Study Guide
Field 121: English to Speakers of Other Languages (ESOL)
Sample Multiple-Choice Questions
Domain 1–Foundations of Instruction for English Learners
Competency 0001
Understand language systems, including how languages differ in their systems and how differences and similarities between language systems influence language and literacy development.
1. A teacher of English learners introduces fourth-grade students to the following sets of words.
| bake | baker |
| work | worker |
| teach | teacher |
| drive | driver |
The teacher asks the students what they notice about the two sets of words. Students identify the morpheme -er and infer the meaning of the morpheme. This activity primarily fosters the students' English language development by:
- promoting their linguistic awareness, which will support comprehension when they encounter unfamiliar words with the same morpheme.
- scaffolding their transfer of morphological knowledge from their home language(s) into English.
- providing them with options for circumlocution when they are trying to produce English words with newly learned morphemes.
- teaching them how to isolate features of morphologically complex academic vocabulary words.
- Answer
- Correct Response: A. Because the students go through the process of examining a collection of morphologically similar words and deducing the function of the -er morpheme, they are likely to apply the knowledge they have gained to make meaning out of unfamiliar words with the same structure they encounter in the future.
Use the information below to answer the two questions that follow.
A sixth-grade student at Level 3 of English writing proficiency whose home language is Spanish develops a first draft for an expository piece about US civil rights leader Martin Luther King Jr. The following is an excerpt from a graphic organizer containing the student's draft and responses to the teacher's directed editing prompts.
| First draft with teacher annotations: |
|---|
| Many people in start underline America end underline admiring start underline Martin Luther King end underline. He have a lot of start underline courage end underline. He fought for the start underline people end underline. He helped start underline people end underline. Now the start underline people end underline had their start underline rights end underline. He was a start underline hero end underline of start underline rights end underline civil. |
| List the (underlined) nouns that have adjectives describing them: |
| people – many courage – lot of rights – civil |
| How do you write this in Spanish? |
| muchas personas ??? derechos civiles |
| How is English different from Spanish? |
| It other way round – people many, civil rights |
2. The teacher of English learners could most effectively prompt the student to revise the draft to make it more complex and cohesive by providing the student with a mini-lesson on which of the following topics?
- sentence combining
- sentence diagramming
- subject-verb agreement
- pronoun-antecedent agreement
- Answer
- Correct Response: A. The student's draft expresses ideas clearly by using short, simple sentences and repetitive pronoun references. Learning how to combine sentences would be the next appropriate step in the student's English language development, enabling the expression of ideas in a more layered, cohesive, and fluid way.
3. The student's response in the last row of the graphic organizer primarily reflects which of the following cognitive processes related to learning a new language?
- circumlocution
- conceptualization
- fossilization
- generalization
- Answer
- Correct Response: D. Generalization is a process in language acquisition in which early learners apply conventions they have learned in one context to all contexts. The student's response demonstrates their awareness that a common syntactic convention, namely the order in which adjectives and nouns appear, is frequently juxtaposed across the two languages they speak.
Use the information below to answer the question that follows.
A teacher of English learners and a ninth-grade science teacher co-teach a science class that contains several English learners. The teachers design a focused journal activity for English learners to complete prior to viewing a content-related video. The following is an excerpt from the journal of an English learner at Level 3 of English reading and writing proficiency.
| Physics – Waves and Electromagnetic Radiation |
|---|
| Focus Question 1: Which energy sources in your homes use electromagnetic waves? Focus Question(s) 2: Which kind of wave has the highest frequency? Which kind of wave has the longest wavelength? (radio waves, infrared waves, X-rays, visible light, ultraviolet light) |
| Key Vocabulary: wave, electromagnetic radiation, radio, light, microwave, electric field, magnetic field, frequency |
| Background Knowledge |
| What I know about the focus questions and vocabulary: I know about the energy it is like power like electric start underline wave end underline: meaning "ondo" - like the water in the ocean where I go for swimming with my friends the last summer – big waves microwave – like in the kitchen for cooking my breakfast on every Friday micro means small - little waves I cant see start underline magnet end underline start underline electricity end underline start underline field end underline - is like plants in a space – like where you plant the carrots but don know electric or magnetic maybe like a fence to protec? |
| Prediction |
| I think the video will be about: how use we energy in the house and maybe for the fence for the field and the energy coming in waves and we cant see the waves |
4. The English learner's notes indicate that they can independently apply prior instruction in which of the following areas related to language and literacy skills in English?
