240's ILTS English as a New Language Study Guide Is 87% Test-Aligned
240's ILTS English as a New Language study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
87%
test-aligned
91
Fully covered
32
Partially covered
0
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1946
Practice Questions
453
Flashcards
126
Study Materials
34
Videos
Why Test Alignment Matters for Your ILTS English as a New Language Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your ILTS English as a New Language (250) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 Is the Best Choice for the ILTS 250 Study Guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
16 domains · 123 competencies reviewed · 87% test-aligned
Covered— competency is comprehensively supported by the guide
Partially covered— core content is covered, but some depth gaps remain
Coverage gap identified— a content gap has been identified
This study guide is based on the current official exam framework
We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
UNDERSTAND LANGUAGE AS AN INTEGRATIVE SYSTEM. (DOMAIN 0001)
Partially covered
137 Qs11 Materials62 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Recognize that language is an integrative system made up of various components (e.g., phonology, morphology, syntax, semantics, discourse, pragmatics). | ESL.Levels of Language; ELA.Teaching - Basic Linguistic Concepts | Covered | 21 | 2 | 17 | 1 | Covered by 2 topics (21 questions, 2 materials, 17 cards, 1 videos). |
| b. Apply knowledge of phonology and phonetics (e.g., analyzing patterns of sound, stress, rhythm, and intonation), morphology (e.g., analyzing a word's structure and function), syntax (e.g., analyzing the grammatical structure of phrases and sentences), semantics (e.g., analyzing word and sentence meanings), and pragmatics (e.g., analyzing the sociocultural context of a communicative act, including how context affects a speaker's/writer's language choices and a listener's/reader's interpretation of language). | ESL.Levels of Language; ELA.Phonological Awareness; ELA.Basic Linguistic Concepts; ELA.Teaching - Basic Linguistic Concepts; ESL.Word Formation; ELA.Types of Morphemes - Free and Bound; ELA.Parts of Speech; ELA.ELL Importance of - Phonological Awareness on Spelling | Covered | 123 | 8 | 53 | 4 | Covered by 8 topics (123 questions, 8 materials, 53 cards, 4 videos). |
| c. Apply knowledge of discourse (e.g., analyzing oral and written language with respect to cohesion, coherence), including discourse features (e.g., transition words and phrases) and rhetorical patterns characteristic of oral and written English. | ESL.Discourse; ESL.Teaching Discourse and Pragmatics | Covered | 11 | 2 | 3 | 0 | Covered by 2 topics (11 questions, 2 materials, 3 cards, 0 videos). |
| d. Apply knowledge of the components of language in relevant instructional contexts (e.g., analyzing features of academic language required for a particular academic task at the word/phrase, sentence, and discourse levels). | ESL.Discourse | Partially covered | 7 | 1 | 1 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Recognize the importance of providing English Learners with models of proficient English and of serving as a good language model for students. | ESL.Discourse | Partially covered | 7 | 1 | 1 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| f. Identify distinguishing features of the six levels of English-language proficiency as defined by the state-adopted English Language Development (ELD) Standards (i.e., Level 1–entering, Level 2–emerging, Level 3–developing, Level 4–expanding, Level 5–bridging, and Level 6–reaching). | ELA.WIDA Levels | Partially covered | 3 | 1 | 7 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 7 cards, 0 videos); limited supporting content. |
| g. Recognize the existence of alternate English language development standards (e.g., TESOL, International Literacy Association [ILA]). | ELA.WIDA Levels | Partially covered | 3 | 1 | 7 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 7 cards, 0 videos); limited supporting content. |
UNDERSTAND LANGUAGE ACQUISITION AND DEVELOPMENT, INCLUDING VARIABLES THAT MAY AFFECT THE PROCESS OF LEARNING A NEW LANGUAGE. (DOMAIN 0002)
Partially covered
97 Qs9 Materials36 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of main concepts, assumptions, principles, debates, and theories central to teaching students for whom English is a new language | ESL.Characteristics of Effective Methods - ESL; ESL.Characteristics of Effective Methods - Bilingual; ESL.General Best Practices for Bilingual | Covered | 33 | 3 | 12 | 0 | Covered by 3 topics (33 questions, 3 materials, 12 cards, 0 videos). |
| b. Demonstrate knowledge of language acquisition as a constructive process, language learning as an interactive process, and literacy as a developmental process, which is a necessary aspect of first- and additional-language learning. | ESL.Characteristics of Effective Methods - ESL | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
| c. Demonstrate knowledge of the influence of conceptual frameworks and previous experiences on learning content through a non-English language. | ESL.Characteristics of Effective Methods - ESL | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
| d. Analyze the relationship between language and life and career applications, and recognize effective ways to facilitate learning experiences that make connections among English and home/native language proficiency, content-area knowledge, and life and career experiences. | ESL.Characteristics of Effective Methods - ESL | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
| e. Demonstrate knowledge of the ways home/native language, prior knowledge, and educational background influence the transfer of knowledge from one language to another. | ESL.Sheltered Instruction | Covered | 13 | 1 | 3 | 1 | Covered by 1 topic (13 questions, 1 materials, 3 cards, 1 videos). |
| f. Recognize ways students construct knowledge, acquire skills, and develop habits of mind through the use of home/native language and an additional language. | ESL.Interrelatedness; ESL.General Best Practices for Bilingual | Covered | 39 | 2 | 8 | 1 | Covered by 2 topics (39 questions, 2 materials, 8 cards, 1 videos). |
