240's ILTS English as a New Language Study Guide Is 86% 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.
86%
test-aligned
59
Fully covered
24
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.
1546
Practice Questions
356
Flashcards
112
Study Materials
36
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 (125) 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 125 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
3 domains · 83 competencies reviewed · 86% 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.
FOUNDATIONS OF ENL INSTRUCTION (DOMAIN I)
Partially covered
SMR I.0001 Understand language structure and second language acquisition.
259 Qs22 Materials121 Cards10 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of syntax, morphology, phonology, semantics, and phonetics. | ESL.Levels of Language; ESL.International Phonetic Alphabet; ELA.Phonological Awareness; ELA.Basic Linguistic Concepts; ESL.Word Formation; ELA.Types of Morphemes - Free and Bound; ELA.Parts of Speech; ESL.Teaching Syntax and Semantics; ELA.ELL Importance of - Phonological Awareness on Spelling; ELA.Process of Learning - Literacy | Covered | 141 | 10 | 70 | 5 | Covered by 10 topics (141 questions, 10 materials, 70 cards, 5 videos). |
| b. Demonstrate knowledge of language development, and the role of language learning as it pertains to first and second language acquisition. | ESL.Stages of Second Language Acquisition; ESL.Proficiency Levels | Covered | 27 | 2 | 11 | 1 | Covered by 2 topics (27 questions, 2 materials, 11 cards, 1 videos). |
| c. Demonstrate knowledge of major theories of second language acquisition, and the approaches, methodologies, and strategies that promote first and second language acquisition. | P.Learning Theories; ESL.Sheltered Instruction; ESL.Krashen's 5 Hypotheses; ESL.Natural Approach; ESL.CALLA Approach; ESL.Nativist Theory; ESL.Social Interactionist Theory; ESL.Other Language Approaches | Covered | 60 | 8 | 35 | 3 | Covered by 8 topics (60 questions, 8 materials, 35 cards, 3 videos). |
| d. Demonstrate knowledge of the ways native language, prior knowledge, and educational background influence the transfer of knowledge from one language to another. | ESL.Interrelatedness; ESL.Literacy Knowledge Transfer | Covered | 31 | 2 | 10 | 1 | Covered by 2 topics (31 questions, 2 materials, 10 cards, 1 videos). |
SMR I.0002 Understand principles and theories related to the teaching of ENL.
119 Qs9 Materials51 Cards4 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of main concepts, assumptions, principles, debates, and theories (e.g., Krashen, Cummins, Chomsky, Collier, Wong) central to teaching students for whom English is a new language. | ESL.Cummins Quadrants; ESL.Krashen's 5 Hypotheses; ESL.Nativist Theory; ESL.Types of Bilingual Programs Nationally; ESL.Types of ESL Programs | Covered | 40 | 5 | 32 | 1 | Covered by 5 topics (40 questions, 5 materials, 32 cards, 1 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 second language learning. | ESL.Other Language Approaches | Covered | 18 | 1 | 15 | 0 | Covered by 1 topic (18 questions, 1 materials, 15 cards, 0 videos). |
| c. Demonstrate knowledge of instructional strategies (e.g., language scaffolding, thematic units) used to develop students' in-depth conceptual understanding, and ways to adjust instruction to facilitate optimal learning for all students. | ESL.Other Language Approaches; P.Teaching Reading and Writing for ELLs; P.Interdisciplinary Connections | Covered | 66 | 3 | 17 | 2 | Covered by 3 topics (66 questions, 3 materials, 17 cards, 2 videos). |
| d. Demonstrate knowledge of the influence of conceptual frameworks and previous experiences on learning content through a second or non-English language. | ESL.Sheltered Instruction | Covered | 13 | 1 | 3 | 1 | Covered by 1 topic (13 questions, 1 materials, 3 cards, 1 videos). |
| e. Recognize the uses of differing viewpoints, methods of inquiry, and complexities of language in teaching subject matter concepts and the relationship between content-area domains and instruction for ENL learners. | P.Interdisciplinary Connections | Covered | 32 | 1 | 2 | 1 | Covered by 1 topic (32 questions, 1 materials, 2 cards, 1 videos). |
| f. Analyze the relationship between language and life and career applications, and recognize effective ways to facilitate learning experiences that make connections among English and native language proficiency, content area knowledge, and life and career experiences. | P.Interdisciplinary Connections | Covered | 32 | 1 | 2 | 1 | Covered by 1 topic (32 questions, 1 materials, 2 cards, 1 videos). |
SMR I.0003 Understand the process of human development as it relates to language acquisition and content learning.