- consulting reference materials to clarify gaps in comprehension
- prewriting for the purpose of planning an organized final product
- setting goals for improvement in interpretive and expressive skills
- analyzing the morphology and etymology of words to clarify meaning
- Answer
- Correct Response: D. The student's analysis of the word "microwave" shows they can apply etymological knowledge ("micro means small") and perform morphological analysis by placing the component morphemes of the word together (micro and wave) to infer that the kind of electricity being described will consist of small waves.
Competency 0002
Understand stages and processes of new language learning.
Use the information below to answer the question that follows.
A teacher of English learners and a second-grade classroom teacher plan a collaborative learning activity in which small groups of students will solve a mathematics problem. In preparation for the activity, the teachers review the following information about an English learner's performance on the Ohio English Language Proficiency Assessment (OELPA) and classroom observation.
| Language Domain | Performance Level Score |
|---|---|
| Listening | 530—Intermediate |
| Speaking | 504—Early Intermediate |
| Reading | 490—Beginning |
| Writing | 450—Beginning |
| Speaking and Listening Learning Standards | Rarely | Occasionally | Frequently |
|---|---|---|---|
| Follows agreed-upon rules for discussion. | blank | X | blank |
| Builds on others' talk in conversation by linking their comments to others' remarks. | blank | X | blank |
| Asks for clarification and further explanation as needed about topics under discussion. | blank | blank | X |
| Produces appropriate language in order to provide requested detail or clarification. | blank | blank | X |
| Asks questions about what a speaker says in order to gather additional information. | blank | X | blank |
| Recounts or describes key ideas from information presented orally or through other media. | blank | blank | X |
5. Based on the assessment data, the teachers can primarily anticipate that the student can perform which of the following tasks during the learning activity?
- following steps described orally to solve problems
- critiquing the mathematical problem-solving of others
- constructing arguments to explain how to solve problems
- comparing mathematical strategies presented during instruction
- Answer
- Correct Response: A. A student at Level 3 of English listening proficiency who exhibits the behaviors documented in the observation section of the assessment (e.g., recounting multiple ideas they have understood by listening) can be expected to comprehend multi-step instructions communicated orally.
Use the conversation below to answer the two questions that follow.
A teacher of English learners engages a first-grade student in a conversation about a story following a whole-class read-aloud. The following is an excerpt of the conversation.
Teacher: What was your favorite part of the story?
Student: Bear! Bear say, "I not scared, you scared!"
Teacher: When Bear is feeling scared, he says, "I'm not scared, you're scared!"
Student: (Laughing) Bear scared of everything!
Teacher: Let's look at this illustration. What is Bear scared of here?
Student: The bridge. Look! It is old. Bear scared to fall in.
Teacher: I would be scared just like Bear! Bear doesn't want to fall through the old, rickety bridge.
Student: I scare too! But look here! (Points to the illustration.) Bear save Rabbit from falling.
Teacher: Yes! Bear saved Rabbit when the bridge broke. Bear was scared, but he saved Rabbit.
6. The student's oral language production is most consistent with which of the following levels of English proficiency?
- responding to simple questions nonverbally and with single words
- producing comprehensible sentences with some grammatical errors
- communicating limited information using memorized and scripted phrases
- incorporating content-specific academic vocabulary when expressing thoughts
- Answer
- Correct Response: B. The transcript of the conversation indicates that the student can produce a variety of original complete sentences that clearly convey their ideas. The sentences contain a few grammatical errors that do not interfere with meaning.
7. The teacher supports the student's engagement in the conversation by incorporating primarily which of the following instructional strategies?
- providing corrective feedback about grammatical production
- using multiple prompts to scaffold expressive production
- building on prior knowledge and personal interests
- integrating comprehensible input with visual aids
- Answer
- Correct Response: D. Comprehensible input refers to communication with English learners designed to both provide supports for understanding language and strategically incorporate language slightly above their current proficiency level. The teacher uses visuals from the story as a reference for eliciting statements from the student about their understanding of the read-aloud. Additional comprehensible input strategies the teacher uses to facilitate student engagement in the conversation include repetition of key language (e.g., "to be scared [of]") in different contexts, building on and paraphrasing student output, and introducing low-frequency, context-specific words (e.g., "rickety").
