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CTEL - California Teacher of English Learners - Dump Information

Vendor : Teacher-Certification
Exam Code : CTEL
Exam Name : California Teacher of English Learners
Questions and Answers : 103 Q & A
Updated On : April 17, 2019
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CTEL Questions and Answers

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CTEL California Teacher of English Learners

Study Guide Prepared by Teacher-Certification Dumps Experts

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CTEL exam Dumps Source : California Teacher of English Learners

Test Code : CTEL
Test Name : California Teacher of English Learners
Vendor Name : Teacher-Certification
Q&A : 103 Real Questions

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Teacher-Certification California Teacher of English

FL Board of training votes to lessen expenses for examinees taking state trainer certification examination | Real Questions and Pass4sure dumps

a new rule proposed by the Florida department of training (FLDOE) goals to significantly reduce fees to take and retake parts of Florida's necessary however costly teacher certification examination, also known as the FTCE. The proposal represents the first huge expense alterations made to FTCE fees considering the fact that the state expanded testing costs via up to 800% back in 2008. [In 2014, fees were modified for retaking some tests containing subtests but there was no overall changes in cost]

Proposed charge changes to the "conventional skills" look at various

in keeping with the suggestion , essentially the most tremendous savings will influence examinees who have to retake the controversial prevalent skills (GKT) element of the examination. The GKT is composed of four sub-tests: essay, English language talents, reading and arithmetic. A public school trainer should pass all four sections of the GKT earlier than they could earn a everlasting instructing certificate in Florida. fees to take the battery of 4 assessments is $a hundred thirty. however, if an examinee has to retake a element of the examine, the can charge jumps to $a hundred and fifty in spite of the fact that the examinee has to retake only one subtest. for the reason that the check changed into revised and made more challenging in 2015, screw ups on the GKT and other portions of the FTCE have multiplied as much as 30% on some ingredients. the new idea reduces retake prices on the GKT to $32.50 per subtest. So, if an examinee has to retake only one portion of the GKT, the retake payment might be $32.50 as a substitute of $a hundred and fifty. If an examinee has to retake two sections, the charge should be $sixty five etc. The decrease prices represent a 78% lessen in prices for the exam.

Proposed charge alterations to the "knowledgeable education" verify

in advance of 2009, the state legislature used to help fund checking out fees for examinees and all tests and subtests were $25 without a extra retake fees. these days, parts of Florida's trainer certification test can charge examinees up to $200 per part and retakes are an additional $20 greater. The more difficult assessments mixed with expensive trying out expenses have brought about many annoyed examinees to query if the state is profiting off those that time and again fail the verify. Over the the last two years, we have spoken to dozens of pissed off examinees who spent lots of greenbacks to take and retake portions of the examine. One change reading teacher recently told us she had taken and failed the mathematics component to the GKT 20 instances. A state spokesperson referred to checking out charges cowl prices to oversee and administer every a part of the examination together with traits, administration, scoring, reporting and exceptional control of the FTCE, according to an FLDOE spokesperson. The FLDOE shrunk those tasks to trying out huge, Pearson Inc in 2011. in response to the state's list of executive contracts, the state's contract with Pearson Inc was worth more than $fifty eight million as of the end of 2017.

Proposed charge alterations to the "Pre-Kindergarten simple PK-3" look at various

The proposed new charge time table has to be authorised by using the State Board of training on March 19th. If authorised, the brand new fees will take impact April 22, 2019.

click on right here to evaluation the proposed new rule, charges and down load the note doc. .

Proposed charge adjustments to the "fundamental schooling ok-6" examine Proposed price adjustments to the "English 6-12 and core Grades Englis 5-9" test

English Language Learner (ELL) trainer Certification | Real Questions and Pass4sure dumps

English attracts learners from all parts of the world.