| g. Demonstrate knowledge of human development as mediated by language and culture and the range of individual variation within each domain. | ESL.Teaching Language Function and Variation; ESL.Registers of Language; ELA.Dialects and Variations in Language | Covered | 31 | 3 | 12 | 1 | Covered by 3 topics (31 questions, 3 materials, 12 cards, 1 videos). |
| h. Demonstrate knowledge of factors that influence language development and learning (e.g., culture, socioeconomic status, emotional and cognitive development). | ESL.Sociopolitical Factors | Partially covered | 2 | 1 | 5 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
UNDERSTAND CULTURE AS IT RELATES TO LANGUAGE ACQUISITION AND CONTENT LEARNING. (DOMAIN 0003)
Covered
110 Qs9 Materials24 Cards3 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the acculturation process, the ways it affects students' development, and instructional strategies for facilitating the learning of culture. | ESL.Cultural Contact; ESL.Additive Approach; Acculturation and Assimilation | Covered | 27 | 3 | 7 | 0 | Covered by 3 topics (27 questions, 3 materials, 7 cards, 0 videos). |
| b. Identify strategies for incorporating students' home/native language and culture in the design, planning, and implementation of a multicultural school climate. | ESL.Bilingualism; ESL.Multicultural Classroom | Covered | 22 | 2 | 5 | 1 | Covered by 2 topics (22 questions, 2 materials, 5 cards, 1 videos). |
| c. Identify strategies for creating a learning community in which cultural differences are respected and celebrated, including strategies for mediating cross-cultural conflicts and for teaching collaborative skills to students. | ESL.Multicultural Classroom; ESL.Avoiding Cultural Bias | Covered | 26 | 2 | 10 | 1 | Covered by 2 topics (26 questions, 2 materials, 10 cards, 1 videos). |
| d. Demonstrate knowledge of cultural dynamics and community diversity and their effect on students' educational needs, and recognize that levels of cultural identity vary among English Learners. | P.Adaptations for Diversity - Cultural Differences | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
| e. Demonstrate knowledge of strategies and resources for learning about world cultures, particularly about the cultures of English Learners, in order to integrate different ways of learning and different cultural perspectives into ENL instruction. | ELA.Culturally Responsive Reading Instruction; ESL.Multicultural Classroom | Covered | 39 | 2 | 8 | 2 | Covered by 2 topics (39 questions, 2 materials, 8 cards, 2 videos). |
| f. Identify effective ways to use information about students' families, cultures, and communities to inform and enrich instruction, connect learning to students' experiences, and promote a multicultural school climate. | ESL.Bilingualism; ESL.Multicultural Classroom | Covered | 22 | 2 | 5 | 1 | Covered by 2 topics (22 questions, 2 materials, 5 cards, 1 videos). |
| g. Recognize that differences between the U.S. educational system and those of other countries and/or cultures have an impact on approaches to learning and performance, and how these differences interact with development. | P.Adaptations for Diversity - Cultural Differences; ESL.Types of Bilingual Programs Globally | Covered | 34 | 2 | 8 | 1 | Covered by 2 topics (34 questions, 2 materials, 8 cards, 1 videos). |
| h. Recognize appropriate uses of instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures. | ESL.Avoiding Cultural Bias | Covered | 7 | 1 | 5 | 0 | Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos). |
UNDERSTAND APPROACHES TO LEARNING THAT ADDRESS THE DIVERSITY OF THE ENL STUDENT POPULATION AND MEET VARIED STUDENT NEEDS. (DOMAIN 0004)
Partially covered
287 Qs17 Materials67 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of different approaches to learning and performance (e.g., learning styles, multiple intelligences) and the ways in which individual differences (e.g., experiences, talents, language, culture, family and community values, possible disabilities) influence student learning. | P.Teaching Diverse Students; P.Multimodal Teaching; P.Meaningful and Relevant Teaching; P.Interdisciplinary Connections | Covered | 126 | 4 | 14 | 2 | Covered by 4 topics (126 questions, 4 materials, 14 cards, 2 videos). |
| b. Identify strategies for creating a learning community in which individual differences are respected. | ESL.Issues with Bilingual Programs | Partially covered | 0 | 1 | 5 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
| c. Recognize appropriate provisions for English Learners (e.g., response modes, time for work) based on individual learning differences and needs. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| d. Demonstrate the knowledge that differences exist between language acquisition and learning challenges. | ESL.Adaptations for Diversity - ELL and Special Programs | Partially covered | 5 | 1 | 2 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| e. Demonstrate knowledge of strategies for creating meaningful classroom experiences and accessing services and resources that are appropriate for English Learners who require differentiation (e.g., Individualized Education Program [IEP], gifted and talented, 504 Accommodations Plan). | P.Adaptations for Diversity - Gifted and Talented; P.IDEA | Covered | 35 | 2 | 14 | 0 | Covered by 2 topics (35 questions, 2 materials, 14 cards, 0 videos). |
| f. Demonstrate knowledge of the needs of students with interrupted formal education (SIFE), who have no formal education, or who are illiterate. | P.Adaptations for Diversity - ELL; ESL.Adaptations for Diversity - ELL and Special Programs; ESL.Teaching - Issues with Literacy | Covered | 68 | 3 | 6 | 0 | Covered by 3 topics (68 questions, 3 materials, 6 cards, 0 videos). |
| g. Demonstrate knowledge of methods for differentiating lessons to provide appropriate levels of instruction to meet the needs of a culturally and linguistically diverse student body. | P.Adaptations for Diversity - ELL | Covered | 59 | 1 | 2 | 0 | Covered by 1 topic (59 questions, 1 materials, 2 cards, 0 videos). |
