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Sample Test Questions

Washington Educator Skills Tests

The Washington Professional Educator Standards Board

WA-SG-FLD051-01

English Language Learners

Washington Educator Skills Tests—Endorsements (WEST–E)

Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved. —1—Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004Pearson and its logo are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).

SAMPLE TEST QUESTIONSThe sample test questions in this document are designed to give you an introduction to the natureof the questions included in the Washington Educator Skills Tests—Endorsements (WEST–E).They represent the various types of questions you may expect to see on an actual test in this testfield; however, they are not designed to provide diagnostic information to help you identify specificareas of individual strength or weakness or to predict your performance on the test as a whole.

Work through the sample questions carefully before referring to the answer key that follows. Theanswer key provides the correct response for each question and lists the objective within the testframework to which each question is linked. When you are finished with the sample questions, youmay wish to review the test objectives and descriptive statements provided in the test framework forthis test field.

In addition to reading and answering the sample questions, you should also utilize the followingpreparation materials available on the WEST Web site:

Read WEST–E Test-Taking Strategies to understand how test questions are designed tomeasure specific test objectives and to learn important test-taking strategies for the day of thetest.

Review the Test Summary and Framework for your test field to familiarize yourself with thestructure and content of the test. This document contains general testing information as well asthe percentage of the total test score derived from each content domain described in the testframework.

Readers should be advised that this document, including many of the excerpts used herein,is protected by federal copyright law.

SAMPLE TEST QUESTIONSEnglish Language Learners

Copyright © 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved. —2—Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004

SAMPLE MULTIPLE-CHOICE QUESTIONS

1. Use the information below to answerthe question that follows.

Root Wordclassastonishresource

Suffixifymentful

Which of the following best describesthe effect that the suffixes in the secondcolumn have on the root words in the firstcolumn when the two are combined?

A. The suffixes form compoundwords with the root words.

B. The suffixes change thegrammatical category of theroot words.

C. The suffixes reveal the etymologyof the root words.

D. The suffixes change the root wordsfrom bound morphemes to freemorphemes.

2. Which of the following represents anacceptable order of parts of speech in anEnglish sentence?

A. Subject-Verb-Indirect Object-DirectObject

B. Verb-Subject-Indirect Object-DirectObject

C. Subject-Direct Object-IndirectObject-Verb

D. Direct Object-Indirect Object-Verb-Subject



3. Use the exchange below between anELL teacher and an English languagelearner to answer the question thatfollows.

Teacher: Your group was handsdown the fastest to solvethe problem!

Student: But our hands were notdown; they were up!

Which of the following best explains thestudent's response?

A. The student is transferring wordmeanings from the primarylanguage to English.

B. The student has an incompleteunderstanding of English sentencestructure.

C. The student is interpreting themeaning of an English idiomliterally.

D. The student has not yet developedcognitive academic languageproficiency in English.

4. A fourth-grade English language learnerwho recently arrived in the United Stateshas been placed in a general educationclass. The student studied English inhis home country and has strong literacyskills in English. He demonstratescomprehension of reading assignmentsand performs well on written assignmentsbut never speaks up in class or inconversations with peers. He appears tobe engaged in class discussions, but hasdifficulty responding when called on tocontribute to the discussion. Based ontheories about the stages of second-language acquisition, the teacher couldbest address this student's learning needsby taking which of the following steps?

A. Provide the student with low-riskopportunities to interact verballyand nonverbally in small- and large-group situations.

B. Refer the student to the specialeducation program to be evaluatedfor a possible speech disorder andset up a meeting with his parents todiscuss the situation.

C. Help the student becomeaccustomed to speaking in classby calling on him frequently andencourage the other students in theclass to include him in discussions.

D. Allow the student to respond toquestions in his primary languageand arrange for an interpreter to bepresent in the classroom to interpretfor him when necessary.



5. Which of the following best explains whyacademic language skills are inherentlymore difficult to acquire than sociallanguage skills?