Use the information below to answer the question that follows.
The following is an excerpt from a memorandum published by the United States Department of Health, Education, and Welfare (HEW) in 1970.
"Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students."
8. Current approaches to educating English learners differ from the language used in the HEW memorandum primarily in which of the following ways?
- They focus on ways bilingual and bicultural students can contribute to the language development of their monolingual English-speaking peers.
- They prioritize commonalities among students in US schools rather than the development of distinct cultural identities.
- They recognize bilingualism and biculturalism as assets to leverage as resources for academic learning.
- They promote instructional programs that include development of English proficiency as an optional goal.
- Answer
- Correct Response: C. The language used in the memorandum conveys the idea that a lack of English proficiency constitutes a "deficit" that needs to be "rectified" for English learners to have a chance to participate effectively in US school systems. Research and classroom practices in the intervening years have led to a rejection of this "deficit model" in favor of evidence that bilingual and multilingual learners possess advantages (or assets) in new language acquisition and content learning due to their unique backgrounds.
Competency 0003
Understand individual factors and variables that affect language development and learning.
Use the information below to answer the question that follows.
A teacher of English learners and a second-grade classroom teacher plan a collaborative learning activity in which small groups of students will solve a mathematics problem. In preparation for the activity, the teachers review the following information about an English learner's performance on the Ohio English Language Proficiency Assessment (OELPA) and classroom observation.
| Language Domain | Performance Level Score |
|---|---|
| Listening | 530—Intermediate |
| Speaking | 504—Early Intermediate |
| Reading | 490—Beginning |
| Writing | 450—Beginning |
| Speaking and Listening Learning Standards | Rarely | Occasionally | Frequently |
|---|---|---|---|
| Follows agreed-upon rules for discussion. | blank | X | blank |
| Builds on others' talk in conversation by linking their comments to others' remarks. | blank | X | blank |
| Asks for clarification and further explanation as needed about topics under discussion. | blank | blank | X |
| Produces appropriate language in order to provide requested detail or clarification. | blank | blank | X |
| Asks questions about what a speaker says in order to gather additional information. | blank | X | blank |
| Recounts or describes key ideas from information presented orally or through other media. | blank | blank | X |
9. The assessment data indicate that the teachers can most effectively promote the English learner's language development by leveraging which of the following strengths?
- close attendance to oral and written input
- balanced interpretive and expressive skills
- an affective filter lowered to promote risk-taking
- an awareness of turn-taking norms used in conversations
- Answer
- Correct Response: C. The assessment data indicate that the student, who is between Level 1 and Level 3 of English proficiency, frequently volunteers to share information and asks for clarification when necessary. These behaviors indicate that the student has a low affective filter, a psychological state that allows them to be open to making and learning from mistakes as part of the language acquisition process.
Competency 0004
Understand concepts of equitable assessments that are culturally and linguistically responsive for English learners.
Use the information below to answer the question that follows.
The following is an excerpt from a memorandum published by the United States Department of Health, Education, and Welfare (HEW) in 1970.
"Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students."
10. Which of the following current approaches to assessment best reflects the mandate issued in the HEW memorandum?
- applying evidence-based statistical tools to interpret results from assessments of English learners
- using both formative and summative assessments to evaluate the academic progress of English learners
- recognizing potential linguistic and cultural biases associated with the assessment of English learners
- recognizing assessment results that demand academic as well as linguistic interventions for English learners
- Answer
- Correct Response: C. The memorandum focuses on the necessity of taking steps to ensure the effective participation in public education programs of students whose home languages are not English. The practice of identifying possible biases these students may encounter in assessment contexts and mediating the effect of these biases on student performance connects most clearly to the memorandum's focus.
Use the information below to answer the question that follows.
As part of the annual process for identifying and placing English learners, a teacher of English learners reviews the following data relevant to a fifth-grade student.
| Student Information Name: Student Age: 10 Grade: 5 |
||||
|---|---|---|---|---|
| Parents/Guardian Questionnaire | Response | |||
| What is the language most frequently spoken at home? | English | blank | Other | X |
| What language did your child learn when they began to talk? | English | blank | Other | X |
| What language does your child most frequently speak at home? | English | blank | Other | X |
| What language do you most frequently speak to your child? | English | blank | Other | X |
| Student Questionnaire | Verbal Response | |||
| How many years were you in school before coming to the United States? In the United States? | "Three years. I started school in the US three years ago." | |||
| Can you read or write in your home language? | "I know some words but not many. I can read and write more in English." | |||
| How much help do you need in English? | "I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words." | |||
| Standardized Measure | Score Interpretation | |||
| Ohio English Language Proficiency Assessment (OELPA) | Progressing | |||
11. Which of the following additional sources of information would best inform a decision about the most appropriate placement for the student?
