FREE CTEL Assessment and Instruction Questions and Answers

Question 1

What comes first when creating a lesson plan for Specially Designed Academic Instruction in English (SDAIE)?

Accepted Answer

identifying explicit content and language development objectives

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planning an activity to access English learners' prior knowledge

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planning ways to contextualize new concepts and vocabulary

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identifying multiple strategies for assessing English learners' progress

Question 2

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?

Accepted Answer

The activity will expand their vocabularies by increasing their awareness of semantically related morphemes.

Answer

The activity will facilitate their use of standard dictionaries to determine meanings of unknown words.

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The activity will help them use and understand compound and complex sentences in a variety of contexts.

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The activity will improve their ability to identify main ideas and details in informational texts.

Question 3

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?

Accepted Answer

The teacher uses guided discussion and contextualization to clarify the meaning of key vocabulary.

Answer

The students write what they know about the topic.

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The students read a grade- level-appropriate text about the topic.

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The teacher constructs sets of minimal pairs and conducts a warm- up listening exercise with students.

Question 4

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?

Accepted Answer

Select a grade-appropriate text and adapt it by modifying vocabulary and sentence structures.

Answer

Emphasize illustrations and hands- on materials and avoid use of written texts with students who have low levels of English proficiency.

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Choose a text written for a lower grade level so that the text's level of language matches the students' English proficiency level.

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Provide the students with a brief outline of key facts about the topic, instead of having them read a text.

Question 5

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?

Accepted Answer

Interacting with familiar objects will tend to promote English learners' language development by providing meaningful stimuli for classroom conversations.

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Learning about realia from other cultures will tend to promote English learners' understanding of the challenges faced by different immigrant groups in U.S. society.

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Teaching vocabulary from English learners' home languages will tend to delay English learners' vocabulary development in English.

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Using realia from cultures outside of the United States will tend to delay the English learners' assimilation into U.S. mainstream culture.

Question 6

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?

Accepted Answer

Include language objectives in each lesson specifically related to the technical vocabulary and content- specific language structures used in the lesson.

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Postpone lessons related to higher- level mathematical concepts until the English learners have attained an advanced level of receptive- language proficiency in English.

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Make lessons more accessible to English learners by having them work on mathematical concepts and skills that are below their developmental level.

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Take advantage of the fact that mathematics is not as dependent on language as other content areas and focus lessons on mathematical skills that require minimal use of language.

Question 7

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?

Accepted Answer

Have students observe and discuss similarities and differences between vascular and nonvascular plants, and then write an essay summarizing their findings.

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Have students dissect several representative species of vascular and nonvascular plants, and then make a chart listing each plant's features.

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Have students examine a moss specimen and a leaf with a hand lens, and then draw and label their observations.

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Have students collect a variety of vascular and nonvascular plants and then compile a data table listing their characteristics.