71 Qs7 Materials27 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Recognize ways students construct knowledge, acquire skills, and develop habits of mind through the use of native language and a second language. | ESL.Teaching - Issues with Literacy | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| b. Demonstrate knowledge of human development as mediated by language and culture, learning theory, neural science 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). |
| c. Demonstrate knowledge of factors that influence learning (e.g., culture, socioeconomic status, emotional and cognitive development). | ESL.Sociopolitical Factors; ESL.Teaching - Issues with Literacy | Covered | 6 | 2 | 7 | 0 | Covered by 2 topics (6 questions, 2 materials, 7 cards, 0 videos). |
| d. 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). |
SMR I.0004 Understand approaches to learning that address the diversity of the ENL student population and meet varied student needs.
92 Qs6 Materials16 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Identify strategies for creating a learning community in which differences are respected, modeling culturally sensitive behavior, teaching collaboration and group-facilitation skills, practicing effective listening, teaching conflict resolution skills, and mediating cross cultural conflicts. | ESL.Teaching - Issues with Content-Based for Bilingual Education; P.Teaching Diverse Students; ESL.Defining Culture | Covered | 46 | 3 | 9 | 1 | Covered by 3 topics (46 questions, 3 materials, 9 cards, 1 videos). |
| b. Demonstrate knowledge of cultural dynamics and community diversity and their effect on students' educational needs. | P.Teaching Diverse Students | Covered | 38 | 1 | 1 | 1 | Covered by 1 topic (38 questions, 1 materials, 1 cards, 1 videos). |
| c. Recognize appropriate provisions for students (e.g., response modes, time for work) based on individual learning differences and needs, as well as strategies for creating meaningful classroom experiences and accessing services and resources that are appropriate for ENL students who have exceptional needs. | ELA.ELL Strategies - Oral Language | Covered | 21 | 1 | 2 | 1 | Covered by 1 topic (21 questions, 1 materials, 2 cards, 1 videos). |
| d. Identify effective ways to use multiple cultural perspectives and information about students' families, culture, and communities to inform and enrich instruction, connect learning to students' experiences, and promote a multicultural school climate. | ESL.Characteristics of Effective Methods - Bilingual; P.Teaching Diverse Students | Covered | 43 | 2 | 3 | 1 | Covered by 2 topics (43 questions, 2 materials, 3 cards, 1 videos). |
| e. Recognize appropriate uses of instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures, and uses of instructional materials that are inclusive of multiple perspectives, based on authentic information, and free of bias. | ESL.Characteristics of Effective Methods - Bilingual | Partially covered | 5 | 1 | 2 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| f. Demonstrate knowledge of methods for diversifying instruction to meet the needs of a culturally and linguistically diverse student body. | P.Teaching Diverse Students; ELA.Culturally Responsive Reading Instruction | Covered | 58 | 2 | 6 | 2 | Covered by 2 topics (58 questions, 2 materials, 6 cards, 2 videos). |
DEVELOPMENT OF ENGLISH LANGUAGE SKILLS (DOMAIN II)
Partially covered
SMR II.0005 Understand instructional planning appropriate to ENL students.
