ILTS English as a New Language (250) study plan

Map the full Domain 1 blueprint into a one-page outline listing every subarea (language acquisition theory, linguistics, culture, instruction, assessment, advocacy) and estimate the share of test items each likely carries.

Define and correctly contrast the core second-language acquisition constructs: Krashen's input/comprehension and affective-filter hypotheses, Cummins's BICS and CALP, and the difference between acquisition and learning.

Explain in writing how L1 transfer, interlanguage, and the critical/sensitive period bear on adolescent ELs, using three concrete classroom examples.

Build a running glossary of at least 30 key terms with a one-sentence definition and a classroom example for each.

Diagram the English language subsystems (phonology, morphology, syntax, semantics, pragmatics) and write one instructional implication for each.

Analyze common L1-influenced error patterns for Spanish, Arabic, Mandarin, and Vietnamese speakers, and predict which subsystem each error touches.

Distinguish the major program models (push-in, pull-out, sheltered/SEI, dual language, newcomer) and match each to a plausible EL profile.

Identify the legal and policy foundations that shape EL services (Lau v. Nichols, Castañeda v. Pickard, Plyler v. Doe, ESSA Title III) and state the core requirement of each.

Apply WIDA-style proficiency levels (1-6) to sample student work and justify each rating with evidence from the sample.

Write three language objectives that pair a content standard with a targeted proficiency level and a specific language function.

Distinguish formative from summative EL assessment and list two appropriate accommodations versus two inappropriate ones for each.

Explain how the home-language survey, screener, and annual proficiency test fit into the identification and exit process.

Design a Sheltered Instruction lesson segment that integrates content and language objectives, scaffolding, and comprehensible input.

Select and justify three scaffolds (visuals, sentence frames, native-language supports, graphic organizers) matched to a specific proficiency level and task demand.

Differentiate a single lesson for proficiency levels 2, 3, and 5, keeping the content objective constant while varying language demands.

Draft a co-teaching plan that assigns explicit roles to the EL specialist and the content teacher.

Analyze how culture, acculturation, and cultural mismatch influence classroom participation, and script three responsive teacher moves.

Identify the stages of second-language development and the silent period, and describe appropriate expectations at each stage.

Examine special education referral bias for ELs and outline the pre-referral steps that must precede an evaluation.

Explain the role of family engagement and how to communicate effectively with families who speak a language other than English.

Summarize the foundational readings and theorists most likely to appear (Vygotsky, Cummins, Krashen, Swain, Long, Collier/Thomas) with one application each.

Distinguish language functions, forms, and structures, and use them to write a language objective for a content lesson.

Explain the difference between academic language and social language and design one activity that builds each.

Review the glossary and blueprint map, and flag any subarea that still feels weak.

Complete a full-length timed practice set under exam conditions and record raw scores by subarea.

Review every missed item and write a corrected explanation for each, not just the right answer.

Re-teach the two weakest subareas identified in Week 6 using the glossary, blueprint, and theorist sheet.

Practice constructed-response items under a time limit and self-score against a rubric you write.

Take a second timed practice test and compare subarea scores against Week 7 to confirm improvement.

Drill the highest-frequency concepts (proficiency levels, program models, legal cases, BICS/CALP, assessment accommodations) until recall is automatic.

Rehearse scenario-based reasoning aloud for culture, advocacy, and special-education referral prompts.

Finalize a one-page exam-day reference sheet of must-remember facts and a test-day pacing plan.