A. Academic language tends torely more heavily on classroominteraction than does sociallanguage.

B. Academic language tends to beunique in each language and lesstransferable to English than sociallanguage.

C. Academic language tends to requiremore use of negotiation of meaningand repair strategies than does sociallanguage.

D. Academic language tends to becontext-reduced and more abstractand grammatically complex thansocial language.

6. An English language learner is literate in aprimary language that has an orthographicsystem with one-to-one sound-symbolcorrespondence. This student is likely tohave the most difficulty decoding whichof the following English words?

A. municipality

B. development

C. neighborhood

D. government

7. Several English language learners haveachieved grade-level literacy skills inthe same first language. The studentsare working on a language arts unit inwhich they read autobiographies by well-known people and then write their ownautobiographies. Which of the followingunit activities would likely be mosteffective in helping the students transfertheir first-language literacy skills toEnglish?

A. The students write theirautobiographies in English andthen translate the autobiographiesinto their first language.

B. In preparation for writing theirautobiographies, the studentswrite journal entries in their firstlanguage.

C. The students translate a passagefrom one of the autobiographiesinto their first language and thencompare their translations withthose of other students.

D. After reading an autobiography, thestudents participate in small groupdiscussions of the text using theirfirst language.



8. A high school English language learneris having difficulty socializing withnative English speakers. As a result,she interacts almost exclusively withother members of her home culture.This situation is likely to have whichof the following effects?

A. impeding her formation of a culturalidentity

B. accelerating her loss of the firstlanguage

C. suppressing her capacity to graspacademic concepts

D. delaying her development ofEnglish language proficiency

9. An elementary school has a largepopulation of culturally and linguisticallydiverse students. Administrators haverecently adopted a number of policiesthat support and promote respect formultilingualism in the school. Which ofthe following best describes a likely effectthis action will have on English languagelearners in the school?

A. English language learners will bemotivated to achieve academicallybecause they will feel that theirbackground experiences arerespected and validated.

B. English language learners will beless likely to improve their Englishlanguage skills because they will beallowed to use their first languages.

C. English language learners willdevelop academic languageproficiency quickly because theywill be able to transfer cognitiveskills from their first language.

D. English language learners will behindered in the process of acquiringacademic language because theywill be encouraged to maintain theirnative cultures.



10. An ELL teacher expects students fromdiverse cultural backgrounds to follow anestablished set of cultural norms in school.However, the teacher also encouragesstudents to maintain the traditions andpractices of their native cultures in othersettings and when they do not conflictwith school norms. This approach islikely to be most effective in achievingwhich of the following instructionalgoals?

A. supporting students' enculturation intheir native culture

B. facilitating students' acculturation toU.S. culture

C. enhancing students' understandingof cultural pluralism

D. promoting students' assimilationinto U.S. culture

11. During a classroom test, a recently arrivedEnglish language learner is discoveredopenly sharing test answers with otherstudents and asking other students for testanswers. When the teacher confronts thestudent about the cheating and explainsthat this conduct is inappropriate, thestudent seems genuinely surprised andconfused. The student's behavior in thissituation can best be explained by:

A. the differential status of the student'sfirst language in relation to English.

B. failure on the part of the teacher tocommunicate academic expectationsclearly.

C. delayed social development on thepart of the student.

D. the lack of congruence betweencultural values of the United Statesand the student's native culture.



12. An ELL teacher communicates a view ofcultural diversity as a positive social goodand expresses a commitment to a societywith equal opportunities for people fromall cultural groups. The teacher appliesthis to the language classroom byimplementing a multicultural curriculum,differentiating instructional practices, andcreating opportunities for students tointeract with people from a variety ofcultures. This approach best demonstratesthe teacher's understanding of:

A. the value of cultural pluralism inteaching.

B. the impact of acculturation onlanguage learning.

C. the influence of a teacher's culturalidentity on teaching.

D. the importance of culturalassimilation in language learning.

13. Which of the following English languagelearners would be classified as a migrantstudent and would qualify for servicesunder the Migrant Education Program(MEP)?

A. a student whose family left theircountry of origin to join familymembers already living in theUnited States

B. a student whose parents areagricultural workers who movefrequently to obtain seasonalemployment

C. a student whose family experiencedpolitical persecution in their countryof origin and moved to the UnitedStates to seek political asylum

D. a student who was born in theUnited States but lives in amonolingual, non-English-speakinghousehold



14. Historically as well as recently, anumber of different cultural groups haveestablished communities in the PacificNorthwest region. Which of the followingdescribes the most significant contributionthese diverse cultural groups have made toWashington State's development?

