240's MTLE English as a Second Language Subtest II Study Guide Is 89% Test-Aligned
240's MTLE English as a Second Language Subtest II 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.
89%
test-aligned
27
Fully covered
8
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.
798
Practice Questions
229
Flashcards
46
Study Materials
14
Videos
Why Test Alignment Matters for Your MTLE English as a Second Language Subtest II 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 MTLE English as a Second Language Subtest II (195) 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 MTLE 195 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
2 domains · 35 competencies reviewed · 89% 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.
ENGLISH LEARNERS IN CONTEXT (DOMAIN I)
Partially covered
SMR I.0007 Understand variables that can affect ESL learning and teaching.
67 Qs7 Materials19 Cards1 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying knowledge of physical and cognitive variables (e.g., age, disability, cognitive learning styles and strategies) that can affect an English learner's English language development | ESL.Factors Affecting ESL Students | Covered | 16 | 1 | 4 | 0 | Covered by 1 topic (16 questions, 1 materials, 4 cards, 0 videos). |
| b. applying knowledge of social and emotional variables (e.g., students' family values and expectations, personality, motivation, mental health) that can affect an English learner's English language development | ESL.Factors Affecting ESL Students; ESL.Issues with Bilingual Programs | Covered | 16 | 2 | 8 | 0 | Covered by 2 topics (16 questions, 2 materials, 8 cards, 0 videos). |
| c. applying knowledge of educational variables (e.g., students' and their families' educational backgrounds and level of English proficiency, teacher expectations, classroom environment, equitable access to school programs and resources) that can affect an English learner's English language development and academic achievement | 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. |
| d. applying knowledge of the influence of various language disorders and learning disabilities on English learners' English language development | ESL.Teaching - Issues with Content-Based for Bilingual Education | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. demonstrating knowledge of techniques for making language learning meaningful for English learners (e.g., connecting students' school experiences to everyday life, involving community members in the classroom, incorporating cocurricular and extracurricular activities into the teaching and learning process) | ESL.Characteristics of Effective Methods - ESL; ESL.Characteristics of Effective Methods - Bilingual | Covered | 12 | 2 | 8 | 0 | Covered by 2 topics (12 questions, 2 materials, 8 cards, 0 videos). |
| f. applying knowledge of strategies for advocating for English learners and their families in school and district settings and for helping them develop self-advocacy skills | ESL.Characteristics of Effective Methods - ESL | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
| g. recognizing the importance of engaging in continual professional reflection with respect to students' learning (e.g., by evaluating the effectiveness of instruction based on students' performance and growth, by participating in professional development) in order to improve teaching practices to better address students' language and learning needs | P.Professional Development | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
SMR I.0008 Understand how to plan and manage ESL instruction.
79 Qs7 Materials34 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying knowledge of strategies for creating a supportive, inclusive learning environment that takes into account key variables that influence English learners' English language development and content learning | ESL.Multicultural Classroom | Covered | 19 | 1 | 5 | 1 | Covered by 1 topic (19 questions, 1 materials, 5 cards, 1 videos). |
| b. recognizing the importance of learning about individual English learners' unique characteristics (e.g., prior educational history, language and literacy skills in the home language, academic strengths and challenges, participation in cocurricular and extracurricular activities, learning preferences, personal interests) and using this knowledge to help support effective instructional planning and improved student performance | P.Teaching Diverse Students | Covered | 38 | 1 | 1 | 1 | Covered by 1 topic (38 questions, 1 materials, 1 cards, 1 videos). |
| c. demonstrating knowledge of principles of ESL curricular planning, including aligning instruction with state, district, school, and department goals and standards and developing curricular goals and objectives based on the central concepts of second-language teaching | ESL.Applying WIDA Standards | Covered | 7 | 1 | 17 | 0 | Covered by 1 topic (7 questions, 1 materials, 17 cards, 0 videos). |
| d. applying knowledge of culturally responsive criteria for selecting and designing appropriate teaching materials and activities that support English learners' language development and academic achievement | ESL.Multicultural Classroom; ESL.Multicultural Curriculum; ESL.Multilingual Classroom | Covered | 28 | 3 | 11 | 1 | Covered by 3 topics (28 questions, 3 materials, 11 cards, 1 videos). |
| e. applying knowledge of techniques for adapting and using teaching materials and activities with English learners for a variety of instructional purposes | 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. applying knowledge of strategies for using relevant technology and digital resources effectively with English learners to individualize learning, provide opportunities for authentic problem solving, and connect instruction to students' personal interests | 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. |
| g. demonstrating knowledge of principles of classroom management as applied to the ESL classroom (e.g., building cross-cultural understandings; mediating cross-cultural conflicts; using flexible grouping; ensuring equitable access to school resources, including various technology and digital tools) | 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. |
CONTENT AND COMMUNICATION INSTRUCTION AND ASSESSMENT FOR ENGLISH LEARNERS (DOMAIN II)
Partially covered
SMR II.0009 Understand techniques for assessing and developing English learners' command of academic language in English, including their knowledge of academic vocabulary and complex language structures, to promote students' academic success.