- self-rating scale to identify interests, preferences, and areas of academic needs
- criterion-referenced tests to quantify literacy skills in English and the home language(s)
- performance on language assessments in comparison to grade-level peers in the same district
- measurements of content-area knowledge in English and the home language(s)
- Answer
- Correct Response: B. The provided data include verbal responses from the student, the results of an oral proficiency assessment, and a subjective statement by the student about their English- and home-language proficiency levels in reading and writing. The most important next step would be to determine to what extent the student can participate in print-based academic activities. This goal could best be achieved by gaining an objective measure of the student's reading and writing proficiency levels in both languages through a standards-based assessment.
Competency 0006
Understand how to create a culturally sustaining and linguistically responsive learning environment that promotes the language development and academic achievement of English learners.
12. A teacher of English learners incorporates opportunities for students to teach one another greetings and salutations from their home language(s) and/or culture(s) into daily morning meetings. The teacher's strategy promotes students' academic success primarily by:
- fostering meaningful relationships among students from the same cultural and linguistic backgrounds.
- cultivating students' curiosity about cultural and linguistic traditions beyond their own.
- providing a venue for students to connect specific cultural and linguistic experiences to academic learning.
- creating a classroom environment that includes students' cultural and linguistic heritages.
- Answer
- Correct Response: D. Ensuring that all students have the opportunity to share cultural and linguistic elements from their unique backgrounds in a school setting fosters respect for all heritages. Inclusion of this practice as a regular feature in a classroom routine also highlights the cultural and linguistic assets each student already possesses that are complementary to their progress in English language development and academic content learning.
Competency 0007
Understand the role of the teacher of English learners as a professional resource, a leader in the learning community, and an advocate for the equitable access to a culturally sustaining and linguistically responsive education for English learners.
13. Teachers of English learners from several schools in a district collaborate with administrators and the families of English learners to establish a parent/caregiver advisory committee. The teachers can most effectively promote the academic success of English learners by establishing which of the following primary action goals for the new committee?
- recruiting teachers from diverse backgrounds to work with students in English learner programs
- ensuring that translation services are available to English learners in the general education setting
- building strategic partnerships between families, community members, and English learner programs
- establishing focus groups composed of family members and administrators to evaluate the effectiveness of teachers who work with English learners
- Answer
- Correct Response: C. Partnerships between families, community members, and English learner programs support open communication and the development of authentic relationships, facilitating shared understandings about the language, culture, values, beliefs, and educational strengths and needs of English learners. These understandings build cultural competence, establish shared educational expectations, and promote English learners' access to resources and the curriculum. Collectively, partnerships between families, community members, and English learner programs create a thriving learning community that promotes English learners' academic success.
14. Which of the following statements best illustrates the pedagogical objective of ESOL programs?
- ESOL programs promote bilingualism for all students through teaching content-area subjects in English and in another language of instruction.
- ESOL programs focus on content-area instruction rather than language to promote students' English language acquisition.
- ESOL programs offer small-group content instruction in students' home language(s) to facilitate their access to the general education curriculum.
- ESOL programs utilize students' home language(s) as scaffolds for teaching both academic concepts and English language skills.
- Answer
- Correct Response: D. ESOL programs are designed to use students' linguistic knowledge and strengths to teach academic concepts and linguistic skills in English. ESOL programs support the academic concept development and English language acquisition of English learners who have diverse linguistic backgrounds.
Use the information below to answer the question that follows.
The following is an excerpt from a memorandum published by the United States Department of Health, Education, and Welfare (HEW) in 1970.
"Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students."