A. founding political institutionsthat promote cross-culturalunderstanding

B. supporting innovative,environmentally friendlyuses of natural resources

C. providing a wide range ofknowledge, skills, and perspectives

D. establishing formal economic andpolitical ties between the state andother regions in the world

15. The English language learners in a highschool come from a wide variety oflinguistic and cultural backgrounds. Somestudents were born in the United Stateswhile others have only recently arrived.Some students have a strong educationalbackground in their first language whileothers have had limited formal schooling.Some students wish to maintain close tieswith their native cultures while othershave fully assimilated to U.S. culture.This school best illustrates:

A. the nature of relationships amongvarious cultural groups in U.S.schools.

B. the concept of the United States asa "melting pot."

C. the movement toward culturalpluralism in U.S. schools.

D. the diversity within Englishlanguage learner populations inthe United States.



16. An ELL teacher wants to gain insightinto the cultures of individual Englishlanguage learners in order to planclassroom instruction that will becompatible with students' needs andculturally influenced approaches tolearning. Which of the followingstrategies would likely be most effectivefor addressing this goal?

A. requesting help from students'families in producing a classhandbook explaining classroomexpectations and routines

B. asking students' families tocomplete a survey about theircultural background and personalinterests

C. inviting students' families to theclassroom to observe and critiquethe teacher's instructionalapproaches

D. approaching students' families aboutthe possibility of a brief, informalvisit to their homes to become betteracquainted

17. An ELL teacher plans to pair Englishlanguage learners with Internet penpals from various countries topromote cross-cultural awareness andcommunication. Which of the followingpreliminary strategies would likely bestenhance the effectiveness of thisexperience for the students?

A. assigning students to write a reportabout U.S. customs to send to theirpen pals

B. leading students in a discussionabout their perceptions of thedifferences between the UnitedStates and their pen pals' countries

C. having students complete a KWLchart about their pen pal's countryand culture

D. giving students a checklist ofquestions to ask their pen pal aboutthe history and culture of his or hercountry



18. An ELL teacher wants to promote anequitable and culturally inclusive learningenvironment in the classroom and school.Which of the following practices would bemost effective in achieving this goal?

A. posting school regulations thatprohibit discrimination on the basisof race, religion, nationality,disability, or gender

B. communicating to students apersonal and professional convictionthat every student in the class canachieve academic excellence

C. displaying posters and other exhibitsin the classroom that celebrate thecultural heritages and traditions ofall students

D. asking students to reflect regularlyin writing on their attitudes towardstudents with cultural backgroundsdifferent from their own

19. An ELL teacher uses the WashingtonState English Language Development(ELD) Standards as a primary resourcewhen developing instructional objectivesfor English language learners. A primaryrationale for this practice is that it helpsthe teacher:

A. recognize potential linguistic andcultural biases in curriculum andcreate bias-free learningopportunities for English languagelearners.

B. support English language learners'acquisition of communicativecompetence in social and academicsettings and development ofcognitive learning strategies.

C. implement differentiated instructionthat addresses English languagelearners' varying educationalbackgrounds and meets the diverselearning needs of all students.

D. ensure that English languagelearners develop English languageproficiency and meet grade-levelexpectations for academicachievement.



20. An ELL teacher who teaches shelteredcontent to advanced-level Englishlanguage learners is planning a unit onU.S. history. The teacher is selecting textsto use in the unit and wants to select textsthat are free of linguistic and cultural bias.Which of the following questions wouldbe most important for the teacher toconsider?

A. Do the text illustrations and photosdepict a variety of individuals andgroups from diverse backgrounds?

B. Is discussion of the achievementsof individuals and groups fromdiverse backgrounds incorporatedthroughout the text?

C. Is the author or editor of the text aperson from a linguistically and/orculturally diverse background?

D. Does the text include supplementalmaterials devoted to describing thecontributions of individuals andgroups from diverse backgrounds?