| h. Demonstrate knowledge of instructional strategies and methods (e.g., thematic units) used to develop English Learners' in-depth conceptual understanding, and ways to adjust instruction to facilitate optimal learning for all students. | P.Adaptations for Diversity - ELL; ESL.Adaptations for Diversity - ELL and Special Programs; ESL.Linguistic Accommodations; ESL.Factors Affecting ESL Students | Covered | 89 | 4 | 13 | 0 | Covered by 4 topics (89 questions, 4 materials, 13 cards, 0 videos). |
| i. Apply knowledge of research-based best-practiced methods and resources for supporting English Learners' varied needs (e.g., scaffolding, Sheltered Instruction Observation Protocol [SIOP], visual supports). | ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Other Language Approaches; ESL.SDAIE Strategies Used in Implementation | Covered | 33 | 5 | 22 | 0 | Covered by 5 topics (33 questions, 5 materials, 22 cards, 0 videos). |
UNDERSTAND INSTRUCTIONAL PLANNING APPROPRIATE TO ENGLISH LEARNERS. (DOMAIN 0005)
Partially covered
127 Qs8 Materials20 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of state-adopted learning standards, curriculum development, subject-area content, and learning theory; and effective ways to apply principles of scope and sequence when planning curriculum and instruction. | ELA.Illinois Standards and Assessment | Partially covered | 0 | 1 | 1 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| b. Demonstrate knowledge of strategies for developing short- and longrange plans consistent with curriculum goals, students' diversity, and learning theory to achieve expectations for student learning; and how to achieve learning goals and make instructional modifications to meet students' needs. | ELA.Illinois Standards and Assessment | Partially covered | 0 | 1 | 1 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| c. Recognize the importance of students' background (e.g., social, cultural, educational), development, language proficiency, interests, and career needs in planning instruction. | ESL.Teaching - Issues with Content-Based; P.Adaptations for Diversity - Socioeconomic Differences | Covered | 16 | 2 | 1 | 0 | Covered by 2 topics (16 questions, 2 materials, 1 cards, 0 videos). |
| d. Identify methods for incorporating students' multicultural experiences into instructional practices that relate to the students' current life experiences and to future college and career experiences (e.g., by creating real-world experiences for students). | ESL.Teaching - Issues with Content-Based | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Demonstrate knowledge of strategies for adjusting instructional plans based on students' responses, prior content-area knowledge, and other contingencies. | P.Learning Strategies | Covered | 24 | 1 | 7 | 1 | Covered by 1 topic (24 questions, 1 materials, 7 cards, 1 videos). |
| f. Demonstrate knowledge of methods for using a student's home/native language as a tool for advancing learning. | ESL.Promoting Biliteracy | Covered | 10 | 1 | 5 | 0 | Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 videos). |
| g. Demonstrate knowledge of teaching and learning strategies that engage students in active learning opportunities that foster critical thinking, problem solving, and performance capabilities. | P.Stimulating Higher Order Thinking; P.Teaching Reading and Writing for ELLs - Advanced; ESL.Reciprocal Teaching | Covered | 77 | 3 | 6 | 1 | Covered by 3 topics (77 questions, 3 materials, 6 cards, 1 videos). |
UNDERSTAND STRATEGIES FOR IMPLEMENTING AND MANAGING INSTRUCTION THAT FACILITATE ENGLISH LEARNERS' LANGUAGE DEVELOPMENT AND CONTENT LEARNING. (DOMAIN 0006)
Covered
85 Qs8 Materials27 Cards3 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate understanding of the need to use, analyze, and evaluate research-based best practices. | ESL.General Best Practices | Covered | 23 | 1 | 5 | 1 | Covered by 1 topic (23 questions, 1 materials, 5 cards, 1 videos). |
| b. Demonstrate knowledge of strategies for engaging students by using methods that are appropriate for students for whom English is a new language. | ESL.General Best Practices | Covered | 23 | 1 | 5 | 1 | Covered by 1 topic (23 questions, 1 materials, 5 cards, 1 videos). |
| c. Demonstrate knowledge of cognitive processes associated with various kinds of learning, ways in which these processes can be fostered, and ways to apply strategies for making instructional modifications to meet the needs of English Learners. | ESL.Cognitive Processes for Language Rules | Covered | 10 | 1 | 6 | 0 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 0 videos). |
| d. Demonstrate knowledge of methods for creating multiple learning activities that provide different pathways for learning; incorporate multiple language modalities; and allow for variation in students' learning styles, performance modes, and levels of English-language proficiency. | ESL.Cognitive Processes for Language Rules | Covered | 10 | 1 | 6 | 0 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 0 videos). |
| e. Demonstrate knowledge of various ways to use content as a means for language learning and development. | ESL.Specifically Designed Academic Instruction in English; ESL.SDAIE Procedures Used in Planning; ESL.Content-Based ESL Instruction | Covered | 17 | 3 | 7 | 1 | Covered by 3 topics (17 questions, 3 materials, 7 cards, 1 videos). |
| f. Recognize principles, advantages, and limitations of various instructional strategies, strategies for establishing high expectations for student learning in content areas and language, and methods for achieving instructional goals. | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| g. Recognize the uses of differing viewpoints, methods of inquiry, and complexities of language in teaching subject matter concepts and the relationship between content-area disciplines and instruction for English Learners. | ELA.Three Tiers of Words; ELA.Cross-Curricular Applications - Listening and Speaking (General); ELA.Cross-Curricular Applications - Writing (General) | Covered | 35 | 3 | 11 | 1 | Covered by 3 topics (35 questions, 3 materials, 11 cards, 1 videos). |