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decoding the a number of English language learner instructor certifications that are available is confusing. The certifications usually are recognized with the aid of a few acronyms. choosing which certification to pursue definitely depends upon the sub-population you are looking to train, the place you want to teach, how a lot you're able to make investments and your corporation's selection.essentially the most vital elements when picking a certification is making sure it's from a credible organization and meets the skills for the job you need. certified teachers are in excessive demand both in the united states and around the world.

classroom spotlight: Diamond Bar high supports English novices | Real Questions and Pass4sure dumps

WALNUT, CA--Walnut Valley USD helps students who are new to the school and country and whose simple language isn't English.

The English Language building (ELD) educational programgives these students the opportunities they need to improve their English competencies and be successful in college.

At Diamond Bar high faculty, English teacher Esther Cho works with about 40 English freshmen day by day throughout three classes.

On Wednesday, her ELD I category created a be aware wall to entrance-load vocabulary words earlier than reading the closing chapters in "Day of the Dragon King," a well-liked Magic Tree house sequence book by means of Mary Pope Osbourne.

each pupil turned into assigned to create three index cards with vocabulary words that blanketed a definition, context sentence, and drawing.

As Cho study the sequential passages aloud, her college students added their playing cards to the poster in an effort to function an additional useful resource.

subsequent, the teenagers joined a associate interview exercise by asking each and every other personal questions concerning the educational vocabulary.

"My hope is that these analyzing and vocabulary strategies will support them be a hit on the next test," she pointed out.

Cho mentioned she feels that it be important to connect and be trained concerning the cultures of her students as they assimilate to a new country.

Sophomore Jeannie Yu simply arrived within the u.s. a month in the past from Korea.

"The language is awfully challenging, however i'm making an attempt," she shared after the primary length class on March 27.

"I desire my English to develop," spoke of freshman Ian Dang, 15, who immigrated from China just a few months in the past.

Dang is working diligently to learn the language in category and by reviewing further vocabulary words at domestic each nighttime.

"i like educating ELD!" observed Cho who pertains to her college students as a result of she grew up as an ELD scholar herself.

Cho says connecting with college students is the key to success.

"This class is never just about drilling them with English," she noted.

The ELD program offers a foundation and social expertise, equivalent to studying social cues and settling on up cultural mannerisms, for the young adults.

"And or not it's excellent to listen to about things they may be drawn to from their native country," Cho mentioned.

students provide support to 1 another in type in addition to around the campus.

"They cope with every other and ensure that no one sits on my own at lunch," Cho said.

"The americans listed below are very friendly and have helped me a lot," shared junior Catherine Lin, 16, who arrived from Taiwan in August.

"The neatest thing is gaining knowledge of English – it truly is why i'm here!" she pointed out.

Lin feels that she is always enhancing through the ELD classification and since schoolmates communicate with her in English.

"And even though we speak something wrong, they still consider and consult with us."


Diamond Bar high college trainer Esther Cho works with English rookies on March 27.

Diamond Bar excessive ELD students create observe wall to aid discovering on March 27.

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California Teacher of English Learners

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Classroom Spotlight: Diamond Bar High Supports English Learners | real questions and Pass4sure dumps

WALNUT, CA--Walnut Valley USD supports students who are new to the school and country and whose primary language is not English.

The English Language Development (ELD) academic programgives these students the opportunities they need to develop their English skills and be successful in school.

At Diamond Bar High School, English teacher Esther Cho works with about 40 English Learners every day across three classes.

On Wednesday, her ELD I class created a word wall to front-load vocabulary words before reading the final chapters in "Day of the Dragon King," a popular Magic Tree House series book by Mary Pope Osbourne.

Each student was assigned to create three index cards with vocabulary words that included a definition, context sentence, and drawing.

As Cho read the sequential passages aloud, her students added their cards to the poster that will serve as an additional resource.

Next, the teens joined a partner interview activity by asking each other personal questions related to the academic vocabulary.

"My hope is that these reading and vocabulary strategies will help them be successful on the next test," she said.

Cho said she feels that it's important to connect and learn about the cultures of her students as they assimilate to a new country.

Sophomore Jeannie Yu just arrived in the United States a month ago from Korea.

"The language is very hard, but I'm trying," she shared after the first period class on March 27.

"I want my English to grow," said freshman Ian Dang, 15, who immigrated from China a few months ago.

