Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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16.
An entering-level English learner is able to respond to basic academic content questions in English with two- or three-word responses. According to theories of second-language acquisition and principles of SEI instruction, the teacher could most effectively support the student's learning by providing feedback in which of the following ways?
  1. By rewording the student's correct answers.
  2. By communicating approval of the student's correct answers with nonverbal language and gestures.
  3. By validating the student's correct answers using complete sentences.
  4. By paraphrasing the student's correct answers and challenging the student to expand on the answers.
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17.
A fourth-grade SEI teacher is concerned about an emerging-level English learner who has been developing English language skills at a much slower rate than expected. The student prefers to work alone on class activities and avoids interacting with classmates who are native English speakers. The student sometimes appears anxious in class and is often reluctant to communicate in English, except to use short formulaic expressions, such as "yeah" or "no thank you." Which of the following approaches is likely to be most appropriate for the teacher to use first in supporting the student's progress in second-language acquisition? 
  1. Trying out a few different strategies or modifications to the classroom environment aimed at lowering the student's affective filter.
  2. Assigning the student a peer buddy who is an outgoing bridging- or reaching-level English learner and can speak on the student's behalf.
  3. Reminding all students in the class that taking small academic risks and making mistakes is part of the natural progression of learning.
  4. Permitting the student to work independently until the student is ready to participate actively in instructional discussions and activities in class.
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18.
An SEI teacher frequently uses anecdotal records to help monitor English learners' language development throughout the school year. Following are notes the teacher made about a ninth- grade English learner.
 
Listening: identifies main ideas from short content-related oral presentations 
Speaking: poses and responds to questions in small-group discussions 
Reading: identifies detailed descriptions, procedures, and information in paragraphs 
Writing: includes important information and related details

Given this evidence and according to the WIDA Can Do Descriptors, this student's current skills and abilities in English are most characteristic of those at which of the following English language proficiency levels?
  1. Developing
  2. Expanding
  3. Bridging
  4. Reaching
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19.
During an informal conversation with an SEI teacher, a middle school emerging-level English learner makes the following remarks. 
 
"We were going to the zoo. There was big traffic. My mother she turned around the car. We went to the park." 
 
Given this evidence, to improve the student's ability to communicate effectively for social purposes in the school setting, and to support the student's progress toward the next English language proficiency level, the student would likely benefit most from explicit instruction focused on developing which of the following speaking skills?
  1. Connecting ideas in discourse using transitions.
  2. Describing everyday events using metaphors.
  3. Conveying content through high-frequency words.
  4. Explaining the pros and cons of choices.
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20.
A prekindergarten SEI teacher would like to promote the oral language and vocabulary development skills of several four-year-old English learners while they are engaged in active learning in the classroom. Which of the following strategies is likely to be most effective for accomplishing this goal?
  1. Inviting the children to dress up and play in a dramatic play area, while describing and asking simple questions in English about what the children are doing.
  2. Labeling common classroom objects in the children's first languages and in English, and encouraging the children to say both names.
  3. Posting a simple list of each day's activities in English, and reading the list to the children during circle time at the beginning of the day.
  4. Meeting the children at the classroom door, and narrating the class rules in English for putting away coats and other belongings and unpacking backpacks.
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