FREE CTEL Assessment and Instruction Questions and Answers
A group of intermediate-level English language learners will receive Specially Designed Academic Instruction in English (SDAIE) from a middle school math teacher. Which of the following rules should the teacher adhere to while creating lessons for this group of students?
For intermediate-level English learners, acquiring content-area concepts can be considerably hampered by technical terminology and language patterns, particularly in areas like science and mathematics. By including explicit language objectives that address the specialized language used in the course, an SDAIE class's content is made more understandable to English language learners.
A content-based ELD lesson on volcanoes is being planned by an upper-elementary teacher for a group of early-intermediate-level English language learners. Which of the following rules should the instructor abide by when selecting the written materials to use in this lesson?
A crucial part of content-based ELD training is increasing English language learners' exposure to understandable written resources that will help them develop their academic language. By changing the vocabulary and sentence patterns of a grade-appropriate text, it is possible to ensure that English language learners can understand the text's language while also advancing their academic language development and giving them access to grade-level material.
In the dress-up area and other learning centers throughout the classroom, a kindergarten ELD teacher incorporates clothing and other items from English learners' native cultures. The teacher also makes sure that each pupil is taught the various objects' names and purposes. Which of the following best characterizes the result of this method?
Since students are encouraged to investigate, inquire about, and explain various elements of the artifacts, using realia from English learners' home cultures in the classroom is likely to spark fruitful class discussions. These discussions help students develop their language skills and strengthen and expand their conceptual frameworks.
A high school biology instructor uses Specially Designed Academic Instruction in English to instruct advanced-level English language learners (SDAIE). Which of the aforementioned activities from an SDAIE lesson on vascular and nonvascular plants would be most suitable and efficient to employ with students at this proficiency level in order to support their growth in English language and literacy?
A successful SDAIE session for advanced-level high school English language learners should give students the chance to negotiate meaning through conversation, foster the development of both their oral and written academic language through relevant academic assignments, and promote higher-order thinking. These essential components of a successful SDAIE lecture are covered in a lesson that incorporates observation, discussion, comparison/contrast, and summarizing.
A new topic will soon be covered in a middle school earth science class that includes numerous English language learners. Which of the ensuing opening exercises would best encourage the students' listening comprehension throughout the lesson?
English language learners are likely to encounter unfamiliar vocabulary and information when a middle school content-area class starts learning a new topic. In order to improve the students' listening comprehension during the session, it is crucial to activate and develop their schema about the subject. Two crucial techniques for creating schema and fostering listening comprehension are guided conversation and contextualization to make clear the meaning of relevant terminology.
Focusing on the words' roots and derived suffixes, a middle school instructor guides a group of intermediate English language learners as they evaluate new words in a reading passage. How is the development of the pupils' English language most likely to be aided by this activity?
In order to determine and remember the meanings of novel words they encounter in text, proficient readers employ their understanding of morphemes and structural analysis techniques, such as examining words' roots and derivational suffixes. By arming the students with morphological knowledge that will help them learn the meanings of new words, structural analysis instruction is expected to increase the vocabularies of English language learners.
What comes first when creating a lesson plan for Specially Designed Academic Instruction in English (SDAIE)?
Language development and subject-matter instruction are both required components of SDAIE lessons. A teacher must have a thorough understanding of both the pertinent content-area standards that the lesson will address and the language knowledge and abilities that are necessary for mastering these content standards while creating an SDAIE session. Therefore, before creating other lesson components, the instructor of English learners must first clearly establish the lesson's topic and linguistic objectives.