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Board Compensation Committee Manual <~ [Unlimited Free PDF]
We will answer every question you have and tell you exactly what you need to study to pass the ESL Supplemental exam using our TExES ESL Supplemental study guide and practice test. TExES ESL Supplemental Quick Facts Domain I: Language Concepts and Language Acquisition Overview Domain II: ESL Instruction and Assessment Overview Domain III: Foundations of ESL Education, Cultural Awareness and Family and Community Involvement Overview What Customers are Saying Trustpilot TExES ESL Supplemental Quick Facts The TExES ESL Supplemental tests the knowledge and skills necessary to effectively instruct English Language Learners in the classroom. A score of 240 is needed to pass. Study time: Allow plenty of time to familiarize yourself with the test format and assure that you feel confident about the content covered in each different competency. While the specific amount of needed study time will vary from test-taker to test-taker, you should allow yourself several weeks to prepare so you do not feel overwhelmed or rushed. Our TExES ESL Supplemental practice test can help. What test takers wish they would’ve known: Review all test taking policies well in advance of arriving to the testing center Assure you’ve brought needed materials, including required identification Research routes and traffic patterns and allow yourself plenty of time to travel to the testing center Dress in layers Find your confidence and take the test with a positive attitude. Information and screenshots obtained from the National Evaluation Series website: Domain I: Language Concepts and Language Acquisition Overview Domain I accounts for about 25 of the entire exam. Let’s take a look at some concepts that are likely to appear on the test. Phonology Phonology is a division of linguistics focused on the system of sounds in a language. It is the study of how speech sounds are cognitively organized and used meaningfully through speech.
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Lexicon A lexicon is a vocabulary set specific to a person, language, or subject. It is the knowledge a speaker has about words and phrases in a language, including meaning, usage, relationships, and categorical organization. Language Registers A language register is the degree of formality with which one speaks. People speak in a formal register in academic and professional situations. For example, in job interviews, people use the standard conventions of their language when speaking. People speak in an informal register in social and family situations. Word Formation Word formation is the production of new words. Compounding makes a word out of two or more morphemes. The result is a compound word. Examples: rainbow, football, mailbox, something, butterfly Blending is joining parts of two or more words to make a new word. The meaning is usually a combination of the words that were blended together. Examples: brunch, motel, smog, skort, carjacking Derivation is the creation of a new word from another word, typically by a base word with an affix. Examples: helpful, quickly, speaker, national, happiness An acronym is a word made by pronouncing the initials of a phrase as its own word. Examples: PIN- personal identification number AWOL- absent without leave A calque is an expression that becomes part of a language by translating it word-by-word from another language. Examples: “point of view” in English translates from “point de vue” in French “beer garden” in English translates from “biergarten” in German A neologism is a newly used word or phrase that is not yet formally accepted into a language. Neologisms often reflect current cultural trends. Examples: staycation, chillax, crowdsourcing Back-formation is the creation of a new word by removing an affix.
Examples: edit from original word editor, beg from original word beggar, donate from original word donation L1 and L2 Acquisition This competency tests your knowledge of how individuals acquire a first and second language and how to use this knowledge to effectively teach ESL students. Here are some concepts that may appear on the test. Cognitive Processes Cognitive processes are ways in which individuals mentally process information. Cognitive processes include memorization, categorization, generalization, and metacognition. Memorization is the process of committing information to memory to the point it is easily recalled. For example, students who have the vowels of the alphabet memorized can recite them with automaticity. Categorization is the series of steps taken to identify, differentiate, and classify objects and ideas. For example, sorting words by part of speech, such as nouns and adjectives, requires these categorization skills. Generalization is the transfer of knowledge or skill from one context to another. For example, one of the purposes of teaching students grammar skills in isolation is so they generalize these skills into their own writing. Metacognition is the process of thinking about your thinking. For example, many high-level reading comprehension skills, such as inferring, require readers to understand the mental process they went through to draw their conclusion. Idiomatic Expressions An idiomatic expression is an expression in which the figurative meaning differs from the literal meaning. An example is, “Hold your horses!” This idiomatic expression means to be patient, not to actually put horses in your hand. Teachers can help ESL students overcome this common difficulty by teaching them directly, with visual aids and in context as much as possible. Teachers can facilitate role-play scenarios in which students practice using them in informal conversation. And that’s some basic info about Domain I.
