Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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31.
At the beginning of a social studies unit focused on analyzing influential historical speeches, a middle school SEI teacher wants to help students recognize key elements of persuasive speeches. To this end, the teacher plans to lead students in reviewing excerpts of historical speeches to identify a main topic or argument, reasons that support the argument, facts or examples used by the speaker to validate the reasons, and the speaker's conclusion or call to action. Which of the following differentiation strategies would be most effective in helping the English learners in the class comprehend the speeches at the discourse level to facilitate their successful achievement of the goals of this lesson?
  1. Ensuring that each speech excerpt selected for analysis by the English learners includes at least two types of persuasive appeals.
  2. Reviewing for the English learners the difference between facts and opinions and providing examples of facts (e.g., statistics, expert opinions) that speakers may use to support an argument.
  3. Providing the English learners with an overview of the backgrounds of each of the speakers and the historical context in which each speech was given.
  4. Modeling for the English learners how to use a graphic organizer for persuasive text to help track each speaker's argument or claim, supporting evidence, and conclusion.
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32.
An SEI teacher monitors and reviews English learners' social and academic language development using a variety of evidence, such as drafts of student writing, video recordings of student role-playing and oral presentations, and checklists and self-reflections completed by students. Which of the following types of assessment is this teacher using?
  1. End-of-unit assessments.
  2. Portfolio assessment.
  3. Norm-referenced assessments.
  4. Culminating performance assessment
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33.
An SEI teacher who teaches algebra and geometry classes that include English learners regularly invites students during problem-solving activities to use class supplies, such as grid paper, algebra tiles and blocks, algebra expressions and equations dominoes, geometric foam shapes, geoboards, circle and angle protractors, and graphic organizer worksheets. To evaluate students' progress in achieving unit objectives, the teacher uses an ongoing informal system of assessment, in which the teacher asks students to "show the steps" they use in solving representative problems. The teacher encourages students to explain their work orally or in writing, through drawings and/or through any of the class supplies described. This type of systematic formative assessment is particularly sensitive to the needs of English learners primarily because it:
  1. Permits students to establish their own pace for learning while receiving ongoing feedback.
  2. Incorporates the principles of Total Physical Response (TPR) into an authentic assessment of the students' content-area skills.
  3. Allows students to use multiple methods to demonstrate their content knowledge and skills.
  4. Models various assessment strategies that students can use in self-monitoring their discipline-specific academic language development
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34.
According to principles of assessment, a standardized test of English language proficiency for English learners is considered reliable under which of the following circumstances?
  1. The test produces stable and consistent results when administered on different occasions to the same student or group of students, or a matched student population.
  2. There is strong evidence that a student's score on the test can be used as a valuable and accurate tool for predicting the student's future language-related behaviors.
  3. The test is sensitive enough to show incremental gains or losses in student progress in different domains of language development from one year to the next.
  4. There is strong evidence that inferences made about students on the basis of test scores are directly related to the language proficiency standards underlying the test.
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35.
A few entering- and emerging-level English learners in a fifth-grade SEI class are students with limited or interrupted formal education (SLIFE). Initial screenings indicate that the students lack basic phonemic awareness skills. During small-group instruction in the English language arts (ELA) block, the SEI teacher begins teaching the students techniques for identifying, segmenting, and blending the phonemes in regular single-syllable vocabulary words. In addition to using oral cues and pictures, which of the following instructional strategies would be most effective?
  1. Incorporating additional developmental activities, such as generating rhymes, counting syllables, and blending the onset/rime of target words.
  2. Asking the students to take turns reading simple printed advertisements, using visual context clues from the ads to determine the meanings of unfamiliar words.
  3. Engaging the students in beginning writing activities in which phonetic spelling and conventional spelling are equally valued as tools for learning new vocabulary words.
  4. Using printed words as prompts to emphasize the relationship between phonemes and letters and to build a foundation for future phonics skills instruction.
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