| h. Identify disciplinary and interdisciplinary approaches to learning and the interconnection among subject areas as they relate to life and career experiences for English Learners. | ELA.Cross-Curricular Applications - Listening and Speaking (General) | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
| i. Identify strategies for introducing concepts and principles at different levels of competency and providing opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge and language proficiency (e.g., English, non-English). | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| j. Identify strategies ENL teachers can use to provide appropriate levels of instruction and to adjust instruction in response to student feedback. | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| k. Demonstrate knowledge of how to vary one's role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of English Learners. | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
UNDERSTAND HOW TO ESTABLISH AN INCLUSIVE, SAFE, AND LINGUISTICALLY AND CULTURALLY RICH ENL LEARNING ENVIRONMENT. (DOMAIN 0007)
Partially covered
73 Qs6 Materials13 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Recognize ways that individuals influence groups, the ways groups function in a multicultural environment, and the social and political issues that surround and affect the educational process of English Learners. | ESL.Multilingual Classroom | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| b. Recognize principles of and strategies for effective classroom management by minimizing inter- and intra-group friction and fostering understanding and respect among all cultural groups, as well as various ways to help students work cooperatively and productively in groups. | ELA.Teaching - Using Groups; ESL.Multilingual Classroom; P.Managing Student Behavior; P.ELL Classroom Management Basics; P.Physical Spaces for Learning; ESL.Rich Linguistic Environment | Covered | 73 | 6 | 13 | 2 | Covered by 6 topics (73 questions, 6 materials, 13 cards, 2 videos). |
| c. Identify strategies for organizing, allocating, and managing time, materials, and physical space to engage all students in productive tasks. | P.Physical Spaces for Learning | Covered | 14 | 1 | 0 | 1 | Covered by 1 topic (14 questions, 1 materials, 0 cards, 1 videos). |
| d. Recognize how cultural and linguistic factors that influence engagement in the learning process can be used to help students increase active participation in their learning. | ESL.Multilingual Classroom | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| e. Demonstrate knowledge of strategies for creating a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, and work collaboratively and independently. | ESL.Multilingual Classroom | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| f. Identify approaches to creating an atmosphere in which culturally and linguistically diverse students feel welcomed, valued, respected, confident, and challenged; and which enhances social relationships, mutual respect, cooperation, and students' motivation, including involving students in appropriate instructional activities that allow for the assessment and development of social skills. | ESL.Multilingual Classroom | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
UNDERSTAND THE SELECTION, ADAPTATION, AND USE OF ENL INSTRUCTIONAL RESOURCES FOR VARIOUS PURPOSES. (DOMAIN 0008)
Partially covered
43 Qs6 Materials15 Cards0 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of strategies for identifying, reviewing, and using inclusive, non-biased resources and materials, and of various methods for evaluating their accuracy, linguistic complexity, and usefulness. | ELA.Teaching - Small-Group Reading Texts | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
| b. Demonstrate knowledge of ways to integrate technology into classroom instruction to help meet English Learners' language and content learning needs and to build students' competence and confidence in the use of technology. | ESL.Teaching Technology; ELA.Teaching Technology - Literacy Skills | Covered | 18 | 2 | 7 | 0 | Covered by 2 topics (18 questions, 2 materials, 7 cards, 0 videos). |
| c. Demonstrate knowledge of ways to use conventional and technological means of communication, and the uses of communicative tools to make language comprehensible and lower anxiety when eliciting student expression. | P.Adaptations for Diversity - Assistive Technology; ESL.Teaching Technology; ELA.Teaching Technology - Oral Presentation Skills | Covered | 18 | 3 | 5 | 0 | Covered by 3 topics (18 questions, 3 materials, 5 cards, 0 videos). |
| d. Identify strategies for creating real-world experiences for students and for designing learning experiences to promote students' skills in the use of appropriate technologies in all areas of study. | ESL.Teaching Technology | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| e. Identify strategies for creating and selecting learning materials that are appropriate for various disciplines and curriculum goals, including using materials in students' home/native languages as appropriate. | ESL.Multicultural Curriculum | Partially covered | 5 | 1 | 4 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| f. Identify strategies for creating and selecting learning materials that are relevant to students' age, learning style, and language proficiency. | ELA.Teaching - Small-Group Reading Texts | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
| g. Demonstrate knowledge of ways to evaluate and use appropriate materials that feature multiple perspectives and authentic information. | ESL.Multicultural Curriculum | Partially covered | 5 | 1 | 4 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| h. Demonstrate knowledge of ways to engage students in active learning opportunities that help them assume responsibility for identifying and using learning resources. | ESL.Multicultural Curriculum | Partially covered | 5 | 1 | 4 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| i. Demonstrate knowledge of ways to facilitate learning through the use of a wide variety of materials (e.g., ooks, visual aids, props, realia, human and technological resources). | ESL.Teaching Technology | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