328 Qs13 Materials45 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of Illinois 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 long-range plans consistent with curriculum goals, students' diversity, and learning theory to achieve expectations for student learning. | 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; ESL.Factors Affecting ESL Students; P.Adaptations for Diversity - Socioeconomic Differences; P.Adaptations for Diversity - ELL; ESL.Issues with Bilingual Programs | Covered | 91 | 5 | 11 | 1 | Covered by 5 topics (91 questions, 5 materials, 11 cards, 1 videos). |
| d. Identify methods for incorporating students' multicultural experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences. | P.Adaptations for Diversity - ELL | Covered | 59 | 1 | 3 | 1 | Covered by 1 topic (59 questions, 1 materials, 3 cards, 1 videos). |
| e. Demonstrate knowledge of methods for creating multiple learning activities that allow for variation in students' learning styles, performance modes, and levels of English language proficiency, and strategies for adjusting instructional plans based on students' responses, prior content-area knowledge and other contingencies. | P.Meaningful and Relevant Teaching; P.Stimulating Higher Order Thinking | Covered | 92 | 2 | 4 | 2 | Covered by 2 topics (92 questions, 2 materials, 4 cards, 2 videos). |
| f. Demonstrate knowledge of methods for using a student's native language as a tool for advancing learning. | ESL.General Best Practices for Bilingual; ESL.Promoting Biliteracy | Covered | 31 | 2 | 8 | 0 | Covered by 2 topics (31 questions, 2 materials, 8 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.Teaching Reading and Writing for ELLs - Advanced; ELA.ELL Teaching - Listening Comprehension; ELA.Teaching - Reading Comprehension (All Texts) | Covered | 114 | 3 | 23 | 1 | Covered by 3 topics (114 questions, 3 materials, 23 cards, 1 videos). |
SMR II.0006 Understand instructional strategies that encourage students' learning of content and languages.
83 Qs10 Materials30 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of strategies for engaging students in generating and testing knowledge, using methods that are appropriate for students for whom English is a new language. | ELA.Teaching - Basic Linguistic Concepts; ESL.General Best Practices | Covered | 33 | 2 | 11 | 1 | Covered by 2 topics (33 questions, 2 materials, 11 cards, 1 videos). |
| b. 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 ENL students. | ESL.Cognitive Processes for Language Rules | Covered | 10 | 1 | 6 | 0 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 0 videos). |
| c. Demonstrate knowledge of ways to create meaningful communication that allows students to interact with subject matter while building language proficiency. | ESL.SDAIE Strategies Used in Implementation | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| d. 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). |
| e. 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). |
| f. Identify disciplinary and interdisciplinary approaches to learning and the interconnection among subject areas, English proficiency, and students' bilingualism as they relate to life and career experiences for ENL students. | S.ELL; M.Diversity and Engagement - ELL | Covered | 12 | 2 | 1 | 1 | Covered by 2 topics (12 questions, 2 materials, 1 cards, 1 videos). |
| g. 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.Characteristics of Effective Methods - ESL | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
SMR II.0007 Understand how cultural background and individual experiences affect the learning process.
56 Qs5 Materials14 Cards0 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) influence student learning. | P.Multimodal Teaching | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| b. Identify strategies for incorporating students' home language and culture in the design, planning, and implementation of a multicultural school climate. | ESL.Additive Approach | Covered | 8 | 1 | 3 | 0 | Covered by 1 topic (8 questions, 1 materials, 3 cards, 0 videos). |
| c. Demonstrate knowledge of various disabilities as they may affect the learning of students from culturally diverse backgrounds. | 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. |
| d. Identify approaches to providing meaningful classroom experiences that are developmentally appropriate for ENL students with special needs. | 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 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). |
SMR II.0008 Understand the use of motivation and behavior to establish an inclusive, safe, and linguistically and culturally rich learning environment.
130 Qs10 Materials34 Cards4 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 second language learners. | P.ELL Classroom Management Basics | Partially covered | 0 | 1 | 1 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 1 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.Learning Strategies | Covered | 24 | 1 | 7 | 1 | Covered by 1 topic (24 questions, 1 materials, 7 cards, 1 videos). |
| d. Recognize how cultural and linguistic factors that influence motivation and engagement in the learning process can be used to help students become self-motivated. | 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.Communication Strategies for Diverse Learners | Covered | 7 | 1 | 4 | 0 | Covered by 1 topic (7 questions, 1 materials, 4 cards, 0 videos). |
| 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 and students' motivation. | ESL.Multicultural Classroom; ESL.Avoiding Cultural Bias | Covered | 26 | 2 | 10 | 1 | Covered by 2 topics (26 questions, 2 materials, 10 cards, 1 videos). |
SMR II.0009 Understand strategies for formal and informal assessment to support the continuous development of students for whom English is a new language.