21. The primary goal of sheltered instructionis to help English language learners:

A. develop communicative competencein English through meaningfulinteraction.

B. maintain proficiency in the firstlanguage while acquiring Englishlanguage skills.

C. acquire English languageproficiency through content-relatedmaterials.

D. learn grade-level content whiledeveloping English languageproficiency.



22. A middle school English class includes anumber of newly arrived English languagelearners who are at the advancedbeginning level of English languageproficiency. The teacher is aware that thestudents come from a culture in whichclassroom practices tend to be teacher-centered, and the students have limitedexperience working with peerscooperatively in groups. The teacheris planning a cooperative group activityand wants to promote these Englishlanguage learners' ability to workcooperatively as members of a group.Which of the following teacher strategieswould likely be most effective for thispurpose?

A. establishing class guidelines forgroup activities and modeling forstudents specific examples of theguidelines prior to the activity

B. pairing each English languagelearner with a native Englishspeaker and asking the partner tohelp the English language learnerduring the activity

C. placing the English languagelearners together in a group for theactivity and serving as the group'sleader during the activity

D. allowing the English languagelearners to observe while the rest ofthe class engages in the activity anddiscussing with the students theirobservations about the activity

23. An ELL teacher shows English languagelearners clips from television programsin which the characters are engaged invarious conflicts involving everydaysituations. In small groups, the studentsdiscuss the situations and how theconflicts depicted could have beenprevented or resolved. This activitywould be most effective in promotingstudents' ability to:

A. communicate clearly to a range ofaudiences.

B. analyze the effectiveness of theseconflict resolutions.

C. check for comprehension of theseconflict resolutions.

D. use conversational repair as acommunication strategy.



24. A high school ELL teacher is working onpublic speaking skills with intermediate-and advanced-level English languagelearners. The teacher wants to promotethe students' ability to assess their ownstrengths and weaknesses in regard toformal communication. Which of thefollowing speaking tasks would be mosteffective for this purpose?

A. preparing a presentation anddelivering the presentation at aschool open house

B. viewing a videotape of a famousspeech and discussing with a peerthe speaker's use of tone and style

C. giving a presentation in class andusing a scoring rubric as a guide forrevising the presentation

D. attending a public lecture andparticipating in a question andanswer session following the lecture

25. A middle school ELL teacher has Englishlanguage learners read excerpts fromnonfiction works written by European,European American, and Native Americanauthors during the period of the AmericanRevolution. Students then compare andcontrast the authors' interpretations ofimportant events of this period. Thisactivity would likely be most effectivein promoting English language learners'achievement of which of the followingreading standards?

A. connecting prior experience andknowledge to information in a text

B. making generalizations aboutvarious themes in text

C. identifying organizational featuresof printed text

D. analyzing use of language to expresspoint of view in a text



26. A high school ELL teacher is workingon career preparation skills withintermediate-level English languagelearners. The teacher would like topromote students' ability to read career-related materials. Which of the followingstudent activities would be mostappropriate for accomplishing this goalwith students at this level of Englishlanguage proficiency?

A. labeling photographs of people atwork with the names of their careers

B. completing a simple surveydesigned to determine one'scareer interests and abilities

C. researching career training programson the Internet

D. writing a summary of an articlefrom a professional journal abouta career of interest

27. An elementary school ELL teacher wouldlike to promote English language learners'ability to evaluate their own progress inreading. The teacher is planning to havestudents keep reading logs in which theywill record their daily reading activities.Which of the following teacher strategieswould likely best ensure the effectivenessof these reading logs for their intendedpurpose?

A. asking students to exchange theirreading logs with a partner eachweek and compare their readingactivities with those of their partner

B. encouraging students to review andedit their reading logs on a regularbasis and helping them publish theirreading logs at the end of the year

C. having students complete and turnin a weekly worksheet listing theirreading activities as described intheir reading logs

D. helping students set reading goalsand meeting with them regularly toreview the content of their readinglogs in relation to their goals



28. An ELL teacher would like to promoteeighth-grade intermediate-level Englishlanguage learners' ability to write fora specific audience and purpose. Theteacher could most effectively promotethe students' achievement of this goal byassigning them to write:

