TExES Bilingual Ed 164 study plan

Map Domain 1 (foundations of bilingual education, program models, and legal/historical context) into a one-page concept outline

Define and contrast at least five program models (transitional, dual language, developmental, ESL-pull-out, sheltered) in a comparison table

Summarize key legal and policy milestones affecting bilingual/ESL education in a dated timeline

Identify the subareas within Domain 3 and rate your confidence on each from 1-5

Explain the stages of first- and second-language acquisition and the role of transfer between L1 and L2

Distinguish BICS from CALP and apply the distinction to two classroom scenarios

Describe how phonology, morphology, syntax, and semantics develop in a bilingual learner

Draft a glossary of at least 20 Domain 3 terms with original definitions in your own words

Compare additive versus subtractive bilingualism and predict learner outcomes for each

Analyze how program model choice affects L1 maintenance and L2 development

Write practice multiple-choice items for Domains 1 and 3 and justify each correct answer

Identify your three weakest Domain 1/3 subtopics and log them for targeted review

Diagram the components of sheltered instruction and how they support content-area learning in L2

List and apply at least eight scaffolding strategies to a sample lesson

Differentiate assessment types (formative, summative, authentic, portfolio) for bilingual learners

Explain how to use L1 support and comprehensible input to make grade-level content accessible

Describe culturally responsive teaching practices and their rationale

Analyze how culture, family, and community assets shape instruction and assessment

Match assessment accommodations to specific learner needs and justify each choice

Outline a parent-communication plan that respects linguistic and cultural diversity

Explain the role of the LPAC and how it drives identification, placement, and exit decisions

Summarize the rights and responsibilities of students, families, and schools under bilingual/ESL program requirements

Describe how to collaborate with general-education teachers and specialists to support ELs

Distinguish advocacy, equity, and ethical decision-making in bilingual program contexts

Complete a 60-item mixed-domain timed practice set under exam conditions

Categorize every missed item by domain and error type (content gap, misread, or reasoning)

Re-teach your five most-missed subtopics using notes and original summaries

Refine your Domain 1 outline and Domain 3 glossary with corrections from practice

Take two full-length timed practice exams and record scaled scores

Review only flagged weak areas and your error-analysis log

Condense all four domains into a single one-page review sheet

Set a test-day plan covering timing, pacing, and strategy for unfamiliar items