216 Qs7 Materials26 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) and identify the purposes, characteristics, and limitations of different types of assessments for ENL students. | ESL.Bilingual Assessments; P.Types of Assessment; ESL.Assessment Adjustments; P.Fair Assessment | Covered | 142 | 4 | 23 | 2 | Covered by 4 topics (142 questions, 4 materials, 23 cards, 2 videos). |
| b. Demonstrate knowledge of ways 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, and ways to use assessment results to reflect on and modify teaching. | ELA.ELL Assessment - Reading Comprehension; ESL.Assessment Adjustments; P.Using Assessment to Adjust Instruction | Covered | 80 | 3 | 5 | 1 | Covered by 3 topics (80 questions, 3 materials, 5 cards, 1 videos). |
| c. Recognize methods for using assessment results to identify learning difficulties, design teaching strategies, and reflect on and modify teaching. | P.Using Assessment to Adjust Instruction | Covered | 56 | 1 | 2 | 1 | Covered by 1 topic (56 questions, 1 materials, 2 cards, 1 videos). |
| d. Identify strategies for using appropriate technologies to monitor and assess students' progress, for maintaining useful and accurate records of students' work and performance, and for communicating students' progress knowledgeably and responsibly to students, parents, and colleagues. | P.Types of Assessment | Covered | 108 | 1 | 13 | 1 | Covered by 1 topic (108 questions, 1 materials, 13 cards, 1 videos). |
| e. Identify methods for assessing how well students are meeting the Illinois Learning Standards and techniques for involving students in self-assessment activities | 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. |
SMR II.0010 Understand the selection, adaptation, and use of instructional resources for various classroom purposes.
23 Qs4 Materials12 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, nonbiased resources and materials, and of various methods for evaluating their accuracy 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 facilitate learning through the use of a wide variety of materials (e.g., human and technological resources), to integrate technology into classroom instruction, and to build student competence and confidence in the use of technology. | ESL.Adaptations for Diversity - L2 in Bilingual; ESL.Teaching Technology | Covered | 10 | 2 | 5 | 0 | Covered by 2 topics (10 questions, 2 materials, 5 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. | ESL.Adaptations for Diversity - L2 in Bilingual; ESL.Teaching Technology | Covered | 10 | 2 | 5 | 0 | Covered by 2 topics (10 questions, 2 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.Adaptations for Diversity - L2 in Bilingual | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Identify strategies for creating and selecting learning materials that are appropriate for various disciplines and curriculum goals, and that are relevant to students' experience. | 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. |
SMR II.0011 Understand the use of effective communication techniques in the classroom.
69 Qs6 Materials24 Cards3 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.Reciprocal Teaching | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| b. Recognize the social, intellectual, and political implications of language use and how cultural, socio-economic, and gender differences can affect communication in the classroom. | ESL.Reciprocal Teaching | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| c. Identify effective questioning techniques and approaches to stimulating discussion using the language of instruction for specific instructional purposes. | ESL.Reciprocal Teaching | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 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. | ELA.ELL Teaching - Proper Writing and Grammar Conventions; ELA.Types of Sentences (Grammar); ELA.Types of Sentences (Purpose); ELA.Teaching - Writing Skills; ESL.Linguistic Accommodations | Covered | 66 | 5 | 23 | 3 | Covered by 5 topics (66 questions, 5 materials, 23 cards, 3 videos). |
| e. Demonstrate knowledge of methods ENL teachers can use to vary their role in the instructional process (e.g., instructor, facilitator, coach, audience). | ESL.Reciprocal Teaching | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| f. Identify strategies ENL teachers can use to provide appropriate levels of instruction and to adjust instruction in response to student feedback. | ESL.Reciprocal Teaching | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
PROFESSIONAL COLLABORATION, CONDUCT, AND GROWTH (DOMAIN III)
Partially covered
SMR III.0012 Understand the professional role of the ENL teacher in the school and community.
