Practice Quiz

MTEL English as a Second Language - Question List

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71.
An ESL teacher who works with a group of second-grade expanding-level English language learners wants to use a particular book with students because of its engaging content and useful vocabulary. However, the book is written above most students' instructional reading level. Which of the following strategies for using the book would be most appropriate in this situation?
  1. Organizing a jigsaw reading in which students read different parts of the book and discuss each part of the book in small groups.
  2. Adapting the book by condensing the content and simplifying the language and then having students read the book independently.
  3. Conducting an interactive read-aloud of the book in which students listen to the book and participate in discussions related to the content of the book.
  4. Presenting a book walk of the book and then making the book available in the classroom library for students to check out.
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72.
An elementary school ESL teacher asks an emerging-level English language learner to describe a personal experience. As the student speaks, the teacher records the student's words verbatim on a sheet of paper. Then the teacher guides the student in various reading exercises using the dictated text. This strategy promotes the student's reading development primarily because it helps the student:
  1. Make connections between spoken and written English.
  2. Transfer his or her first-language literacy skills to English.
  3. Develop an awareness of basic sentence structure in English.
  4. Expand his or her expressive oral vocabulary in English.
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73.
An ESL teacher regularly reads aloud a variety of fiction and nonfiction texts to developing-level English language learners. Which of the following best describes why this practice is especially beneficial for English language learners' reading development?
  1. Students are provided with carefully modified comprehensible input in English.
  2. Students are introduced to the alphabetic principle and letter-sound correspondences in English.
  3. Students are encouraged to use visualization as a reading comprehension strategy.
  4. Students are exposed to the natural rhythm of English and to a range of English vocabulary.
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74.
An ESL teacher assesses English language learners' reading rate by having students complete a weekly oral reading of a 100-word passage and monitoring the amount of time it takes each student to complete the reading. Which of the following additional assessment tasks would best help the teacher obtain an accurate measure of students' reading fluency?
  1. Students list unknown words from the passage in a personal glossary.
  2. The teacher dictates sentences from the passage and the students write them down.
  3. Students record a personal reflection about the passage in a journal.
  4. The teacher keeps a running record as individual students read the passage aloud.
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75.
An ESL teacher administers an informal reading inventory (IRI) to a sixth-grade expanding-level English language learner. The student is able to answer comprehension questions related to a fifth-grade narrative passage with 95 percent accuracy but struggles to read and answer comprehension questions related to a fourth-grade expository passage. Which of the following is the best interpretation of these assessment results?
  1. The student is progressing normally in reading development but lacks experience and practice with the language of informational texts.
  2. The student is performing below expectations in reading development and should receive focused English language development instruction.
  3. The student is progressing normally in reading development but fails to use metacognitive and cognitive strategies to aid comprehension.
  4. The student is performing below expectations in reading development and is in need of intensive reading remediation.
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