A. an analysis of theme in a literarytext written by an author from thestudents' native culture.

B. a synthesis of information in anew nonfiction book about a localhistorical figure.

C. an editorial for the schoolnewspaper advocating thebuilding of a skateboard park.

D. captions for a series of picturestelling the story of a child's firstday in the United States.

29. An ELL teacher provides advanced-levelEnglish language learners with explicitinstruction in the accurate use of languageforms, such as rules of complex Englishsentence structure. This practice is likelyto benefit these students' English languagedevelopment primarily by improvingtheir ability to:

A. comprehend the general meaning ofauthentic texts.

B. communicate fluently in socialsituations.

C. use learning strategies to developacademic knowledge.

D. express ideas clearly in academicwriting.

30. An ELL teacher helps fifth-grade Englishlanguage learners keep portfolios of theirwritten work. At the end of each gradingperiod, the students select writing samplesfor their portfolios. The students' abilityto evaluate the effectiveness of theirwritten work would best be promoted bywhich of the following additional writingassignments?

A. Tell about your most and leastfavorite writing assignments fromthe past grading period.

B. Give specific examples from thewriting samples in your portfoliothat show how your writing hasimproved.

C. Describe five goals you have foryour writing during the next gradingperiod.

D. Compare the writing in yourportfolio to that of professionalauthors whose work we have readin class.



31. An ELL teacher is planning a shelteredinstruction science unit. Which of thefollowing questions should the teacherconsider first when developing languageobjectives for the unit?

A. How should the content of the unitbe modified to address students'language needs?

B. What level of backgroundknowledge do students need tocomprehend the content of theunit?

C. What types of linguistic and culturalbias may students encounter in theunit?

D. Which language structures andfunctions will students need to learnin order to master the content of theunit?

32. During a mathematics unit on area, abeginning-level English language learnerand an ELL teacher have the followingconversation.

Student: I count area of this one. (Thestudent points to a rectangle.)

Teacher: You found the area of therectangle. Very good. Whatis the area of the rectangle?

Student: Yes. The area of rectangleis ten.

Teacher: That's right! Ten squareinches. (The teacher tracessquare inches inside therectangle with a finger.)The unit of measure is"square inches."

In this conversation, the teacher facilitatesthe student's understanding and useof academic language in Englishprimarily by:

A. introducing academic terms tothe student in the context of animmediate task.

B. encouraging the student's transferof academic terms from the firstlanguage.

C. providing positive reinforcementwhen the student uses an academicterm correctly.

D. teaching the student strategiesfor learning academic termsindependently.



33. An ELL teacher is adapting text froma science textbook for sixth-gradeadvanced-beginning-level Englishlanguage learners. The teacher wants tomodify the following sentence to make itmore comprehensible to students.

A sound wave begins with a pulse,such as a hand clap, and vibratesthrough the air, transporting soundenergy to the human ear.

Which of the following modifications ofthis sentence would be most appropriatefor this purpose?

A. "A sound wave starts with a pulse(disturbance or movement in theair), such as a person clapping hisor her hands together, and movesquickly through the air, causingsound to be carried into a person'sear."

B. "A sound wave travels through theair to the ear."

C. "A sound wave begins with amovement called a pulse. Anexample of a pulse is the movementof clapping your hands together. Apulse produces energy. This energymoves through the air until it entersyour ear."

D. "When an object vibrates, the objectproduces a sound wave that peoplecan hear."

34. A diagnostic language test would be mostappropriate to administer to Englishlanguage learners for the purpose of:

A. determining their overall level ofEnglish language proficiency.

B. identifying their level of proficiencyin a particular aspect of English.

C. measuring their general capacity forlearning a second language.

D. assessing their mastery of materialcovered in a language lesson.

35. A science teacher and an ELL teacherteam-teach a sheltered-content classthat includes several English languagelearners. The teachers are designingan assessment to evaluate the Englishlanguage learners' progress. In thiscontext, the assessment should primarilybe used to measure the students':

A. understanding of academic languagestructures specific to science.

B. ability to apply their priorknowledge to new science content.

C. understanding of important scienceconcepts presented in class.

D. ability to use academic vocabularyappropriately in a science class.



36. Which of the following types ofassessments would be most effective forevaluating English language learners'ability to comprehend written instructionsfor operating a simple appliance?

