Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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36.
A middle school SEI social studies teacher would like to promote English learners' development of skills for close reading of informational texts. Which of the following student strategies would best support this goal?
  1. Identifying a text's organizational structure before reading and using visualization and mental imagery during reading to picture the main ideas.
  2. Scanning the first and last paragraphs of the text and attempting to predict a text's conclusions and outcomes while reading.
  3. Setting a purpose for reading and annotating the text's key vocabulary, ideas, and details while keeping the purpose for reading in mind.
  4. Using sentence frames to summarize each supporting detail and semantic maps to draw connections between key vocabulary words in the text.
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37.
A third-grade SEI teacher wants to select a pre-reading activity that will help scaffold English learners' comprehension of a new text that the class will be reading. To best achieve this goal, the teacher should select a pre-reading activity that will provide the English learners with:
  1. Supplementary, interesting, and little-known facts about the topics addressed in the first few chapters of the text.
  2. An overview of important concepts and vocabulary presented in the first few chapters of the text.
  3. Alternative ways of accessing the same content covered in the text, such as audio recordings or computer tutorials.
  4. An opportunity to scan individual chapters in the text to determine which ones will be most challenging.
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38.
During a health and fitness unit, an SEI teacher shares brief but sometimes complex excerpts from fitness blogs and journals about a wide range of health- and fitness-related issues. The teacher uses think-alouds to highlight and clarify new content-specific vocabulary in the excerpts and uses questioning to develop students' conceptual understanding of the new content. In which of the following ways does the use of the think-aloud strategy promote English learners' content- area reading?
  1. By enhancing their ability to use annotation strategies to identify main ideas.
  2. By building their academic language and background knowledge.
  3. By helping them distinguish between oral and written language conventions.
  4. By encouraging them to use clues about text structure to enhance comprehension.
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39.
In a seventh-grade science class, an SEI teacher notes that an English learner demonstrates bridging-level listening skills, participates in class, and exhibits understanding of science-related terminology during class discussions. When the student is asked to read aloud an excerpt from the science text in class, the student reads fluently. However, the student demonstrates limited comprehension of what he reads. The SEI teacher could most effectively address the needs of this student by:
  1. Demonstrating for the student the strategy of skimming a text to determine its language demands.
  2. Guiding the student in using self-monitoring and text-feature analysis strategies while reading.
  3. Encouraging the student to think about personal experiences that may relate to topics mentioned in the text.
  4. Reviewing with the student techniques for decoding words and using context clues to determine their meaning.
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40.
A first-grade SEI teacher plans to use a variety of activities, including read-alouds, to help promote entering- and emerging-level English learners' oral language and literacy development. Which of the following general guidelines would be most important for the teacher to follow for the read-alouds in order to achieve this goal?
  1. Choosing books that mainly contain decodable words.
  2. Reading with a natural cadence in a neutral and consistent tone.
  3. Choosing books with repeated language structures and vocabulary.
  4. Reading a text aloud once then inviting students to read it independently.
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