15. The quoted statement from the HEW memorandum is primarily based on which of the following legal precedents?
- the First Amendment to the US Constitution
- Title VI of the Civil Rights Act
- the US Court of Appeals decision in the case of Castañeda v. Pickard
- Title VII of the Elementary and Secondary Education Amendments of 1967 (Bilingual Education Act)
- Answer
- Correct Response: B. Title VI of the Civil Rights Act of 1964 prohibited discrimination based on race, color, or national origin in programs that receive federal funding. Title VI established the mandate for public schools to implement explicit measures to ensure that English learners are able to participate fully in academic programs.
Domain 2–Integration of Language Development and Content Learning
Competency 0008
Understand how to plan culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent language development and content learning goals and expectations.
Use the information below to answer the question that follows.
A teacher of English learners and a second-grade classroom teacher plan a collaborative learning activity in which small groups of students will solve a mathematics problem. In preparation for the activity, the teachers review the following information about an English learner's performance on the Ohio English Language Proficiency Assessment (OELPA) and classroom observation.
| Language Domain | Performance Level Score |
|---|---|
| Listening | 530—Intermediate |
| Speaking | 504—Early Intermediate |
| Reading | 490—Beginning |
| Writing | 450—Beginning |
| Speaking and Listening Learning Standards | Rarely | Occasionally | Frequently |
|---|---|---|---|
| Follows agreed-upon rules for discussion. | blank | X | blank |
| Builds on others' talk in conversation by linking their comments to others' remarks. | blank | X | blank |
| Asks for clarification and further explanation as needed about topics under discussion. | blank | blank | X |
| Produces appropriate language in order to provide requested detail or clarification. | blank | blank | X |
| Asks questions about what a speaker says in order to gather additional information. | blank | X | blank |
| Recounts or describes key ideas from information presented orally or through other media. | blank | blank | X |
16. Which of the following instructional scaffolds would most effectively promote the English learner's active engagement in the small-group discussion?
- providing compound sentence frames that encourage the student to elaborate on their thinking
- devising nonverbal response options and modeling how to use them to convey understanding of oral statements
- providing a written bank of the new vocabulary specific to the mathematical unit for the student to use as a reference
- creating a visual outline of the process for solving mathematical problems and modeling how to use relevant language
- Answer
- Correct Response: D. The student has demonstrated that they may benefit from more practice with following discussion norms, building on others' ideas, and asking for additional information from collaborators. A visual outline of the problem-solving process for the student to reference and the modeling of specific language they can use to engage meaningfully in the process would be appropriate scaffolds for promoting their engagement in the small-group activity.
Use the information below to answer the question that follows.
A teacher of English learners and a ninth-grade science teacher co-teach a science class that contains several English learners. The teachers design a focused journal activity for English learners to complete prior to viewing a content-related video. The following is an excerpt from the journal of an English learner at Level 3 of English reading and writing proficiency.
| Physics – Waves and Electromagnetic Radiation |
|---|
| Focus Question 1: Which energy sources in your homes use electromagnetic waves? Focus Question(s) 2: Which kind of wave has the highest frequency? Which kind of wave has the longest wavelength? (radio waves, infrared waves, X-rays, visible light, ultraviolet light) |
| Key Vocabulary: wave, electromagnetic radiation, radio, light, microwave, electric field, magnetic field, frequency |
| Background Knowledge |
| What I know about the focus questions and vocabulary: I know about the energy it is like power like electric start underline wave end underline: meaning "ondo" - like the water in the ocean where I go for swimming with my friends the last summer – big waves microwave – like in the kitchen for cooking my breakfast on every Friday micro means small - little waves I cant see start underline magnet end underline start underline electricity end underline start underline field end underline - is like plants in a space – like where you plant the carrots but don know electric or magnetic maybe like a fence to protec? |
| Prediction |
| I think the video will be about: how use we energy in the house and maybe for the fence for the field and the energy coming in waves and we cant see the waves |
17. The focused journal activity promotes English learners' engagement in self-directed learning primarily by:
- demonstrating how to take consistent and organized notes when exploring new topics.
- demonstrating the value of thinking about relevant language and content prior to exploring new topics.
- modeling how to separate and categorize new language and content they encounter when exploring new topics.
- providing them with strategies for increasing their motivation and lowering their anxiety prior to exploring new topics.
- Answer
- Correct Response: B. The focused journal activity prompts students to engage with vocabulary, activate background knowledge relevant to the content they will be learning, and make predictions about what they will encounter in the video. These practices guide students to access and explore their individual funds of knowledge to apply them to new academic contexts, both in the scenario presented and in future situations.