Domain II: ESL Instruction and Assessment Overview Domain II accounts for about 45 of the entire exam. This domain has five competencies: Planning and Implementing Instruction Communicative Language Development Literacy Development Content-Area Learning and Academic Language Development Assessment So, let’s start with Planning and Implementing Instruction. Planning and Implementing Instruction This competency tests your knowledge of effectively planning and implementing instruction based on the TEKS and ELPS to meet the needs of ESL learners. Let’s talk about some concepts that may pop up on the test. Texas Essential Knowledge and Skills (TEKS) The TEKS are the learning objectives and standards that educators in Texas’ public schools are required to teach throughout the school year. They are broken down by grade level and content area. The English Language Arts and Reading TEKS include listening, speaking, reading, and writing standards. Use the TEKS as the starting point of lesson design. You must know the learning goal and objective to be able to work backwards to plan the rest of the lesson cycle, including initial engagement, guided practice, independent practice, assessment, and needed resources and materials. English Language Proficiency Standards (ELPS) The ELPS are second-language acquisition standards used to guide instruction (in addition to the TEKS) for English Language Learners. They support ELLs in acquiring the English language skills necessary for meaningful learning across all subject areas. Teachers should use the ELPS along with the TEKS to plan lessons in the areas of listening, speaking, reading, and writing. Content-Based ESL Instruction Content-based ESL instruction is centered around the content students will acquire instead of direct language instruction. Students learn language through learning other academic content as opposed to the other way around.
For content-based ESL instruction to be effective, the teacher must be very knowledgeable in the content area as well as prepared to assist students with language skills. Appropriate materials and resources must be selected for students with limited English proficiency. Communicative Language Development This competency tests your knowledge of developing ESL students’ oral language skills. Oral Language Proficiency Oral language proficiency is the ability to verbally communicate and understand verbal communication. There are different goals of high oral proficiency. Being comfortable speaking in any situation means oral language is effectively used in a variety of settings to a variety of people. Speakers are comfortable delivering an oral report to an audience or a teacher and classmates, as well as conversing at a party. Listening and understanding the message of most speakers means oral communication is generally received and comprehended. Listeners should understand what their teachers are saying, as well as a server at a restaurant. Generally speaking with accurate grammar means appropriate subject-verb agreement, verb tense, etc.Teachers can model appropriate grammar in their own speech and repeat what ELL students say correctly back to them if a grammar misstep occurs. Ways to Adjust Instructional Delivery for ELLs Teachers can use different strategies to adjust instructional delivery for ELLs. They can slow down the rate in which instruction is delivered. Teachers should check for understanding before moving on, especially when vocabulary words that could be unfamiliar are used. Teachers can also use visual supports in their lessons by showing pictures that correspond to the content. Providing pictures to support language is an effective strategy for ELLs. Teachers can also use gestures to clarify certain actions mentioned in their instruction. Gestures and facial expressions are often universal and can be understood across languages.
Creating a Rich Language Environment Teachers can create rich language environments by meaningfully exposing students to interactive language experiences routinely. Teachers can read aloud daily using engaging, high-quality literature and maintain a classroom library to meet the needs and interests of a variety of learners. They can also post word walls and anchor charts on the wall for students to use as spelling and vocabulary resources. Teachers can also facilitate games that encourage language development and word play, such as games based on rhyming, the alphabet, or word categories. Teachers can also encourage class discussions and engage in conversation with students. Literacy Development This competency tests your knowledge of promoting literacy development for ESL students with attention to strategies specific to English language acquisition and factors unique to second language learners. Common English Phonograms A phonogram is a letter or combination of letters that produce a certain sound. All consonants have their own sound (sometimes more than one like c, g, s, x, and y) and vowels have a long sound (sounds like the letter name) and a short sound. Combination phonograms can make consonant sounds. Examples: sh, th, ch, wh, ph, wr, kn, gn, qu, ck, dge Combination phonograms may be a combination of consonants and vowels. Examples: er, ir, or, ur, ar, ed, augh, ough Combination phonograms can make vowel sounds. Examples: ai, ay, au, aw, igh, ie, ew, ee, ea, oa, oe, oi, oy, ow, ui Helping ESL students understand that there are more sounds in the English language than the 26 letters that comprise the alphabet can aid in developing their knowledge of phonograms. Students should be directly taught the phonograms and provided with lots of examples of seeing them in written text. Phonetically Irregular Words Phonetically irregular words are words that do not follow the standard rules of sound-letter association.
