Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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46.
During a writing unit, an SEI teacher has been teaching grammar and usage (e.g., lessons on verb tenses, prepositions, phrasal verbs, gerunds versus infinitives) to a group of English learners. The teacher notices that one student consistently avoids using a particular grammatical structure that has been taught, even when specifically asked to include it in brief writing tasks. In responding to this situation, the SEI teacher should carry out which of the following actions first? 
  1. Determining whether the grammatical structure that the student is avoiding is present or absent in the first language.
  2. Considering whether the student has received so much corrective feedback that the student is reluctant to work with grammatical structures.
  3. Investigating whether the student's early exposure to the first language was interrupted or limited in some way.
  4. Conducting a self-reflection to consider whether the teacher is effectively identifying and correcting grammatical errors made by the student.
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47.
In a high school English language arts (ELA) class, an expanding-level English learner who enjoys writing expresses concern to the SEI teacher that she seems to be making many grammatical and usage errors in her English compositions and writing assignments. The teacher and student review some of the student's recent written work, and the teacher points out that the student's errors are typical of students who share her first language and proficiency level. Which of the following teacher strategies would be most effective for responding to this student's writing needs?
  1. Providing the student with a rubric addressing her most frequent errors that she can use as a checklist for self-monitoring while writing.
  2. Creating a glossary of grammatical terms with definitions and examples that the student can refer to during writing activities.
  3. Pairing the student with a high-achieving classmate who can work with her on close editing and revising of future language arts assignments.
  4. Teaching the language arts class a series of mini-lessons on Standard English grammatical conventions and rules.
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48.
During a health education unit, students learn about lifestyle behaviors that influence personal health in positive or negative ways, as well as ways in which media can influence public attitudes and behaviors related to health and wellness. In one lesson, the SEI teacher leads English learners in identifying, discussing, and analyzing the techniques used in print and digital public health messages in various media. Later, the SEI teacher wants to engage students in a writing activity that will prompt them to think analytically and creatively about health-related influences and will help reinforce for the English learners the new concepts and academic language they encountered in the materials they read with the teacher. Which of the following activities is likely to be most effective in achieving these goals?
  1. Showing the class video clips of health-related advertisements and public service announcements and having students take notes about which ones are most effective.
  2. Having students work in small groups to design a public health message that includes artwork and persuasive text about a health topic relevant to their lives.
  3. Asking students to maintain a log for one week in which they keep track of the number of health-related messages they are exposed to on a daily basis via social media.
  4. Having students work with a partner to distinguish between lifestyle factors that can or cannot be controlled and enter them on a T-chart graphic organizer.
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49.
A middle school SEI class includes several English learners who have grade-level literacy skills in their first language. When the teacher provides instruction in Standard English writing conventions, discourse patterns, and text structures, the teacher often encourages these students to consciously compare the elements to those of their first language. The teacher also encourages the students to engage in prewriting planning in the first language as needed and allows entering- and emerging-level English learners to develop drafts of writing assignments in the first language. The teacher's actions best demonstrate understanding of which of the following principles of effective writing instruction for English learners?
  1. Developing students' awareness of the writing-reading connection, i.e., how writing supports reading and vice versa.
  2. Using students' prior writing skills and abilities as a bridge to writing in English.
  3. Differentiating students' writing instruction in English according to their varying language proficiency levels.
  4. Engaging students in frequent, authentic, and purposeful writing activities.
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50.
Which of the following writing activities would best promote sixth-grade English learners' content- area development in the English language arts and is aligned with the WIDA ELD Standards for students at the developing level of English language proficiency?
  1. Using sentence frames to write complete sentences that each express a clear idea about personal interests or favorite activities.
  2. Writing a short essay that compares and contrasts two literary excerpts from different genres that were read aloud and discussed in class.
  3. Using an informational text that includes a table, graph, or chart and writing a paragraph with a few complex sentences that explains the information.
  4. Writing a short opinion-piece paragraph that includes one main claim or argument, some relevant reasons or details, and a few compound sentences.
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