Dang is working diligently to learn the language in class and by reviewing additional vocabulary words at home each night.

"I love teaching ELD!" said Cho who relates to her students because she grew up as an ELD student herself.

Cho says connecting with students is the key to success.

"This class isn't just about drilling them with English," she said.

The ELD program provides a foundation and social skills, such as reading social cues and picking up cultural mannerisms, for the teens.

"And it's nice to hear about things they're interested in from their native country," Cho said.

Students provide support to one another in class as well as around the campus.

"They take care of each other and make sure that no one sits alone at lunch," Cho said.

"The people here are very friendly and have helped me a lot," shared junior Catherine Lin, 16, who arrived from Taiwan in August.

"The best thing is learning English – that's why I'm here!" she said.

Lin feels that she is continually improving through the ELD class and because schoolmates converse with her in English.

"And even if we speak something wrong, they still understand and talk to us."


Diamond Bar High School teacher Esther Cho works with English Learners on March 27.

Diamond Bar High ELD students create word wall to support learning on March 27.

Get the Diamond Bar-Walnut newsletterSubscribe

New training for California preschool teachers to help bilingual children prepare for kindergarten | real questions and Pass4sure dumps

Sarah Tully/EdSource

Head Start students listen to a lesson in a Sobrato Early Academic Language, or SEAL, class in El Monte, California in 2015.

Sarah Tully/EdSource

Head Start students listen to a lesson in a Sobrato Early Academic Language, or SEAL, class in El Monte, California in 2015.

When Joyce Ponce used to teach Head Start preschool programs in Santa Clara County, she taught in English, though many of the children in her classroom spoke Spanish or Punjabi at home.

“I noticed the kids who did not understand English were just sitting off to the side, but the moment the assistant would come and speak their language, they blossomed, their eyes opened up,” Ponce said.

Ponce, now a coach for other Head Start teachers, is one of hundreds of preschool teachers and supervisors across California who are getting training this year on how to support children whose families speak a language other than English at home. These students account for 60 percent of children under 5 years old in the state and are often referred to as “dual-language learners” because they are learning two languages as they grow — their home language and English.

For the first time, this fiscal year the California Department of Education awarded $5 million through the Dual Language Learners Professional Development Grant to six organizations to train preschool teachers who work with dual-language learners. Most training for teaching bilingual children in the past has been focused on elementary, middle and high school teachers.

The six grantees range from a project that trains child care providers who serve infants and toddlers to online courses for college students preparing to become preschool teachers.

“These are very exciting times,” said Patricia Lozano, executive director of Early Edge California, a nonprofit organization that advocates for young children and is helping the California Department of Education implement the grant. “We’ve come so far in recognizing the benefits of speaking more than one language. All kids benefit from learning two languages. Hopefully California will be a leader in implementing this everywhere.”

Zaidee Stavely/EdSource

Preschool teachers from the Santa Clara County Office of Education participate in a Sobrato Early Academic Language training focused on teaching children who speak another language at home.

Research shows that no matter what language they speak, it’s crucial for small children to be exposed to lots of rich, complex vocabulary to help their brains grow. It helps them learn to speak and gives them a strong foundation to later learn to read and write.

For children who speak a language other than English at home, research shows that early development of both their home language and English can help them succeed later in life. According to a report called “State Policies to Advance English Learners’ Experiences and Outcomes in California’s Schools,” one of 36 reports in Getting Down to Facts II, a comprehensive analysis of California’s education system released last September, early childhood programs for young dual language learners should focus on early reading skills, maintaining a child’s home language and developing English-language skills.

“Number one, kids need a language-rich environment and experience,” said Laurie Olsen, founder and strategic adviser of the Sobrato Early Academic Language (SEAL) model, one of the groups that received the grant to train early childhood educators across the state. “Our goal is to create literate children that are lovers of language and able to really use language for many, many purposes.”

Olsen said even when teachers can’t speak their students’ languages, their attitude toward families’ home languages is crucial to young children.