UNDERSTAND THE USE OF EFFECTIVE COMMUNICATION TECHNIQUES IN THE ENL CLASSROOM. (DOMAIN 0009)
Partially covered
35 Qs5 Materials39 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Identify strategies for modeling accurate, effective communication when conveying ideas and information, asking questions, and responding to students in the language of instruction. | ESL.Providing Feedback | Partially covered | 6 | 1 | 0 | 1 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 1 videos); limited supporting content. |
| b. Recognize the social, intellectual, and political implications of language use and how cultural, socioeconomic, and gender differences can affect communication in the classroom. | ESL.Defining Culture | Covered | 7 | 1 | 7 | 0 | Covered by 1 topic (7 questions, 1 materials, 7 cards, 0 videos). |
| c. Identify effective questioning techniques and approaches to stimulating discussion using the language of instruction for specific instructional purposes. | P.Types of Questions | Partially covered | 2 | 1 | 5 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
| d. Demonstrate knowledge of ways to create and modify the learning environment to enable linguistically diverse students to use effective communication (e.g., written, verbal, nonverbal, visual) in English and non-English language. | ESL.Communication Strategies for Diverse Learners | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
| e. Demonstrate knowledge of ways to create meaningful communication that allows students to interact with subject matter while building language proficiency. | ELA.Cross-Curricular Applications - Reading Comprehension (General) | Covered | 13 | 1 | 23 | 0 | Covered by 1 topic (13 questions, 1 materials, 23 cards, 0 videos). |
| f. Identify strategies for modeling culturally sensitive behavior, teaching collaboration and group-facilitation skills, and practicing and modeling effective listening. | ESL.Communication Strategies for Diverse Learners | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
UNDERSTAND FORMAL AND INFORMAL ASSESSMENT IN ORDER TO SUPPORT ENGLISH LEARNERS' LANGUAGE DEVELOPMENT AND ACHIEVEMENT OF LEARNING STANDARDS. (DOMAIN 0010)
Partially covered
226 Qs8 Materials41 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of measurement theory and assessment-related issues (e.g., validity, reliability, bias, scoring). | P.Types of Assessment; ESL.Assessment Adjustments; P.Fair Assessment; ESL.Assessing ESL Skills | Covered | 141 | 4 | 25 | 2 | Covered by 4 topics (141 questions, 4 materials, 25 cards, 2 videos). |
| b. Identify the purposes, characteristics, and limitations of different types of assessments for English Learners. | P.Types of Assessment; ELA.Assessment - Oral Language | Covered | 123 | 2 | 20 | 1 | Covered by 2 topics (123 questions, 2 materials, 20 cards, 1 videos). |
| c. Demonstrate knowledge of methods to select, construct, and use formal and informal assessment strategies and instruments to diagnose and evaluate the understanding, progress, and performance of individual students and the class as a whole. | ESL.Assessment Adjustments; P.Using Assessment to Adjust Instruction | Covered | 67 | 2 | 6 | 0 | Covered by 2 topics (67 questions, 2 materials, 6 cards, 0 videos). |
| d. Demonstrate knowledge of how to use informal assessment results to identify students' learning difficulties and modify instruction to address students' needs. | P.Using Assessment to Adjust Instruction | Covered | 55 | 1 | 4 | 0 | Covered by 1 topic (55 questions, 1 materials, 4 cards, 0 videos). |
| e. Identify strategies for using appropriate technologies to monitor and assess students' progress; maintaining useful and accurate records of students' work and performance; and communicating students' progress knowledgeably and responsibly to students, parents/guardians, and colleagues. | P.Using Assessment to Adjust Instruction | Covered | 55 | 1 | 4 | 0 | Covered by 1 topic (55 questions, 1 materials, 4 cards, 0 videos). |
| f. Identify techniques for involving students in self-assessment activities to help them become aware of their strengths and needs and encourage them to establish their own goals for learning. | P.Teaching Self-Assessment Skills | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| g. Identify methods for assessing how well students are meeting the stateadopted learning standards and recognize state-approved test accommodations for English Learners. | ESL.Assessment Adjustments | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| h. Demonstrate knowledge of strategies for assessing English Learners' discrete and integrated language skills (e.g., understanding and use of grammar and vocabulary; ability to listen, speak, read, and write) and communicative competence, including the use of performance-based measures; and how to interpret the results of these assessments to inform instructional decision making. | ESL.Communicative Competence | Covered | 9 | 1 | 9 | 1 | Covered by 1 topic (9 questions, 1 materials, 9 cards, 1 videos). |
UNDERSTAND HOW TO PROMOTE ENGLISH LEARNERS' VOCABULARY DEVELOPMENT AND THEIR KNOWLEDGE OF AND ABILITY TO USE CONVENTIONS OF STANDARD ENGLISH WHEN LISTENING, SPEAKING, READING, AND WRITING FOR SOCIAL AND ACADEMIC PURPOSES. (DOMAIN 0011)
Covered
141 Qs8 Materials50 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Distinguish between everyday social vocabulary words (Tier One), general academic/instructional vocabulary words (Tier Two), and contentspecific/technical vocabulary words (Tier Three); and apply knowledge of strategies for promoting English Learners' word consciousness, including their awareness of different tiers of vocabulary and their interest in learning new words. | ESL.Teaching Vocabulary; ESL.Teaching Vocabulary - Advanced; ELA.Teaching - Increasing Vocabulary | Covered | 83 | 3 | 25 | 1 | Covered by 3 topics (83 questions, 3 materials, 25 cards, 1 videos). |