Examples: two, sure, busy, door, done, answer, people, beautiful Phonetically irregular words should be introduced in a logical order (starting with words students will see frequently) and reviewed in a cumulative way. Teachers should preview text to be used in instruction for phonetically irregular words and pre-teach them to prepare students for success in recognizing them in context. High-Frequency Words High-frequency words are words that appear often in written language. They may or may not follow standard rules of sound-letter association. Examples: the, was, of, to, see, can, like, not, he, she, we, were, they Since some of these words can be decoded and some cannot, students should be taught to know them by sight. ESL students should be exposed to them in a variety of ways. High-frequency word walls and lists for students to use as a resource can be provided, as well as the words written on flashcards for automaticity practice. Teachers should make sure to point them out during read alouds and in shared text. Text Structures Text structure refers to how information is organized within a text. Examples include: cause and effect problem and solution chronological order compare and contrast opinion with support Readers must understand how an author organized a writing piece to comprehend and make meaning of it. Strategies to use to develop ESL students’ comprehension include predicting, summarizing, and discussing. Teachers can think aloud to model metacognition about the author’s purpose of writing the text and how the text structure lent itself to this purpose. L1 Literacy Students’ literacy skills in their first language must be taken into account for designing and implementing literacy instruction in their second language. Students who have literacy deficits in L1 may have more difficulty acquiring literacy skills in L2. Care and attention must be taken to fill in any gaps necessary to move forward in literacy development.
Content-Area Learning and Academic Language Development This competency tests your knowledge of strategies that promote academic achievement for ESL students across the content areas. Front-Loading Vocabulary Front-loading vocabulary means to pre-teach words and meanings that are key to certain concepts before teaching the concept itself. This is important for ESL instruction because it provides opportunity for students to comprehend meaning of a new vocabulary word before being expected to understand it in the context of the new academic concept. For example, before studying the life cycle of a chicken in science class, an ESL teacher can front-load vocabulary words such as “chick,” “adult,” “hatch,” and “egg” to prepare students to learn about the phases of the life cycle. Realia Realia is the use of real objects in the classroom for instructional purposes. For example, when teaching ESL students common kitchen items vocabulary, a teacher may bring actual dishes and utensils into the classroom instead of just showing pictures of them. Realia is important in ESL instruction so ESL students learn vocabulary in a hands-on, authentic way. Graphic Organizers Graphic organizers are visual ways to represent information. They are important to use for ESL instruction because visual representations provide opportunity for ELLs to comprehend the content while they are in the process of learning key vocabulary. Assessment This competency tests your knowledge of using assessment to monitor and adjust instructional practices to best promote academic achievement for ESL students. Language Proficiency Assessment Committee (LPAC) An LPAC is a school committee with the shared responsibility of making decisions to support an ESL student’s educational future through review of the progress made throughout the school year. LPACs are generally comprised of a campus administrator, ESL teacher, and parent of the student.
LPACs make decisions about ESL students’ participation in assessments such as STAAR, ratings in the TELPAS domains, and need for continuation in different programs or services. Informal Assessments Informal assessments monitor the ongoing progress of students throughout the school year. They allow teachers to track students’ learning regularly so appropriate adjustments can be made to instruction. Teachers can use informal assessments such as story retelling, role play, class discussion, and participation in games and group activities to assess ELLs. Diagnostic Assessments Diagnostic assessments pre-assess students’ skills and knowledge in a particular area before instruction begins. They are used to analyze strengths and weaknesses to guide lesson design and instruction. Texas English Language Proficiency Assessment System (TELPAS) TELPAS is an assessment system used to monitor the progress of students learning the English language. ELLs are rated annually until the LPAC determines the student has met exit criteria by demonstrating proficiency in the English language. TELPAS raters holistically rate kindergarten and first grade students in the areas of listening, speaking, reading and writing through observation. Students in grades 2-12 take multiple-choice reading tests, listening and speaking tests, and submit writing samples. Each of the areas of speaking, listening, reading, and writing are reported as beginning, intermediate, advanced, and advanced high based on PLDs (proficiency level descriptors). And that’s some basic info about Domain II. Domain III: Foundations of ESL Education, Cultural Awareness and Family and Community Involvement Overview Domain III accounts for about 30 of the entire exam. This domain has three competencies: Foundations of ESL Education and ESL Programs Cultural Awareness Family and Community Involvement So, let’s start with Foundations of ESL Education and ESL Programs.