“Kids at this young age are developing identity and attitudes around language,” Olsen said. “This is where language shame and language rejection really starts, among 3- and 4-year olds. Teacher attitudes and the way they can talk to kids and affirm, ‘How wonderful that you have this language ability, keep it going, I wish I could do it,’ — that messaging is really important.”

In SEAL’s first training session, about 30 preschool teachers and supervisors who work in Santa Clara County Office of Education preschool programs were immersed in ideas for how to infuse language development — in English or the child’s home language — into every classroom activity.

Olsen passed out trays piled with different kinds of balls — marbles, bouncing rubber balls, tennis balls, soccer balls, foam balls and basketballs. She asked the preschool teachers to brainstorm words that they might use to describe the balls — words like soft, firm, fuzzy, lumpy, smooth. Then she asked for words to describe the ball’s motion — roll, spin, fly, bounce. Soon, the teachers were coming up with words to discuss games, like referee, uniforms and rules, and then discussing how students can learn to construct sentences comparing and contrasting balls.

Zaidee Stavely/EdSource

Preschool teachers from the Santa Clara County Office of Education Early Learning Services brainstorm words to describe balls in a Sobrato Early Academic Language training on Feb. 25, 2019.

“There are many preschool teachers that believe that their job around early literacy is sitting on the carpet and saying ‘ba, ba, ba, ball,’” said Olsen. “It’s an approach to literacy that is very decontextualized from what kids need language for.”

Contrast that approach — repeating the sounds of letters — with SEAL’s approach, which is to create an environment where kids can explore the world as scientists, touching, investigating, playing and using language all the while.

“If we’re studying insects, you’re going to see the magnifying glasses and insects of all different sizes and kids dressed up as entomologists,” Olsen said. “Kids are scientists, they’re inquirers, they want to understand the world and name the world and talk about the world.”

SEAL has worked with preK to 3rd-grade teachers in school districts for 11 years. Olsen said she has seen real changes in district classrooms where teachers have taken the training. “Kids talk more,” she said. “They’re producing a lot more language and a lot more complex academic language.”

In addition, she said children in classrooms with SEAL-trained teachers often have fewer behavior problems, because they are more engaged and excited about what they’re learning.

SEAL encourages teachers to bring home languages into their classrooms in whatever way they can. Many of the teachers present at the first training session in Santa Clara speak Spanish or Vietnamese, but in their classrooms, they had been teaching mostly in English.

SEAL’s senior early childhood education trainer, Patricia Montes Pate, described how preschool teachers can read several books to their class with the same story line, but from different cultures — The Gingerbread Man, The Runaway Tortilla and The Runaway Rice Cake. Then, children are encouraged to talk about how the stories are similar and how they are different.

“You can even start your own story, the Runaway Burrito, or the Runaway Sushi Roll,” said Montes Pate. “Every time we read a book, we don’t want children just passively listening to it. We want them engaged, acting it out, responding.”

During the training, Montes Pate encouraged teachers to consider other ways to make home languages visible in the classroom, even when teachers don’t speak them. Aides and parent volunteers can help provide home language support, she said, or teachers can bring in recorded books and songs in children’s home languages.

That helps children recognize that their language can have a place in school.

Zaidee Stavely/EdSource

Zaidee Stavely/EdSource

Zaidee Stavely/EdSource

Preschool teachers were asked to categorize photos of preschoolers engaged in different activities designed to help dual-language learners develop literacy skills.

For Montes Pate, it’s personal. When she was a child growing up in San Jose, she spoke Spanish at home with her parents, who were immigrants from Mexico. It brings tears to her eyes to remember what it was like to go to elementary school, where she did not see any books in Spanish or hear anyone speak her family’s language.

“Being a dual-language learner myself, being raised in an era where there was shame for having parents who didn’t speak English, being able to give this opportunity to children where they can learn English but be able to feel value and acceptance and pride in who they are and who their family is” is a gift, she said. “That’s one of the messages SEAL brings to teachers. English, English, English is the priority and it shouldn’t be.”

The research presented by Olsen around home language also rang true for many of the teachers taking the training.

“Children do get left behind,” said Ponce, the Head Start teacher coach. “We see that across the field. Once they get to elementary, they struggle with the language barriers. They don’t have the vocabulary to express themselves.”