| b. Demonstrate knowledge of research-based strategies for promoting English Learners' understanding and retention of new social and academic vocabulary (e.g., using realia and visual supports; providing meaningful and contextualized examples; providing explicit instruction in word meanings; creating multiple opportunities for students to be exposed to and use new vocabulary through listening, speaking, reading, and writing). | ESL.Teaching Vocabulary; ESL.Teaching Vocabulary - Advanced; P.Foundations of ELL Instruction | Covered | 38 | 3 | 14 | 1 | Covered by 3 topics (38 questions, 3 materials, 14 cards, 1 videos). |
| c. Demonstrate knowledge of research-based strategies for promoting English Learners' knowledge and use of independent word-learning strategies (e.g., word parts, structural analysis skills, semantic and syntactic context clues, etymology and cognate strategies, reference materials). | ELA.Greek and Latin Roots; ESL.Teaching Syntax and Semantics; ELA.ELL Strategies - Oral Language | Covered | 42 | 3 | 21 | 2 | Covered by 3 topics (42 questions, 3 materials, 21 cards, 2 videos). |
| d. Demonstrate knowledge of research-based strategies for promoting English Learners' understanding and use of figurative language (e.g., idioms, metaphors), nuances in word meanings (e.g., synonyms, antonyms), and multiple-meaning words. | ESL.Common Areas of Difficulty | Covered | 9 | 1 | 9 | 1 | Covered by 1 topic (9 questions, 1 materials, 9 cards, 1 videos). |
| e. Demonstrate knowledge of research-based strategies for promoting English Learners' knowledge and use of Standard English conventions (e.g., interpreting grammatically complex sentences when listening and reading; interpreting Standard English writing conventions when reading; using Standard English grammar and usage when speaking and writing; using Standard English capitalization, punctuation, and spelling when writing). | ESL.Common Areas of Difficulty | Covered | 9 | 1 | 9 | 1 | Covered by 1 topic (9 questions, 1 materials, 9 cards, 1 videos). |
UNDERSTAND HOW TO PROMOTE ENGLISH LEARNERS' ORAL LANGUAGE DEVELOPMENT IN ENGLISH FOR SOCIAL AND ACADEMIC PURPOSES. (DOMAIN 0012)
Covered
121 Qs7 Materials31 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Recognize the interdependence of oracy, literacy, and visual communication; and demonstrate knowledge of research-based methods and resources for integrating listening, speaking, reading, writing, viewing, and visual representing (e.g., thematic and inquiry-based units, graphic organizers) to promote English Learners' achievement. | ESL.Integration of Language Skills; ELA.Oral Language to Support Reading and Writing | Covered | 31 | 2 | 5 | 0 | Covered by 2 topics (31 questions, 2 materials, 5 cards, 0 videos). |
| b. Apply knowledge of research-based strategies for promoting and scaffolding English Learners' achievement of relevant state-adopted learning standards related to English listening skills. | ELA.ELL Teaching - Listening Comprehension; P.Teaching Listening and Speaking for ELLs | Covered | 18 | 2 | 2 | 0 | Covered by 2 topics (18 questions, 2 materials, 2 cards, 0 videos). |
| c. Apply knowledge of research-based strategies for promoting and scaffolding English Learners' achievement of relevant state-adopted learning standards related to English speaking skills. | P.Teaching Listening and Speaking for ELLs; ELA.Teaching - Oral Language | Covered | 27 | 2 | 5 | 1 | Covered by 2 topics (27 questions, 2 materials, 5 cards, 1 videos). |
| d. Recognize the role that oral language plays in emergent literacy development for both native English speakers and English Learners, and demonstrate knowledge of research-based strategies for promoting English Learners' development of relevant oral language skills (e.g., phonological awareness, phonemic awareness, listening comprehension). | P.Teaching Listening and Speaking for ELLs; ELA.Teaching - Phonological Awareness | Covered | 55 | 2 | 13 | 1 | Covered by 2 topics (55 questions, 2 materials, 13 cards, 1 videos). |
| e. Recognize the role that oral language plays in supporting ongoing literacy development for both native English speakers and English Learners, and demonstrate knowledge of research-based strategies for using oral language to support English Learners' reading and writing development (e.g., strategic, purposeful read-alouds; text-based discussions; writing conferences). | ELA.Impact of Phonics and Word Decoding on Fluency and Vocabulary | Covered | 6 | 1 | 10 | 0 | Covered by 1 topic (6 questions, 1 materials, 10 cards, 0 videos). |
UNDERSTAND HOW TO PROMOTE ENGLISH LEARNERS' LITERACY DEVELOPMENT IN ENGLISH FOR SOCIAL AND ACADEMIC PURPOSES. (DOMAIN 0013)
Covered
323 Qs11 Materials85 Cards3 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of factors that affect literacy development in a new language (e.g., oral language proficiency, limited home/native language literacy, vocabulary knowledge, knowledge of academic language structures, background knowledge, prior literacy experiences). | ESL.Literacy Knowledge Transfer | Covered | 13 | 1 | 6 | 0 | Covered by 1 topic (13 questions, 1 materials, 6 cards, 0 videos). |
| b. Demonstrate knowledge of the role of orthographic, linguistic, and rhetorical influences of the home/native language on English Learners' English literacy development (e.g., positive and negative transfer from the home/native language). | ESL.Literacy Knowledge Transfer | Covered | 13 | 1 | 6 | 0 | Covered by 1 topic (13 questions, 1 materials, 6 cards, 0 videos). |
| c. Demonstrate knowledge of the developmental process of learning to read and write in English, including key components of literacy development (e.g., concepts about print, including letter recognition and formation; phonological and phonemic awareness; phonics; spelling; word recognition; fluency; vocabulary; text comprehension; the writing process; writing conventions). | ELA.Impact of Phonological Awareness on Literacy; ESL.Literacy Development of ELLs; ELA.Process of Learning - Literacy; ELA.Stages of Writing Development | Covered | 63 | 4 | 16 | 0 | Covered by 4 topics (63 questions, 4 materials, 16 cards, 0 videos). |
