TExES ESL Supplemental 154 study plan

Classify the stages of second-language acquisition and match observable student behaviors to each stage

Distinguish BICS from CALP and state two instructional implications of each

Map the ELPS proficiency-level descriptors onto a three-activity lesson sequence you design yourself

Compile a 20-term glossary of ESL instructional approaches (sheltered instruction, cooperative learning, scaffolding, frontloading) with one concrete classroom example per term

Differentiate formative from summative assessment and language-proficiency assessment from content-area assessment

Select appropriate linguistic accommodations and test modifications for a given proficiency level

Write a paired content objective and language objective for one unit and align an assessment to each

Apply a speaking or writing rubric to three sample student responses and justify each score with evidence

Label the five subsystems of language (phonology, morphology, syntax, semantics, pragmatics) and sort ten given language features into them

Compare at least four theories of second-language acquisition and state one classroom implication of each

Analyze learner errors to decide whether each reflects first-language transfer, developmental sequence, or an actual processing difference

Identify cognates and false cognates in a short text and plan how to exploit them in instruction

Apply comprehensible-input and affective-filter principles to four classroom scenarios and select the strongest teacher response

Explain how age and the critical period affect pronunciation versus academic language attainment

Distinguish normal second-language dialect variation from a possible language or learning disability in written scenarios

Review every missed item from this week's practice set and tag it by domain and error type

Sequence at least eight landmark court decisions, statutes, and state regulations affecting English learners and state the core requirement of each

Compare four program models (pull-out ESL, sheltered content, dual language, newcomer) on structure, staffing, and typical entry and exit criteria

Identify the roles and required actions of campus committees and staff responsible for identification, placement, and reclassification of English learners

Explain the rights of English learners and families regarding identification, services, and program exit

Contrast asset-based views of cultural and linguistic diversity with deficit thinking in four written scenarios

Design three family-engagement strategies that address language, work-schedule, and transportation barriers

Detect cultural and linguistic bias in assessment items and rewrite two biased items

Plan a parent conference using a trained interpreter, listing the logistics and the communication accommodations required

Re-test the lowest-scoring subdomain from your error log and reduce that error count by at least half

Convert every remaining logged error into a flashcard with a rule, an example, and a counterexample

Explain aloud, without notes, five high-frequency concepts from each domain as if teaching a colleague

Identify recurring error patterns across domains and name the two patterns costing you the most points

Complete two timed 60-question simulations under test-day conditions with no notes

Re-teach and re-check every missed item from both simulations until each is answered correctly from memory

Memorize the key acronyms and their expansion, plus one line on what each requires or describes

Plan test-day logistics: timing per question, flag-and-return strategy, and a review checklist for scenario stems