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\nCONTINUOUS GROWTH MINDSET 5  \nTable I.1 : Children Under 18 in Immigrant and Native Families, 2019* (in  \nthousands) 7  \nFORWARD 9  \nHow to use this manual 9  \nWho should take the TExES 164 Bilingual Education Supplemental (BES)? 10  \nHow to register for the Test 10  \nFigure I.1 : BES 164 Organizational Chart 11  \nExam Breakdown 12  \nTable I.2 : Exam Breakdown 12  \nDay of the Test 12  \nHelpful Links and Resources 12  \nTable I.3 : Helpful Links and Resources 12  \nAcronyms 13  \nTable I.4 : Acronyms Used in BE 13  \nBEFORE YOU BEGIN 15  \nCompetency 001 19  \nDescriptors A, C, D-Understand the historical background and global perspectives in  \norder to advocate for programming and educational access for all students. 19  \nTable 1.1 : History of Bilingualism and Bilingual Education in the United  \nStates 20  \nFigure 1. 1: Significant Court Cases, Legislation, and Policies 23  \nDescriptor B-LPAC Procedures 31  \nFigure 1.2 : State Approved Program Model 38  \nDescriptor E-Understanding and Applying Convergent Research 40  \nFigure 1.2 : Bloom’s Wheel 41  \nDescriptor F-Bilingual Education Program Models 42  \nTable 1.2 : Four State Approved Bilingual Education Models TAC,§89 .1210(c)(1-4) 43  \nDescriptor G- Instructional Decisions Based on Program Model 47  \nFigure 1.3 : State Approved Bilingual Program Models 47  \nFigure 1.4 : TELPAS Activity Descriptors 49  \nVersion 3.0. Copyright © 2025 Texas Education Agency. All Rights Reserved. 2  \nDescriptor I -Effective Bilingual and Multilingual Learning Environment 50  \nEnd of Competency 001 52  \nCompetency 002 55  \nDescriptor A-Understanding linguistic concepts 55  \nTable 2.1: Basic Concepts for Explicit Instruction 56  \nTable 2.2: Functions of Language 57  \nDescriptor B-Knowledge of language components 59  \nDescriptor C-First-and-second-language theories and models 62  \nDescriptor D-Application of linguistic concepts and theories of language 64  \nDescriptor E-Making connections between languages 66  \nDescriptor F-Knowledge and use of appropriate strategies 68  \nDescriptor G-Factors affecting language acquisition 70  \nFigure 2.1: How different school systems might affect students and  \nparents 72  \nTable 2.3: Types of Motivation 77  \nFigure 2.3: CUPS Model 80  \nEnd of Competency 002 80  \nCompetency 003 83  \nDescriptor A-Literacy Development in L1 83  \nFigure 3.4 : Essential Components of Monolingual Reading in English 86  \nDescriptor B-Literacy Assessments in L1 88  \nDescriptors C & D-Educator Standards and Language Arts/Reading Curriculum 90  \nTable 3.1 : Possible Problematic Aspects of Instruction for EB students in  \nthe “Five Big Ideas” of Reading 93  \nDescriptor E-Transfer of Literacy 95  \nTable 3.2 : Cueing Systems 96  \nTable 3.3 : The Alphabetic Principles of English and Spanish 97  \nTable 3.4 : Voiced Sounds 98  \nTable 3. 5: Unvoiced Sounds 98  \nDescriptor F-Linguistic Concepts and ESL techniques 99  \nDescriptor G-Promoting Biliteracy 100  \nTable 3.6 : Biliterate Reading Zones 103  \nFigure 3.2 : Examples of Bridges 106  \nEnd of Competency 003 108  \nVersion 3.0. Copyright © 2025 Texas Education Agency. All Rights Reserved. 3  \nCompetency 004 111  \nDescriptor A-Assessment and Data Informed Instruction 111  \nTable 4.1 : Examples of Communicated, Sequenced, and Scaffolded Instruction 115  \nDescriptor B-Authentic and Purposeful Learning Activities in L1 and L2 116  \nFigure 4.1 : Bloom’s Taxonomy 117  \nTable 4.2 : Using Bloom’s Level to Write Learning Objectives 118  \nDescriptor C-Strategies and Content-Area Instruction in L1 and L2 119  \nTable 4.3 : Cognate Patterns 122  \nTable 4.4 : Cognate Resources 124  \nDescriptor D-Comprehensible Content-Area Instruction and Learning Strategies in L2 124  \nFigure 4.2 : High Challenge-High Support Classroom Framework 126  \nTable 4. 5: Writing TEKS Across Content Areas 127  \nTable 4.6 : Writing Tasks and Benefits 128  \nTable 4.7: Using SIOP in the Classroom 131  \nTable 4.8 : Considerations for Objectives 134  \nTable 4.9 :","cbCaioigJZ5DHyMq","https://ap.wps.com/l/cbCaioigJZ5DHyMq","pdf",16586377,140,"English","# How to use this manual\n## Who should take the TExES 164 Bilingual Education Supplemental (BES)?\n## How to register for the Test\n## Exam Breakdown\n## Helpful Links and Resources\n## Acronyms\n# Before you begin\n## Competency 001\n## Competency 002\n## Competency 003\n## Competency 004\n# Closing reflection","[{\"question\":\"Who should take the TExES 164 Bilingual Education Supplemental (BES) exam?\",\"answer\":\"The manual includes a dedicated section on who should take the TExES 164 Bilingual Education Supplemental (BES) exam, describing the intended audience for the test.\"},{\"question\":\"What does the manual cover before test preparation begins?\",\"answer\":\"It provides guidance on how to use the manual, registration steps, exam breakdown, helpful links and resources, acronyms, and then starts competencies 001–004 with detailed descriptors.\"},{\"question\":\"Which competency areas are included in the manual?\",\"answer\":\"The manual lists competencies 001 through 004, covering historical/global perspectives for bilingual education, linguistic concepts and motivation, literacy development and assessments in L1, and instructional decisions and strategies across L1 and L2.\"}]","TExES 164 Bilingual Education Supplemental (BES) - Preparation Manual | PDF",1790977424,353]