Practice Quiz

MTEL English as a Second Language - Question List

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86.
Use the information below to answer the question that follow.

An elementary ESL teacher is co-teaching a language arts lesson in a third-grade SEI class that includes English language learners representing a wide range of English proficiency levels. The teacher engages students in the following collaborative writing activity.
  1. One student in the class—the "interviewee"—agrees to be interviewed by class members.
  2. Each class member serves as an "interviewer" by asking the interviewee a prepared question (e.g., "What is your favorite food?").
  3. The interviewee responds to each interviewer's question (e.g., "I love bananas") or says "pass" if he or she does not want to respond to a question.
  4. Each interviewer paraphrases the interviewee's response to his or her question (e.g., "His favorite food is bananas").
  5. The teachers record each interviewer's paraphrase on chart paper using correct mechanics and grammar.
  6. After each interviewer has asked his or her question, students discuss the sentences on the chart paper and use a coding system to categorize the sentences by topic (e.g., personal preferences).

Which of the following additional activities related to the sentences would most effectively promote the students' understanding of informational text structures in English?
  1. Pairs of students take turns reading the sentences aloud and questioning one another about the content of each sentence.
  2. Each student writes a short autobiography, using the sentences as models for their own writing.
  3. Students participate in a whole-class discussion of how each sentence could be revised to be more sophisticated and descriptive.
  4. Small groups of students organize and rewrite the sentences into paragraphs with topic sentences.
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87.
Use the information below to answer the question that follow.

An elementary ESL teacher is co-teaching a language arts lesson in a third-grade SEI class that includes English language learners representing a wide range of English proficiency levels. The teacher engages students in the following collaborative writing activity.
  1. One student in the class—the "interviewee"—agrees to be interviewed by class members.
  2. Each class member serves as an "interviewer" by asking the interviewee a prepared question (e.g., "What is your favorite food?").
  3. The interviewee responds to each interviewer's question (e.g., "I love bananas") or says "pass" if he or she does not want to respond to a question.
  4. Each interviewer paraphrases the interviewee's response to his or her question (e.g., "His favorite food is bananas").
  5. The teachers record each interviewer's paraphrase on chart paper using correct mechanics and grammar.
  6. After each interviewer has asked his or her question, students discuss the sentences on the chart paper and use a coding system to categorize the sentences by topic (e.g., personal preferences).

Which of the following adaptations of this activity would most effectively promote the writing development of bridging-level English language learners in the class?
  1. In Steps 2 and 3, bridging-level students translate for entering-level students the interviewer's question and interviewee's response.
  2. In Step 4, bridging-level students, rather than the interviewer, paraphrase the interviewee's response.
  3. In Step 5, bridging-level students, with guidance from the teachers, record the interviewers' paraphrases on the chart paper.
  4. In Step 6, bridging-level students copy down the sentences on the chart paper into a writing notebook.
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88.
An ESL teacher wants to promote English language learners' ability to use the cognitive learning strategy of outlining the key ideas in content-area textbooks. Which of the following steps would be most appropriate for the teacher to take first when teaching the strategy to students?
  1. Asking students to write a journal reflection about the impact of outlining on their comprehension of a sample textbook passage.
  2. Preparing a partial outline of a sample textbook passage for students to practice completing as they read the passage silently.
  3. Modeling for students the outlining process by thinking aloud while creating an example outline of a sample textbook passage.
  4. Having students work together in small groups to create an outline of a sample textbook passage they have read aloud as a group.
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89.
A tenth-grade expanding-level English language learner has a strong first-language background in mathematics and a good grasp of grade-level mathematics concepts. However, the student often performs poorly on mathematics tests in English because of difficulty comprehending story problems. Which of the following teacher strategies would be most effective in addressing this student's difficulty while facilitating development of cognitive-academic language proficiency?
  1. Giving the student a list of important mathematics terms and abbreviations in English to Translate into the first language and then memorize.
  2. Providing the student with individualized guided practice in breaking down and paraphrasing mathematics story problems in English.
  3. Offering the student the option to skip over story problems on mathematics tests or to respond to story problems in the first language.
  4. Arranging for the student to receive one-on-one mathematics tutoring from a bilingual aide using a first-language mathematics textbook.
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90.
A teacher wants to assess third-grade English language learners' understanding of a sheltered science unit on physical properties of matter. The teacher has students work in class to create displays of objects that possess various physical properties and complete tables describing the objects' properties. The teacher evaluates the students' work using a scoring rubric and takes notes as students orally describe their displays. The primary benefit of this type of assessment is that it provides:
  1. A formal, quantifiable indicator of students' academic progress.
  2. An authentic, multidimensional indicator of students' academic performance.
  3. A global, comprehensive measure of students' academic achievement.
  4. An objective, standardized measure of students' mastery of academic benchmarks.
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