CTEL study plan

Define and diagram the five subsystems of language (phonology, morphology, syntax, semantics, pragmatics), writing one original classroom example of each

Summarize Krashen's five hypotheses in your own words and contrast them with Cummins' BICS/CALP distinction in a written comparison

Sequence the stages of first- and second-language acquisition and annotate the approximate behaviors a teacher would observe at each stage

Compile a glossary of 30 core language-development terms with a definition and one example apiece

Analyze how first-language literacy skills transfer to English and predict three specific interference errors a Spanish, Mandarin, or Vietnamese speaker would likely produce

Map the ELD proficiency continuum and write a one-sentence observable descriptor for each level in listening, speaking, reading, and writing

Write 10 original multiple-choice items on language development, each with a rationale for the correct answer and each distractor

Self-administer the 10 items and log every miss with the underlying misconception

Distinguish formative from summative, norm-referenced from criterion-referenced, and direct from indirect measures, giving one classroom use case for each category

Separate testing accommodations from modifications and classify 15 concrete supports as one or the other for English learners

Interpret a constructed score profile (raw, scaled, percentile, proficiency level) and place the student at a defensible point on the ELD continuum with justification

Design a three-lesson sequence using sheltered instruction (SDAIE) strategies with explicit language objectives attached to each lesson

Build a 15-item original assessment blueprint that maps each item to a specific ELD standard and a Bloom level

Score two provided-style student writing samples against an analytic rubric and defend each score in two sentences

Explain how to interpret and report standardized scores to a parent in plain language, in under 150 words

Identify and correct three common misuses of assessment data (overgeneralizing from one test, using a single modality score, ignoring standard error of measurement)

Explain three cultural-competence frameworks and state one instructional implication of each

Describe how contrasting cultural value orientations (individualism/collectivism, power distance, directness of communication) shape classroom participation and writing conventions

Construct an annotated timeline of key legal and legislative landmarks in English learner education with dates and the holding of each case or statute

Analyze a written case study and name three specific equity gaps with a concrete remedy for each

Differentiate instructional planning for students with interrupted formal education and for long-term English learners, listing three distinct supports for each group

Design a family and community engagement plan with two-way communication that does not assume English literacy or school-culture familiarity

Plan one culturally responsive lesson that uses students' home and community knowledge as an asset and states the language demands explicitly

State three ways to distinguish a language difference from a language or learning disability and apply them to a short vignette

Complete one full-length, timed practice test under exam conditions without notes or pauses

Tally misses by domain and subtest objective to identify the two weakest subareas

Re-teach each weak subarea using your own notes and write a corrected explanation of every missed concept

Convert the error log into a prioritized review list of no more than 10 concepts for the final week

Drill the 10 flagged weak concepts with spaced retrieval until each is recalled cold on two separate days

Complete a second timed practice test and compare domain scores against the week-7 baseline

Rehearse written constructed-response answers aloud within time limits for two prompts per domain

Finalize a one-page exam-day strategy sheet covering pacing, flagging, and distractor-elimination rules