A. a student-generated learning log

B. a teacher-made, criterion-referencedtest

C. a direct teacher observation

D. a running record of a student's oralreading

37. Performance-based testing would be themost effective method of assessment touse to achieve which of the followinggoals?

A. assessing specific language skills inauthentic contexts

B. minimizing opportunities foracademic dishonesty

C. diagnosing specific difficulties withrespect to a discrete set of skills

D. eliminating the influence of culturalbias on test results

38. In accordance with state policy, duringEnglish language proficiency placementtesting, an English language learner withan active Individualized EducationProgram (IEP) should receive testingaccommodations that are:

A. available to other students with anIEP.

B. applicable to the specific test.

C. available to other English languagelearners.

D. included in the student's IEP.



39. Which of the following pairs of steps in the table below best describes the state-mandated process fordetermining a student's eligibility for an ELL program?

Step 1 Step 2

A. A student verbally identifies himself or herselfto a teacher or other school professional as anEnglish language learner.

The student takes the Washington LanguageProficiency Test II Placement Test.

B. A student takes the Washington LanguageProficiency Test II Placement Test.

The school's Bilingual/ELL team reviews testresults and identifies the student as an Englishlanguage learner.

C. A Home Language Survey and/or studentregistration form identifies a student as apotential English language learner.

The student takes the Washington LanguageProficiency Test II Placement Test.

D. A student takes the Washington LanguageProficiency Test II Placement Test.

The student's parents/guardians confirm thestudent is an English language learner bycompleting a Home Language Survey.



40. Which of the following guidelines is mostimportant for an ELL teacher to followwhen considering which assessment toolsto use with English language learners overthe course of a school year?

A. Use multiple formal and informalassessments to accommodatestudents' varied learning styles.

B. Provide opportunities for studentsto become familiar with the formand content of the standardized testsrequired at the students' grade level.

C. Select tests that can assess students'language development both insideand outside the classroom.

D. Emphasize performance-basedassessments that provide holisticinformation about students' overalllanguage development.

41. A high school ELL teacher is planning athematic unit on U.S. consumer culture fora group of intermediate-level Englishlanguage learners. When choosingreading materials for this unit, the teachershould first consider:

A. the students' assessed readingproficiency levels and priorknowledge.

B. whether a text uses terminology thatis transferable between English andstudents' first languages.

C. the students' ability to summarizeand paraphrase the main idea ofexpository passages.

D. whether a text lends itself toinstructional activities that integrateall four language modalities.



42. An ELL teacher administers a readingskills inventory to a group of sixth-gradeintermediate-level English languagelearners. At this proficiency level, all thestudents in this group should be able toperform which of the following readingskills?

A. summarizing a text by recountingsignificant details

B. differentiating between multipleword meanings

C. supporting inferences andpredictions about a text withtext-based evidence

D. determining an author's purposeand intended audience

43. Which of the following statements bestdescribes how the education of Englishlanguage learners has been affected by theU.S. federal court decision in Castañedav. Pickard (1981)?

A. Gifted education programs andcollege-preparatory courses mustbe made available to all eligiblestudents, including English languagelearners.

B. Programs for English languagelearners must be based on soundeducational theory, be supportedby adequate resources, and beevaluated as effective.

C. Schools must make everyreasonable effort to ensure thatEnglish language learners and theirfamilies understand school policiesand procedures.

D. Schools must use research-basedassessments to identify Englishlanguage learners, to monitor theirprogress, and to determine whenthey are ready to exit a program forEnglish language learners.



44. Based on classroom observation, an ELLteacher thinks that an English languagelearner might have a language disorder.Before referring the student for specialeducation assessment, which of thefollowing steps should the ELL teachertake first?

A. Attempt to obtain informationabout the student's first-languagedevelopment.

B. Notify the student's parents of theirchild's right to equal access toavailable school resources underfederal and state law.