4 Qs2 Materials11 Cards0 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. 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.Illinois Specific Program Information | Covered | 4 | 1 | 9 | 0 | Covered by 1 topic (4 questions, 1 materials, 9 cards, 0 videos). |
| b. 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.Illinois Specific Program Information | Covered | 4 | 1 | 9 | 0 | Covered by 1 topic (4 questions, 1 materials, 9 cards, 0 videos). |
| c. Recognize strategies for interacting with other professionals, influencing norms in the school, encouraging collaboration and professionalism within a multicultural context, and contributing to the advancement of the profession of teaching ENL students. | 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 school and district policies and procedures and the Illinois mandate for assessing and providing services to ENL students. | ESL.Assessing ESL Skills; ESL.Illinois Specific Program Information | Covered | 4 | 2 | 11 | 0 | Covered by 2 topics (4 questions, 2 materials, 11 cards, 0 videos). |
| e. Demonstrate familiarity with the goals of diverse programs and services, their organization, and their operation within the local school context for ENL students. | ESL.Illinois Specific Program Information | Covered | 4 | 1 | 9 | 0 | Covered by 1 topic (4 questions, 1 materials, 9 cards, 0 videos). |
SMR III.0013 Understand the ENL teacher's role as an advocate for the education of ENL students.
19 Qs6 Materials19 Cards1 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 and that ENL students receive appropriate and equitable services and meaningful instruction. | 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 varied perspectives, significant developments, and debates in the field of teaching ENL students. | ESL.Current Issues and Trends; ESL.History of ESL Programs Nationally; ESL.History of ESL Programs - Court Cases; ESL.History of Bilingual Programs Nationally; ESL.Advocacy of Bilingual Programs Nationally | Covered | 18 | 5 | 18 | 1 | Covered by 5 topics (18 questions, 5 materials, 18 cards, 1 videos). |
| c. Identify strategies for providing leadership to administrators and instructional staff on ways to meet the needs of ENL students for academic success and comfort in their new educational and social setting. | 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. |
| d. Recognize the importance of multilingualism and strategies for advocating the appropriate use of the non-English language in the school setting. | 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. Identify strategies for reviewing existing structures, policies, requirements, and curricular assumptions that affect equity, effectiveness, school quality, and learning. | 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. |
SMR III.0014 Understand methods and techniques that promote reflective practice for the ENL teacher.
68 Qs4 Materials3 Cards1 VideosPartially covered
| 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. | P.Using Data and Self-Reflection to Improve | Covered | 23 | 1 | 0 | 0 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos). |
| b. Demonstrate knowledge of self-assessment strategies and approaches for using classroom observation, ongoing assessment, pedagogical knowledge, and research as sources for reflection and evaluation. | P.Using Data and Self-Reflection to Improve | Covered | 23 | 1 | 0 | 0 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos). |
| c. Demonstrate understanding 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 weaknesses. | P.Using Data and Self-Reflection to Improve | Covered | 23 | 1 | 0 | 0 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos). |
| d. Demonstrate understanding 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). |
| e. Demonstrate knowledge of research in the field of ESL and bilingual education and its effect on language learning and on the cognitive/academic development of ENL students. | ESL.Bilingualism | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| f. Recognize the value of exploring new resources, studying professional literature, participating in advanced educational programs, and contributing to the advancement of the profession of teaching ENL students. | P.Professional Development | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
SMR III.0015 Understand the role of colleagues, parents/guardians, and the community in supporting the learning and well being of ENL students.
59 Qs5 Materials6 Cards0 VideosPartially covered
| 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 links with parents/guardians and extended families that can build effective learning environments. | 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. |
| 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. | P.Collaborative Teaching Models; ESL.ESL Teacher Roles at Campus | Covered | 11 | 2 | 3 | 0 | Covered by 2 topics (11 questions, 2 materials, 3 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 | Covered | 27 | 1 | 1 | 0 | Covered by 1 topic (27 questions, 1 materials, 1 cards, 0 videos). |
| d. Demonstrate knowledge of school- and work-based learning environments, the need for collaboration with community businesses and agencies, and ways to form partnerships within the community to seek equitable learning experiences for students. | P.Collaboration with the Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| e. 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). |
| f. Identify strategies for engaging families of ENL students in ways that enable and empower them to advocate for themselves. | 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. |
How 240 Creates The ILTS English as a New Language (125) 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 125 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 125 exam?
This guide is 86% 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 125 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.