English for Speakers of Other Languages (E S O L) K–12

Test Competencies and Skills Worksheet

Institution Name:

Student's Name:

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Date for Next Review:

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Competency 1—Knowledge of culture as a factor in English language learners' (E L Elles) learning

  • Approximate Percentage of Total Test Questions: 12%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Analyze elements of culture and their impact on the instruction of E L Elles.
2. Identify ways that participation, learning, and behavior can be affected by E L Elles culture (e.g., family, religion, socioeconomic status).
3. Identify phases and distinguish among characteristics of cultural adaptation (e.g., assimilation, acculturation).
4. Select a variety of resources to obtain information about the cultural background and experiences of E L Elles and their families to guide curriculum development and instruction.
5. Identify and apply strategies to foster multicultural sensitivity and inclusiveness in the classroom.
6. Identify ways home-school connections build partnerships with E L Elles families.
7. Analyze social issues and trends (e.g., immigration, immigration policies) that may affect E L Elles learning.
Notes on Competency 1:

Competency 2—Knowledge of language as a system

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Analyze principles of phonology and morphology.
2. Analyze principles of semantics and syntax.
3. Analyze principles of pragmatics and discourse.
4. Identify and apply appropriate forms of the English language for different purposes or contexts (e.g., formal, informal, social, academic).
5. Select a variety of resources to obtain information about the home languages of E L Elles.
Notes on Competency 2:

Competency 3—Knowledge of language acquisition and development

  • Approximate Percentage of Total Test Questions: 14%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify major theories and processes of first and second language acquisition that inform classroom practices and may affect student learning.
2. Identify characteristics of research-based models of instruction (e.g., dual-language, sheltered).
3. Identify factors that influence the development of bilingualism and biliteracy.
4. Identify how E L Elles literacy and oracy in the home language serve as a foundation for learning English.
5. Determine internal factors (e.g., age, motivation, prior knowledge) and external factors (e.g., social, cultural, political) that may affect E L Elles learning.
6. Distinguish characteristics of social language and academic language.
7. Identify sources of E L Elles errors to guide effective instruction.
8. Identify language functions (e.g., communicating needs, purposes, and desires) of spoken and written English to facilitate English language acquisition.
9. Distinguish between the characteristics of E L Elles in the natural process of acquiring English and E L Elles with exceptionalities.
10. Identify characteristics of E L Elles who are gifted and talented.
Notes on Competency 3:

Competency 4—Knowledge of second language literacy development

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Determine and apply current theories of second language reading and writing development at varying English proficiency levels.
2. Identify how E L Elles L 1 oral language influences the development of English language skills.
3. Identify how E L Elles L 1 literacy and home literacy practices influence the development of English language skills.
Notes on Competency 4:

Competency 5—Knowledge of E S L/E S O L research, history, public policy, and current practices

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify past and present approaches to E S O L instruction (e.g., grammar-translation, audio-lingual, T P R, S I O P).
2. Identify major researchers and their influence on best practices in second language and literacy instruction.
3. Evaluate appropriate research-based models of instruction for E L Elles.
4. Identify major federal and state court decisions, laws, and policies that have affected the education of E L Elles.
5. Apply the sections and requirements of the League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, 1990 (i.e., 1990 Florida Consent Decree, September 2003 Modification to the Consent Decree) to specific situations.
Notes on Competency 5:

Competency 6—Knowledge of standards-based E S O L and content instruction

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Select standards-based instruction to develop E L Elles English listening and speaking skills for a variety of academic and social purposes.
2. Apply standards-based reading and writing instruction for E L Elles at varying English proficiency levels for a variety of academic and social purposes.
3. Select activities, tasks, and assignments that develop authentic uses of English language and literacy to assist E L Elles in learning academic language and content.
4. Apply instructional strategies that incorporate E L Elles funds of knowledge to facilitate content area learning.
5. Identify appropriate adaptations of curricular materials and modification of instruction according to an E L Elles level of English proficiency and prior knowledge.
Notes on Competency 6:

Competency 7—Knowledge of resources and technologies

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Evaluate and select culturally responsive, age-appropriate, and linguistically accessible materials, including L 1 resources, for E L Elles English language and literacy development.
2. Apply strategies for incorporating technological resources and digital tools, including assistive technology, to enhance language and content area instruction and digital literacy skills for E L Elles.
3. Identify effective means of collaboration with school-based, district, and community resources to advocate for equitable access for E L Elles.
4. Identify major professional organizations, publications, and resources that support continuing education for teachers of E L Elles.
Notes on Competency 7:

Competency 8—Knowledge of planning standards-based instruction of E L Elles

  • Approximate Percentage of Total Test Questions: 10%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Apply appropriate language objectives and state-approved content-based standards to plan instruction for E L Elles at varying English proficiency levels and prior formal educational backgrounds.
2. Identify characteristics of collaborative, student-centered classroom environments that engage and challenge diverse learners.
3. Choose appropriate methods of differentiation for E L Elles learning, including techniques for scaffolding and providing context, based on English proficiency levels.
Notes on Competency 8:

Competency 9—Knowledge of language proficiency assessments, classroom-based assessments, and assessment issues for E L Elles

  • Approximate Percentage of Total Test Questions: 14%
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields. Check the box if the course indicated covers the content described by the skill listed.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify the district, state, and federal requirements for identification, reclassification, and exit of E L Elles from E S O L programs.
2. Interpret results from formal and informal assessments to guide instruction for E L Elles.
3. Identify effective ways to communicate with stakeholders (e.g., primary caregivers, school and district staff, community members) about assessment outcomes that guide policy and instructional practice.
4. Identify appropriate use of alternative assessments (e.g., authentic, performance based, peer- and self-assessments) and instruments (e.g., checklists, rubrics, anecdotal records) to evaluate E L Elles at varying English proficiency levels.
5. Identify appropriate test-taking skills and strategies for formal assessments to support E L Elles.
6. Determine appropriate ways to adapt formal and informal assessments according to E L Elles English proficiency levels.
7. Identify factors such as cultural and linguistic bias that affect the reliability and validity of assessments for E L Elles.
8. Select formal and informal assessments to measure progress in oral language, literacy, and academic achievement.
9. Identify appropriate accommodations during formal and informal assessments of E L Elles.
Notes on Competency 9:

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