Practice Quiz

MTEL English as a Second Language - Question List

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81.
English language learners are practicing producing simple descriptive sentences in speech and in writing. All of the students are able to produce full sentences orally and most can write full sentences with some teacher assistance. Some students, however, are at beginning stages of literacy development and are unable to read or write full sentences. Which of the following adaptations to the activity would be most effective for promoting these students' beginning writing skills?
  1. Asking the students to identify false statements in a set of true/false descriptive sentences and then rewrite those sentences to be true.
  2. Giving the students a short text and having them identify which sentences are descriptive.
  3. Pairing each student with a more advanced classmate who can write and read back the descriptive sentences the students dictate.
  4. Providing the students with a set of descriptive sentences to copy into a writing notebook.
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82.
An ESL teacher introduces bridging-level English language learners to the poem "Where I'm From" by George Ella Lyon, in which the author begins, "I am from . . . " and goes on to list items and phrases that characterize her background. The teacher asks students to choose a line from the poem that they find interesting and discuss their choices in small groups. Then the teacher has students create their own "Where I'm From" poems. Which of the following additional steps during the lesson would best support the students' writing development?
  1. Students copy the poem from the board and practice reciting it in pairs.
  2. Students arrange sentence strips of the poem to recreate the full poem from memory.
  3. Students orally generate "I am from . . . " statements and share them with each other.
  4. Students prepare and present a dramatic choral reading of the poem.
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83.
As part of spelling instruction, an ESL teacher has English language learners go through the motions of "painting" a word on the wall as they recite the letters of the word. This strategy is likely to promote students' English spelling skills primarily by:
  1. Adding variety to an otherwise routine memorization task.
  2. Helping students associate new learning with prior learning.
  3. Activating areas of the brain associated with literacy.
  4. Helping students internalize learning through kinesthetic activity.
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84.
An ESL teacher is implementing a lesson on English parts of speech with developing-level English language learners. The teacher prompts students to associate each grammatical category with a different color (e.g., nouns are "blue words," verbs are "green words"). Then the teacher has students use colored pens or highlighters to mark words in simple English sentences with their corresponding colors. In addition to reinforcing students' knowledge of the vocabulary used in the sentences, this activity best promotes the students' understanding of English:
  1. Syntax.
  2. Mechanics.
  3. Pragmatics.
  4. Spelling.
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85.
An ESL teacher is planning to have English language learners assess each other's writing in a peer-editing session. Which of the following teacher strategies would best promote the effectiveness of this type of writing assessment?
  1. Encouraging students to give only positive feedback on their peers' writing.
  2. Providing students with a rubric or checklist to complete as they review their peers' writing.
  3. Asking students to base the grade they give their peers' writing on the number of errors in the writing.
  4. Instructing students to focus on only one type of error at a time when reviewing their peers' writing.
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