Lyndale Head Start teacher An Ho, who has been teaching preschool-age children for 25 years, said she appreciates the step-by-step instruction for how to use language with the kids. “I feel ease now,” said Ho, “not anxiety.”

SEAL is currently training preschool teachers and aides in Santa Clara and Tulare counties and in the Azusa Unified School District, with plans to expand to another three locations this summer. The trainers will continue to meet with teachers for 18 months, to develop curriculum around different topics.

“This set of grants from the Department of Education is a bare scratch on the surface of the need,” said Olsen. “We are working with six counties, but there are many others that really want to be involved, really want this opportunity. And that’s true for the other grantees.”

Several advocacy organizations are working to try to secure long-term investments from the state to keep training early childhood educators and to expand dual-immersion programs at the preschool level.

English learner students benefit from language development classes and extra support teachers, report says | real questions and Pass4sure dumps

A report about English learner students in San Diego and Los Angeles shows that resource teachers and language development classes help boost these students’ progress.

But those supports may be harder to come by as school districts face budget constraints and cuts.

The Public Policy Institute of California published a report Thursday which studied English learner progress in the San Diego Unified School District and Los Angeles Unified School District, California’s largest public school systems. Education researchers with the University of California, San Diego co-authored the report, which was based on student data from 2006 to 2016.

An English learner is a student whose primary language is not English. Researchers focused on these students because, on average, they fare worse academically than most other student groups.

For example, the statewide graduation rate for English learners was 67 percent in 2017, compared to 83 percent for California students overall. Only foster youth and students with disabilities had lower graduation rates.

“We know we need to give them additional supports to graduate on time or to graduate at all,” said Julian Betts, executive director of the San Diego Education Research Alliance at UC San Diego and a co-author of the report.

The study focused on English learners in middle school and high school who entered San Diego and L.A. schools late, after fifth grade, and on long-term English learners who have spent several years in U.S. schools without being reclassified as fluent in English.

The report found that there are fewer long-term and late-arriving English learner students than there used to be. In San Diego Unified, English learner enrollment in middle and high schools declined 46 percent from 2007 to 2016.

That’s largely because the district has been reclassifying English learners as English fluent more quickly, the report stated. A student must achieve high-enough scores on certain standardized tests to be considered fluent.

The percentage of San Diego Unified English learner students who were deemed fluent, or English proficient, was 17 percent in the 2016-2017 school year, up from 11 percent two years before, according to district data.

However, the report found worse academic outcomes for English learners who weren’t placed in English language development classes, which are classes designed just for English learners. Students sometimes weren’t placed in those classes because English learner enrollment was too small at some schools, according to the report.

The report also focused on San Diego Unified’s English learner teachers. Researchers found better outcomes for San Diego’s students when they had English language support teachers, who facilitated their placement into the right courses, monitored students’ progress and supported general classroom teachers who teach English learner students.

According to the report’s findings and interviews with school staff, support teachers in San Diego Unified have declined in number over time, partly due to budget cuts.

“We completely understand San Diego Unified is not alone in facing hard times financially. But if the district is able to obtain additional funding in the future, it might be really wise to invest in (English language) support teachers,” Betts said.

In response to the report, San Diego Unified Instructional Support Officer Theresa Laskowski issued a statement saying San Diego Unified’s English learners have improved in performance over time.

The district says it adopted a “paradigm shift” in how it educates English learners. The district used to pull English learners out of class for extra support; now it provides in-class support instead, Laskowski said.

“The shift from an isolation, or pull-out, model to a push-in model has greatly benefited all students,” Laskowski said.

Researchers also examined whether having many English learners in a school affected the performance of native English-speaking students. They found no evidence that having English learners harmed native English speakers, Betts said.

“We thought that was a pretty important message — given the current political environment — that parents of English speakers should never be alarmed, necessarily, because their schools have a lot of students who are English learners,” she said.

Kristen Taketa


Twitter: @Kristen_Taketa

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Teacher-Certification CTEL Exam (California Teacher of English Learners) Detailed Information


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