C. Refer the student to an after-schooltutoring program with tutors whospeak the student's first language.

D. Research the types of languagedisorders most common amongspeakers of the student's firstlanguage.

45. In a language program offered at aWashington elementary school, equalnumbers of native English speakers andEnglish language learners whose firstlanguage is Spanish are placed togetherfor the majority of the school day. Allstudents in the class receive content-areaand literacy instruction in both Spanishand English. This type of program is mostcommonly referred to as:

A. maintenance bilingual education.

B. sheltered instruction.

C. transitional bilingual education.

D. two-way immersion.



46. An ELL teacher wants to serve as aresource for the families of Englishlanguage learners by encouragingcommunication between families. Whichof the following strategies would likelybe most inclusive and appropriate inachieving this goal?

A. asking family members to contributeto a monthly class newsletter that issent out to all families

B. working with family and communitymembers to coordinate parent/guardian groups that meet at theschool regularly

C. operating a family hotline thatfamily members can call to getinformation about class activitiesand assignments

D. setting up an electronic mailing listthat allows family members to postand respond to school-relatedquestions and comments

47. Which of the following ELL teacherstrategies would be most appropriate forsupporting English language learners'full access to educational technology incontent-area classrooms?

A. encouraging English languagelearners to request assistance fromclassmates when using classroomtechnology

B. ensuring that user manuals forclassroom technology are availablein English language learners' firstlanguages

C. recommending that Englishlanguage learners practice usingclassroom technology before andafter school

D. working with other teachersto select and adapt classroomtechnology for use by Englishlanguage learners



Use the information below to answerthe two questions that follow.

An ELL teacher, a social studiesteacher, and a language arts teacher ata Washington high school are planningto team teach a sheltered social studiesunit to a class that includes advanced-beginning-level English language learners.The topic of the unit is life in the UnitedStates during World War II.

48. The teachers plan to invite severalmembers of the local community whowere living during the war to visit theclass. Which of the following strategiesfor using these guests as resources wouldmost effectively support the languagedevelopment and academic achievementof the English language learners in theclass?

A. having students collect oral historiesfrom the guests of their experiencesduring the war to be used as primarysources for further study by the class

B. asking the guests to read early draftsof student research papers about thewar and comment on the accuracyof information in the papers

C. having students listen as each of theguests delivers an oral presentationabout life in the United Statesduring the war

D. inviting the guests to participate in apanel discussion during which theyrespond to student questions abouttheir political views during the war

49. Which of the following best describes theprimary advantage for English languagelearners of this type of collaborationbetween teachers?

A. The teachers can give moreindividualized attention to eachstudent in the class.

B. The teachers can work togetherto provide students with a morecomprehensive, accessiblecurriculum.

C. The teachers can offer a widervariety of different culturalperspectives on the topics coveredin the unit.

D. The teachers can work together tomaintain a more orderly and focusedlearning environment.



50. Which of the following professionaldevelopment activities would be mostuseful in helping a beginning ELLteacher develop goals for a professionaldevelopment plan that are most relevantto his or her professional needs?

A. asking ELL colleagues forrecommended professionaldevelopment resources

B. joining a professional organizationand subscribing to relevant onlineand print materials published by theorganization

C. collaborating with a trustedcolleague to identify and addressthe teacher's areas of strength andweakness

D. attending professional developmentworkshops offered by the district



ANSWER KEY

QuestionNumber

CorrectResponse

TestObjective

1 B 0001

2 A 0001

3 C 0001

4 A 0002

5 D 0002

6 C 0002

7 B 0003

8 D 0003

9 A 0003

10 B 0004

11 D 0004

12 A 0004

13 B 0005

14 C 0005

15 D 0005

16 D 0006

17 C 0006

18 B 0006

19 D 0007

20 B 0007

21 D 0007

22 A 0008

23 B 0008

24 C 0008

25 D 0009

QuestionNumber

CorrectResponse

TestObjective

26 B 0009

27 D 0009

28 C 0010

29 D 0010

30 B 0010

31 D 0011

32 A 0011

33 C 0011

34 B 0012

35 C 0012

36 C 0012

37 A 0012

38 D 0013

39 C 0013

40 A 0014

41 A 0014

42 A 0014

43 B 0015

44 A 0015

45 D 0015

46 B 0016

47 D 0016

48 A 0016

49 B 0017

50 C 0017

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