Foundations of ESL Education and ESL Programs This competency tests your knowledge of the foundations of ESL education, types of ESL programs, and how to use this knowledge to make the best instructional decisions for ESL students. Let’s talk about some concepts that may pop up on the test. Chapter 89.BB Special Populations The state commissioner’s rules concerning the state’s plan for the education of English Language Learners are found in this state code. This code assures that ELLs are to be afforded the opportunity to master the TEKS as they are educated by appropriately qualified teachers in a bilingual or ESL program in which they qualify. Immersion Immersion is the teaching of English through content as opposed to direct ESL instruction. Its goal is to immerse students in the English language so they acquire it quickly and authentically. Lau v. Nichols in 1974 This court case is relevant to ESL instruction, because it determined that denying students with limited English language proficiency access to supplemental language instruction violated the Civil Rights Act of 1964. The decision was followed by the Equal Educational Opportunities Act of 1974 which mandated school districts to provide equal opportunities for all students. Funding was increased for bilingual education, and additional English instruction for LEP students became required in all school districts. Cultural Awareness Acculturation Acculturation is a process an individual or group goes through when adopting parts of a new culture while maintaining some elements of the original culture. For example, a family that immigrated from Mexico to the United States may participate in the American tradition of trick-or-treating on Halloween while also celebrating the Day of the Dead in the traditional Mexican way. Ethnocentrism Ethnocentrism is the belief that one’s culture is superior to another or all others.
For example, ethnocentric people don’t just appreciate and enjoy their own cultural beliefs and practices, they think others’ are wrong and have a negative mentality about them. Assimilation Assimilation is the adjustment into a new culture. It is the process in which an individual or group’s culture begins to appear as another. For example, a family who immigrated to America may start to wear clothes purchased in American stores as part of their assimilation to the culture. Family and Community Involvement This competency tests your knowledge of advocating for ESL students, encouraging community involvement, and communicating effectively with their families. Family Involvement It is important for families to be involved in the education of ESL students for the same reason it is important for families to be involved in the education of all students-it increases student motivation and achievement. Students are more likely to value education if it is valued by their families. Teachers can facilitate participation by not allowing language barriers to stand in the way. Written communication should be sent in a language families can read and understand. Communicating with Stakeholders Teachers should create environments that feel comfortable and not intimidating to parents of ESL students. Teachers should make it clear to parents that they have a strong, shared interest in the student’s education. Community Involvement Community members can positively affect student learning in the ESL program by facilitating programs and events that make it clear these students are valued members of the community. Helpful resources can be available for ESL students and their families, such as appropriately leveled English language texts and technology in a library. And that’s some basic info about Domain III. Take the ESL Supplemental Practice Test Let us help.
Simply fill out the contact form and we Our First Customer A very personal story from our Founder Scott Rozell and his wife, Lacey. 50,000 Have Used 240 Tutoring to Pass. Their Exams Since 2017. Are you ready to join them. Get Started All Rights Reserved. This website is not endorsed or approved by ETS. Study Guides Reviews Resources About Terms of use Privacy Policy 134 Vintage Park Blvd. Ste. A, Box 537 Houston, TX 77070 Contact us at: 888-535-2142. Passing this exam shows that you have the skills and knowledge to teach ESL in Texas. You are probably wondering about what questions are on the exam. We will tell you all there is to know about how this exam is structured. In this article, we will break down the types of questions on the ESL (154) exam, including whether there are essay questions (constructed-response questions). We will also show you the best resources to use to study. Once you are done, you will have a good understanding of how the TExES ESL Supplemental exam is structured and can feel confident moving forward with your test preparation. Time to get started. Looking for a TExES Community. Or Videos. Or Free Practice Tests. Or Webinars for YOUR Exam. We invite you to use all our TExES resources. Simply give us your email to get the full list of everything we offer How many questions are on the TExES ESL Supplemental. The exam consists of 80 selected-response questions (see an example of a selected-response question below). There are no essay questions or constructed-response questions (CRQs). It is a computer-administered test (CAT), and there is a 15-minute CAT tutorial at the beginning. You can also preview the tutorial here before you take the test. This might be a good idea, so you don’t have to worry about it on the day of the test. What kinds of questions are on the ESL Supplemental. Thankfully, there are no essay questions or CRQs, but the selected-response questions can be tricky.