117 Qs9 Materials56 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying knowledge of classroom-based assessment of English learners' academic language, including how to use various alternative assessments and how to interpret and use the results of classroom assessments to plan and adjust academic language instruction for English learners | ELA.Cross-Curricular Applications - Academic Vocabulary (General) | Covered | 16 | 1 | 13 | 0 | Covered by 1 topic (16 questions, 1 materials, 13 cards, 0 videos). |
| b. applying knowledge of distinctions between social and academic language, including different tiers of vocabulary (i.e., Tier One—everyday vocabulary; Tier Two—general-academic vocabulary; and Tier Three—discipline-specific vocabulary), and strategies for helping English learners recognize these distinctions | ESL.Teaching Vocabulary; ELA.Three Tiers of Words | Covered | 49 | 2 | 13 | 1 | Covered by 2 topics (49 questions, 2 materials, 13 cards, 1 videos). |
| c. recognizing the interrelationships between vocabulary knowledge and concept learning and the importance of integrating instruction in academic language, including academic vocabulary, and content instruction | ESL.Teaching Vocabulary - Advanced | Partially covered | 3 | 1 | 4 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| d. applying knowledge of key components of effective vocabulary instruction (e.g., direct teaching of specific words; promoting development of independent word-learning strategies, such as morphological analysis, cognate strategies, contextual analysis, and use of reference materials; developing students' word consciousness; promoting wide reading for multiple purposes; providing multiple, meaningful exposures to new words through listening and reading and opportunities to use new words in speaking and writing) | ESL.Teaching Vocabulary - Advanced | Partially covered | 3 | 1 | 4 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| e. demonstrating knowledge of English academic language functions (e.g., comparing, contrasting, sequencing, analyzing, classifying, persuading, justifying) and complex grammatical and discourse structures (e.g., complex sentences, passive voice), and applying knowledge of strategies for promoting English learners' command of various academic language functions and structures in their listening, speaking, reading, and writing | ELA.Types of Grammatical Constructions; ESL.Teaching Language Function and Variation; ELA.Cross-Curricular Applications - Writing (General) | Covered | 12 | 3 | 24 | 0 | Covered by 3 topics (12 questions, 3 materials, 24 cards, 0 videos). |
| f. applying knowledge of how to use a variety of nonverbal, verbal, print, and technology-based resources to enhance English learners' development of academic language | P.Meaningful and Relevant Teaching | Covered | 28 | 1 | 1 | 1 | Covered by 1 topic (28 questions, 1 materials, 1 cards, 1 videos). |
| g. applying knowledge of instructional techniques for promoting English learners' development of academic language, including using various scaffolding strategies for students at different English language proficiency levels | ESL.Linguistic Accommodations | Covered | 9 | 1 | 6 | 0 | Covered by 1 topic (9 questions, 1 materials, 6 cards, 0 videos). |
SMR II.0010 Understand techniques for assessing and developing English learners' English communication skills in listening and speaking to promote students' academic success.
108 Qs5 Materials13 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. listening and speaking skills, including how to use various alternative assessments and how to interpret and use the results of classroom assessments to plan and adjust oral language instruction for English learners | P.Using Assessment to Adjust Instruction; ELA.Assessment - Oral Language | Covered | 71 | 2 | 7 | 1 | Covered by 2 topics (71 questions, 2 materials, 7 cards, 1 videos). |
| b. applying knowledge of how to use a variety of nonverbal, verbal, print, and technology-based resources to enhance English learners' development of listening and speaking skills and promote their achievement of standards and curricular objectives related to listening and speaking | 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. applying knowledge of instructional techniques for developing English learners' listening skills across the curriculum, including using various scaffolding strategies for students at different English language proficiency levels | 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). |
| d. applying knowledge of instructional techniques for developing English learners' speaking skills across the curriculum, including using various scaffolding strategies for students at different English language proficiency levels | 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). |
SMR II.0011 Understand techniques for assessing and developing English learners' English communication skills in reading and writing to promote students' academic success.
