Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

Select how would you like to study

Study Mode Free Daily Question Test Mode
51.
According to the WIDA ELD Standards for the language of social studies, an expanding-level English learner is more likely than an emerging-level English learner to perform which of the following types of elementary-level social studies tasks with success?
  1. Working in a small group to list the steps for producing multimedia social studies presentations using graphic organizers and illustrated word banks.
  2. Explaining and giving specific examples of positive and negative impacts of European expansion overseas using graphic organizers.
  3. Working in a small group to complete simple templates that list the features of democracies and other common forms of governments.
  4. Following a historical route on a physical map of the United States based on simple oral descriptions, illustrated word banks, and manipulatives.
See answer
52.
In a middle school science class that includes English learners at the developing and expanding levels of language proficiency, the SEI teacher plans to supervise small groups of students as they perform experiments, prepare lab reports, and discuss their observations and findings in class. According to standards-based instruction regarding the language of science and the WIDA ELD Standards, which of the following types of language scaffolding would be most appropriate to provide to the English learners to promote their academic success in this class?
  1. Preteaching intermediate- to advanced-level vocabulary words (e.g., impact, dissolve, release, chemical equation), language forms and conventions with gerunds (e.g., varying …, decreasing …), and the use of paragraph frames for summarizing results.
  2. Working with students to develop repetitive sentence frames for describing the different outcomes of experimentation, and guiding students in using them to organize and document results.
  3. Preteaching beginning- to intermediate-level vocabulary words (e.g., changed, reaction, each time, without), language forms and conventions with compound sentence frames (e.g., "We saw … with …and it …"), and the use of graphics (e.g., drawings, diagrams) for sorting data.
  4. Working with students to help them differentiate between pairs of content-specific words and phrases (e.g., dependent and independent variables, control and experimental groups, quantitative and qualitative data) and use them in discourse.
See answer
53.
For an upcoming unit, a second-grade SEI teacher will lead students in setting up and running a classroom "healthy snack bar" with donated supplies. Once a week for five weeks, families of students will be invited to the lunchtime snack bar, where students will design menus, take orders, serve food and beverages, ring up purchases at a cash register, and make change. Students will also tell families about their jobs at the snack bar and how they work together during setup. The SEI teacher wants to work with two developing-level English learners to improve their social and instructional language skills in relation to the following unit goal:
 
Participate in collaborative conversations about class activities with peers and adults in small and large groups. 
 
Which of the following teacher strategies is likely to be most effective in helping the two students accomplish this goal in the context of this instructional unit?
  1. Using sentence frames to help the students write short, simple sentences about working cooperatively on the class snack bar and their individual roles there, and then asking the students to read and reread the sentences aloud.
  2. Using oral sentence starters and models with the students to prompt them to produce statements about working cooperatively on the class snack bar and their individual roles there.
  3. Asking the students to make drawings or pictorial representations of the class snack bar and their individual roles there and then "show and tell" their work to the teacher and the other English learners.
  4. Reciting to the students simple sentences about the class snack bar and working cooperatively, and then having the students repeat the sentences back in a call-and• response pattern.
See answer
54.
Which of the following descriptions best characterizes how SEI teachers should apply the WIDA ELD Standards?
  1. As a framework outlining a comprehensive approach for developing the social, instructional, and academic language of English learners.
  2. As a set of teacher competencies and knowledge requirements for earning an ESL or SEI teaching endorsement.
  3. As a reliable evaluation tool for analyzing content-area curricula to ensure that they integrate content-area reading skills for English learners.
  4. As a K–12 scope and sequence of academic skills in English language arts that English learners must achieve.
See answer
55.
Kim is young student whose family has recently moved from Korea to the United States. She has a functional ability to speak formal English typically used by teachers since she has received extensive training in the language while in Korean schools. However, Kim clearly struggles with English during unstructured social periods. Based on the information given, which logical conclusion could Kim's teacher draw regarding her differing levels of proficiency and functional capability?
  1. Kim is shy and therefore refrains from socializing
  2. The other students use more figurative language, colloquialisms and connotative phrases that Kim Chi does not understand during social activities
  3. Kim is not permitted by her parents to socialize with her Westernized peers, though she does allow enough to complete her academic tasks
  4. There is no conclusion that Kim’s teacher can draw from this observation
See answer

Select how would you like to study

Study Mode Free Daily Question Test Mode