CSET English Language Development (205/206/207) study plan

Map the subtest structure and scoring: list each subtest's item types, time limits, and constructed-response requirements in a one-page table

Transcribe the English consonant and vowel inventory using IPA symbols and annotate three minimal pairs for place, manner, and voicing contrasts

Explain the difference between phonemes and allophones and give two English examples of each in writing

Diagram syllable structure (onset, nucleus, coda) for ten multisyllabic academic words likely to appear in ELD content

Classify ten morphological processes (inflection, derivation, compounding, conversion) with original example words

Contrast English and one other language's morphology (for example plural formation or verb inflection) in a short written comparison

Parse five complex sentences into phrase-structure trees or labeled bracketing, identifying embedded clauses

Distinguish the five major syntax concepts (constituency, agreement, word order, subordination, coordination) with one original sentence each

Define semantics, pragmatics, and discourse in writing and give two classroom-relevant examples of each

Compare first-language acquisition theories (behaviorist, nativist, interactionist, usage-based) in a comparison table with a stated implication for ELD instruction per theory

Summarize Krashen's input hypothesis, Cummins's BICS/CALP distinction, and one counterpoint to each in your own words

Explain the role of the primary language in English development, citing at least two transfer phenomena (positive and negative)

Complete 40 practice items spanning phonology through acquisition theory and log every miss with the underlying concept

Identify the ELD proficiency-level descriptors for listening, speaking, reading, and writing and restate each level's key shift in your own words

Match five ELD standards to sample student behaviors at a named proficiency level

Write a 150-word explanation of how the primary language supports (not replaces) English development

Design a 45-minute ELD lesson plan with a stated proficiency level, content objective, language objective, and ELD standard alignment

Select and justify three scaffolds (visuals, sentence frames, graphic organizers) matched to the lesson's proficiency level

Sequence a formative assessment checkpoint into the lesson and specify what evidence you would collect

Differentiate the same lesson for two proficiency levels and write the specific changes made

Evaluate three assessment types (diagnostic, formative, summative) for English learners and state one validity concern for each

Distinguish language proficiency assessment from content assessment and explain how each should be accommodated for ELs

Describe the principles of SDAIE and contrast sheltered instruction with mainstream instruction in a written comparison

Apply one SDAIE strategy (for example, frontloading vocabulary or comprehensible input) to a content-area lesson excerpt

Explain culture's influence on classroom interaction, including at least two specific participation or communication norms

Identify equity issues affecting English learners (identification, placement, access to core content) and propose one response to each

Outline a family and community engagement plan with two concrete two-way communication strategies

Analyze a scenario of a long-term English learner and propose two instructional adjustments grounded in evidence

Complete one full-length timed practice test per subtest and record raw scores by domain

Write two timed constructed responses (one ELD lesson rationale, one SDAIE or equity scenario) within the actual time limit

Review every missed item from weeks 4–8 and re-explain the concept in one sentence each

Rank the three domains by residual weakness and schedule two targeted review sessions before test day