301 Qs10 Materials80 Cards3 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying knowledge of classroom-based assessment of English learners' reading and writing skills, including how to use various alternative assessments and how to interpret and use the results of classroom assessments to plan and adjust literacy instruction for English learners | ELA.ELL Assessment - Reading Comprehension | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| b. applying knowledge of how to use a variety of nonverbal, verbal, print, and technology-based resources to enhance English learners' development of reading and writing skills and promote their achievement of standards and curricular objectives related to reading and writing | ELA.Teaching - Reading Comprehension (All Texts); ELA.Teaching - Literary Analysis | Covered | 133 | 2 | 36 | 2 | Covered by 2 topics (133 questions, 2 materials, 36 cards, 2 videos). |
| c. applying knowledge of instructional techniques for developing English learners' reading skills across the curriculum, including using various scaffolding strategies for students at different English language proficiency levels and with varying levels of prior literacy experience | P.Teaching Reading and Writing for ELLs; P.Teaching Reading and Writing for ELLs - Advanced | Covered | 26 | 2 | 2 | 1 | Covered by 2 topics (26 questions, 2 materials, 2 cards, 1 videos). |
| d. applying knowledge of instructional techniques for developing English learners' writing skills across the curriculum, including using various scaffolding strategies for students at different English language proficiency levels | ELA.Teaching - Proper Writing and Grammar Conventions; ELA.Writing Types and Various Contexts; ELA.Teaching - Writing Skills; ELA.Teaching - Writing Skills - Advanced; ELA.Teaching - Spelling | Covered | 132 | 5 | 46 | 0 | Covered by 5 topics (132 questions, 5 materials, 46 cards, 0 videos). |
SMR II.0012 Understand techniques for assessing and developing English learners' content-area learning to promote students' full inclusion in academic settings.
128 Qs8 Materials52 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying knowledge of classroom-based assessment of English learners' content-area learning, including how to use various alternative assessments and how to interpret and use the results of classroom assessments to plan and adjust content-area instruction for English learners | ELA.Types of Assessment | Covered | 51 | 1 | 18 | 1 | Covered by 1 topic (51 questions, 1 materials, 18 cards, 1 videos). |
| b. recognizing the significance of both language and content-area learning for English learners' academic success and how to integrate language (e.g., use of language functions) and content instruction in the context of content-based and sheltered methodologies | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| c. recognizing the importance of integrating rigorous content-area instruction with academic-language instruction in order to support English learners' transition from struggling to learn basic information and skills in English to applying new content in increasingly complex and sophisticated ways | ESL.Content-Based ESL Instruction | Covered | 9 | 1 | 4 | 1 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 1 videos). |
| d. applying knowledge of discipline-specific language and discourse structures, including text structures used in various disciplines (e.g., mathematics, science, social studies) and strategies for promoting English learners' command of discipline-specific language and discourse structures to promote their content-area learning | S.ELL; M.Diversity and Engagement - ELL; ELA.Cross-Curricular Applications - Reading Comprehension (General); ELA.Cross-Curricular Applications - Listening and Speaking (General) | Covered | 35 | 4 | 24 | 1 | Covered by 4 topics (35 questions, 4 materials, 24 cards, 1 videos). |
| e. applying knowledge of how to use a variety of nonverbal, verbal, print, and technology-based resources to enhance English learners' content-area learning | ELA.Credible Sources | Covered | 29 | 1 | 6 | 1 | Covered by 1 topic (29 questions, 1 materials, 6 cards, 1 videos). |
| f. applying knowledge of instructional techniques for promoting English learners' content-area learning, including using various scaffolding strategies for students at different English language proficiency levels | 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. |
How 240 Creates The MTLE English as a Second Language Subtest II (195) 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 MTLE English as a Second Language Subtest II.
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 MTLE 195 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 MTLE English as a Second Language Subtest II Study Guide
The questions teacher candidates ask us most often about the MTLE English as a Second Language Subtest II study guide.
1
Is 240 a good study guide for MTLE English as a Second Language Subtest II?
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 MTLE 195 exam?
This guide is 89% 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 MTLE 195 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.