| d. Recognize the importance of prioritizing foundational English literacy skills for English Learners in early stages of language acquisition, including students in higher grade levels and students with interrupted formal education (SIFE), and the role of explicit instruction and interventions in addressing individual students' literacy needs. | ESL.Literacy Development of ELLs; P.Teaching Reading and Writing for ELLs | Covered | 21 | 2 | 7 | 1 | Covered by 2 topics (21 questions, 2 materials, 7 cards, 1 videos). |
| e. Demonstrate knowledge of how to design standards-based reading instruction and interventions adapted to and appropriate for English Learners (e.g., differentiating instruction for students at different levels of English-language proficiency; selecting and using various texts and genres for students at different developmental stages; engaging students in close and careful reading, including rereading; using both literary and informational texts to develop students' reading skills). | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 94 | 1 | 20 | 1 | Covered by 1 topic (94 questions, 1 materials, 20 cards, 1 videos). |
| f. Demonstrate knowledge of research-based strategies for promoting students' interest and engagement in reading and writing, including their independent reading. | ELA.Writing Types and Various Contexts | Covered | 52 | 1 | 12 | 0 | Covered by 1 topic (52 questions, 1 materials, 12 cards, 0 videos). |
| g. Demonstrate knowledge of research-based strategies for promoting and scaffolding English Learners' achievement of relevant state-adopted learning standards related to comprehending and analyzing literary and informational texts in English. | ELA.Teaching - Literary Analysis | Covered | 39 | 1 | 17 | 1 | Covered by 1 topic (39 questions, 1 materials, 17 cards, 1 videos). |
| h. Demonstrate knowledge of research-based strategies for promoting and scaffolding English Learners' achievement of learning standards related to using the writing process and producing a variety of texts for a variety of purposes in English. | ELA.Teaching - Writing Skills - Advanced | Covered | 22 | 1 | 14 | 0 | Covered by 1 topic (22 questions, 1 materials, 14 cards, 0 videos). |
| i. Demonstrate knowledge of research-based strategies for promoting and scaffolding English Learners' achievement of relevant state-adopted learning standards related to the development of research skills. | ELA.The Research Process | Covered | 24 | 1 | 11 | 0 | Covered by 1 topic (24 questions, 1 materials, 11 cards, 0 videos). |
UNDERSTAND THE PROFESSIONAL ROLE OF THE ENL TEACHER IN THE SCHOOL AND COMMUNITY AND METHODS AND TECHNIQUES THAT PROMOTE REFLECTIVE PRACTICE FOR THE ENL TEACHER. (DOMAIN 0014)
Partially covered
92 Qs10 Materials30 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of key laws, judicial decisions, policies, and guidelines that have influenced the education of English Learners. | ESL.History of ESL Programs Nationally; ESL.History of ESL Programs - Court Cases; ESL.History of Bilingual Programs Nationally | Covered | 14 | 3 | 15 | 1 | Covered by 3 topics (14 questions, 3 materials, 15 cards, 1 videos). |
| b. Demonstrate knowledge of varied perspectives, significant developments, and debates in the field of teaching English Learners. | ESL.History of ESL Programs - Court Cases; ESL.Advocacy of Bilingual Programs Nationally | Covered | 13 | 2 | 5 | 1 | Covered by 2 topics (13 questions, 2 materials, 5 cards, 1 videos). |
| c. Demonstrate knowledge of school and district policies and procedures and the state mandate for assessing and providing services to English Learners. | ESL.Illinois Specific Program Information | Covered | 4 | 1 | 9 | 0 | Covered by 1 topic (4 questions, 1 materials, 9 cards, 0 videos). |
| d. Demonstrate knowledge of national and state requirements for identifying, reclassifying, and exiting English Learners from ENL programs (e.g., Transitional Bilingual Education [TBE], Transitional Program of Instruction [TPI], Sheltered). | ESL.ESL Program Process | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Demonstrate familiarity with the goals of diverse programs and services, their organization, and their operation within the local school context for English Learners. | ESL.ESL Program Process | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| f. Demonstrate knowledge of reflection as an integral part of professional growth and improvement of instruction, and various strategies ENL teachers can use to examine and evaluate their strengths and needs (e.g., using classroom observation, ongoing assessment, pedagogical knowledge and research) and establish professional goals. | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
| g. Demonstrate knowledge of how the ENL teacher's own philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners. | P.Effect of Teacher Attitudes on Students | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
| h. Recognize the value of and strategies for exploring new resources, studying professional literature, participating in professional ESL organizations, conducting classroom research, and contributing to the advancement of the profession of teaching English Learners. | ESL.ESL Teacher Roles at Campus; P.Using Data and Self-Reflection to Improve | Covered | 30 | 2 | 4 | 0 | Covered by 2 topics (30 questions, 2 materials, 4 cards, 0 videos). |
| i. Demonstrate knowledge of the unique characteristics of the bilingual/ENL education profession and the importance of active participation and leadership in professional education organizations. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
UNDERSTAND THE ENL TEACHER'S ROLE AS AN ADVOCATE FOR THE EDUCATION OF ENGLISH LEARNERS. (DOMAIN 0015)
Partially covered