It is a good idea to take practice tests to get used to the types of questions on the TExES ESL Supplemental exam. There are three domains covered in this exam: There are seven educator standards covered on this exam, and each domain includes at least one of them. You can read more about the standards covered on the TExES ESL Supplemental exam here. There could also be questions on the exam that don’t count toward your score. These are usually questions that the test provider is “trying out” before adding them to the exam as an official graded question. So the total amount of questions is generally more than the number scored. Are there any essay questions on the TExES ESL. There are no essay questions on the TExES ESL Supplemental exam. There are 80 selected-response questions, and you have five hours to complete the test. The score range is 100-300, with a passing score of 240. The questions are scored by the computer immediately after you are finished. Your total raw score is the number of questions answered correctly. Need help figuring out what your score means or how to read your score report. Check out this article. What are the best resources for studying for the TExES ESL Supplemental. There are many different resources for studying for the TExES ESL Supplemental. But if you want the ultimate guide, you should go here. This will tell you everything you need to know to study for the TExES ESL Supplemental exam. There is also a free practice test to figure out which areas you need more practice on. It is a good idea to check out the TExES ESL Supplemental study guide here. This study guide includes 142 practice questions and 59 pages of study material. This is all you will need to pass the TExES ESL Supplemental exam. About the Author: Kari Wasmer Kari is a microscopist at an environmental testing company, but her passion is science education.
She has experience writing and editing science textbooks and loves helping educators understand how to implement the Next Generation Science Standards (NGSS). In her free time, she enjoys gardening with her young daughters, sewing, and knitting. Let us help. Simply fill out the contact form and we Our First Customer A very personal story from our Founder Scott Rozell and his wife, Lacey. 50,000 Have Used 240 Tutoring to Pass. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Please try your request again later. Because we know your life is busy, we created a study guide that isn’t like other books out there. With Cirrus Test Prep’s unofficial TExES ESL Supplemental 154 Study Guide 2019-2020: Test Prep and Practice Test Questions for the English as a Second Language Supplemental 154 Exam you get a quick but full review of everything tested on your certification exam. FREE online resources are also included with your study guide. Imagine having FREE practice questions, online flash cards, study “cheat” sheets, and 35 test tips available anytime, anywhere on your cell phone or tablet. Cirrus Test Prep’s resources will give you the push you need to pass your test the first time. ETS was not involved in the creation or production of this product, is not in any way affiliated with Cirrus Test Prep, and does not sponsor or endorse this product.Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average.
Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. V. Harper 3.0 out of 5 stars You will need to supplement this book with a review of the ELPS level.In fact, the examination seemed too easy after using this study guide. I wish it had had some charts to better explain the language acquisition theories, which I had to create for myself to keep them straight in my head. The exam actually had few questions about court cases anyway.The format is very user friendly. I read and did most preparation while sitting in the hospital with my micro premie grandson. Spent a few hours taking the practice exam in the back and passed my real test with flying colors on the first try!You would be better served going to a one-day training.One fairly major complaint—the guide did not use or reference consistently enough the language and specific vocabulary referenced in the TExES 154 exam.Just wish me luck! Exam questions were also better than any other company. I recommend this.It gave me the feel like they got the 2012 edition and just changed the year to 2019-2020. Those preparation guides usually don’t cover the test questions you’ll face on your exam date. You may feel overwhelmed with so much material to study and a limited amount of time. The TExES practice tests are often not worded or structured like the actual test you’ll confront. Your TExES exam study guide must provide a skeletal view of the official outline of content. Good review materials must provide basic facts and knowledge. Therefore, your preparation books must also teach you how to apply this content to test questions. Naturally, it pays to cover all content, but knowing your blind spots will help you know where you need to put in more study. It should contain easy to read charts, mind maps, outlines and bulleted points you don’t have to struggle over to learn.
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