Use the information below to answer the question that follows.
As part of the annual process for identifying and placing English learners, a teacher of English learners reviews the following data relevant to a fifth-grade student.
| Student Information Name: Student Age: 10 Grade: 5 |
||||
|---|---|---|---|---|
| Parents/Guardian Questionnaire | Response | |||
| What is the language most frequently spoken at home? | English | blank | Other | X |
| What language did your child learn when they began to talk? | English | blank | Other | X |
| What language does your child most frequently speak at home? | English | blank | Other | X |
| What language do you most frequently speak to your child? | English | blank | Other | X |
| Student Questionnaire | Verbal Response | |||
| How many years were you in school before coming to the United States? In the United States? | "Three years. I started school in the US three years ago." | |||
| Can you read or write in your home language? | "I know some words but not many. I can read and write more in English." | |||
| How much help do you need in English? | "I can talk to my friends in English. That's easy! I have a hard time with science and history because I don't know the words." | |||
| Standardized Measure | Score Interpretation | |||
| Ohio English Language Proficiency Assessment (OELPA) | Progressing | |||
18. Which of the following strategies would most effectively foster the student's academic progress and English language development?
- creating opportunities for the student to engage with content-specific vocabulary words in purposeful contexts
- using the student's home-language literacy skills to expand reading and writing proficiency in English
- promoting the student's facility in comprehending and responding to questions intended to elicit basic information
- providing opportunities for the student to engage in informal discussions with friends and peers
- Answer
- Correct Response: A. The student has indicated that they are comfortable using English in social situations and finds talking about academic content challenging due to lack of familiarity with some vocabulary. The most effective strategy for promoting the student's academic progress would be to leverage their Level 3 oral language skills to engage them in meaningful academic tasks incorporating content-specific vocabulary.
Competency 0009
Apply knowledge of culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent receptive and interpretive language development (i.e., listening, reading, and viewing) and content learning goals and expectations.
19. A teacher of English learners and a tenth-grade classroom teacher identify strategies to promote English learners' understanding of scientific concepts that will be introduced using explicit instruction. Which of the following instructional strategies would most effectively support the teachers' goal?
- previewing with students the questions they will be asked following the lesson to promote active listening
- recording videos of the lesson so that students can review them when they are unclear about new information
- having students take notes recording the main idea and key details that they can reference following the lesson
- asking students to note questions they have about the topic to ask in a question-and-answer session at the end of the lesson
- Answer
- Correct Response: A. Because English learners need to process both a new language and concepts during oral content learning activities, they benefit from strategies that help them focus their attention and provide them with increased exposure to the relevant language. A research-based strategy for facilitating students' participation in an introductory oral content lesson is frontloading questions that students will be asked to answer when they reach the end of the lesson. This practice allows for student engagement with new vocabulary and language structures necessary to access the content while providing them with clues about where to focus their listening.
Competency 0010
Apply knowledge of culturally sustaining and linguistically responsive research-based instruction for English learners that effectively integrates interdependent productive and interactive language development (i.e., speaking, writing, and representing) and content learning goals and expectations.
20. A teacher of English learners overhears a kindergarten student at Level 2 of English speaking proficiency tell a peer a story while engaging in imaginative play. The following is an excerpt of the student's narrative.
"I dream about this. [Student points to an illustration of a unicorn.] It fly up to me, "Do you want to come fly … jump on!" [Student pretends to gallop like a horse.] I feel happy and a little scare. It was pink and sparkles—here. [Student points to the wings of the unicorn in the illustration.] It jump up and out come a rainbow. [Student gestures an arc in the shape of a rainbow.] I jump on. We fly over the town. I see people. They small, like ants. We fly to the moon. I say "It so late. Time for bed!" It bring me home."
To continue to promote the student's oral narrative skills, the teacher could primarily work with the student on which of the following language skills?
- incorporating characters' thoughts and responses to events
- including adjectives to expand on descriptive details
- using cohesive devices to link a series of events in the story
- including verbs describing mental states and conditions
- Answer
- Correct Response: C. The student can clearly narrate a series of events in a linear way. The next step in promoting the student's narrative skills would be to learn about and apply the use of cohesive devices indicating time and sequence (e.g., "first," "next," "then," "finally," etc.) to promote clarity and the flow of ideas.