32 Qs3 Materials4 Cards0 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of strategies for ensuring that proper identification, assessment, placement, referral, and reclassification procedures are followed. | ESL.ESL Program Process | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| b. Demonstrate knowledge of strategies for ensuring that English Learners receive appropriate and equitable services and meaningful instruction. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| c. Identify strategies for providing leadership to administrators and instructional staff on ways to meet the needs of English Learners for academic success and inclusion in their new educational and social setting. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| d. Recognize the importance of multilingualism and strategies for advocating the appropriate use of the non-English language in the school setting. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| e. Identify strategies for reviewing existing structures, policies, requirements, and curricular assumptions that affect equity, effectiveness, school and program quality, and learning. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| f. Identify strategies for advocating for equal access to extracurricular and enrichment activities for English Learners and for promoting English Learners' participation and leadership in student organizations. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| g. Identify strategies for providing English Learners with information and support so that they can participate fully in the school community. | ESL.ESL Teacher Roles at Campus | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| h. Identify strategies for engaging English Learners and their families in ways that enable and empower them to advocate for themselves. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
UNDERSTAND THE ROLE OF AND STRATEGIES FOR WORKING WITH COLLEAGUES, PARENTS/GUARDIANS, AND THE COMMUNITY IN SUPPORTING THE LEARNING AND WELLBEING OF ENGLISH LEARNERS. (DOMAIN 0016)
Covered
56 Qs3 Materials3 Cards0 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of benefits of, barriers to, and techniques involved in establishing and fostering home and school connections with parents/guardians and extended families that can build effective learning environments. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| b. Identify the collaborative skills that are necessary for interacting with colleagues on behalf of students, the benefits of working with colleagues in an interdisciplinary manner, and the importance of audience and purpose when selecting ways to communicate appropriately in both academic and social settings. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| c. Identify strategies for learning about the community that the school serves and fostering collaboration with others who affect the way the system meets students' needs. | ESL.Family and Community Involvement; P.Collaboration with the Community | Covered | 47 | 2 | 1 | 0 | Covered by 2 topics (47 questions, 2 materials, 1 cards, 0 videos). |
| d. Demonstrate knowledge of the need for collaboration with community businesses and resources, and ways to form partnerships within the community to seek equitable learning experiences for students. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| e. Demonstrate knowledge of strategies for building partnerships with students' families, including strategies for communicating and collaborating with families who do not speak English. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| f. Demonstrate knowledge of strategies for communicating educational goals, standards, implications of instructional activities, and student assessment results to parents/guardians, students, colleagues, collaborative partners, and the educational community at large. | ESL.Family and Community Involvement; ESL.Communicating Assessment Results | Covered | 36 | 2 | 3 | 0 | Covered by 2 topics (36 questions, 2 materials, 3 cards, 0 videos). |
| g. Recognize strategies for interacting with other professionals, influencing norms in the school, and encouraging collaboration and professionalism within a multicultural context. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| h. Demonstrate knowledge of codes of professional conduct for the ENL teacher, ethical considerations that apply to educators, and the boundaries of professional responsibilities for working with students, families, colleagues, and community organizations. | ESL.Family and Community Involvement | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
How 240 Creates The ILTS English as a New Language (250) Study Guide
Learn more →Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
1
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
2
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
3
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
4
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
5
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Built By Teachers for Teachers
You're not on this journey alone. Our 240 teachers have firsthand experience with these exams. Real teachers with real experience are behind the scenes to help guide you into the classroom where YOU belong.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the ILTS English as a New Language.
Generic
Generic Prep
✕Covers broad subject areas without structure
✕No clear connection to the official exam framework
✕Practice questions may not reflect the real test format
✕May not update when official standards change
~Can be helpful for quick, broad review
Test-aligned
240 Test-Aligned ILTS 250 Prep
✓Every lesson maps to an official domain or competency
✓Built directly from the official exam framework
✓Practice questions aligned to what the exam actually measures
✓A clear study path by tested category
✓Study smarter and enter test day more prepared
FAQs About the ILTS English as a New Language Study Guide
The questions teacher candidates ask us most often about the ILTS English as a New Language study guide.
1
Is 240 a good study guide for ILTS English as a New Language?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
2
How closely does 240 align to the ILTS 250 exam?
This guide is 87% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
3
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
4
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.
Study What's Actually on the ILTS 250 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.