ELLs
b.Facilitating parental involvement in students’ education
c.Incorporating community resources within an ESL
classroom
d.Implementing ESL strategies within the classroom

71. • Write down at least 1 piece of “New Information” you
learned.
• Write down at least 1 “Wondering/Question” you still
have.
• Share new insights with partner.

72. • Think “perfect world”.
• Locate key words or concepts in the question prompt.
• Eliminate those answers you know are wrong.
• Know “buzz” words in education; they are often used in
the correct answers.
• Pay attention to absolutes (i.e. “always”, “none”, “never”)
which are often used in wrong answers.