Practice Quiz

MTEL Sheltered English Immersion Practice Test - Question List

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41.
In a fourth-grade class that includes developing- and expanding-level English learners, the SEI teacher plans to lead the whole class in a close reading of an informational article about the effects of climate change and the decline in Arctic sea ice on the habitat and activities of polar bears. Before the reading, the teacher explicitly explains to the English learners key Tier One and Tier Two words in the article that are likely to be unfamiliar to them. The teacher also explicitly preteaches to all students the meanings of a few key domain-specific vocabulary words from the text. After the reading, which of the following strategies is likely to be most effective for the teacher to use in reinforcing students' comprehension of the information in the article, including the English learners' comprehension? 
  1. Asking the students to retell what the article is about using the new words they have learned
  2. Asking the students to read sections of the article aloud using appropriate phrasing and intonation.
  3. Asking the students to create a time line of any key events or developments covered in the article.
  4. Asking the students to locate and highlight the key words the teacher taught on a copy of the article.
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42.
The students in a fifth-grade SEI class have been studying a unit on chemical reactions and have recently conducted some simple experiments related to the unit. The teacher is reviewing students' written responses to short-answer assignments about the experiments. The following is a representative sample of one English learner's writing.
 
"When the sugar we dissolve in water, the sugar still the sugar is. When the sugar we burn, the sugar not is the sugar anymore. It becomes a new substance. Burning the sugar a chemical reaction is causing."
 
Given this evidence, when planning instruction to improve the student's academic writing, which of the following factors would be most important for the teacher to consider?
  1. The student is having difficulty understanding new academic vocabulary related to the unit and would benefit from vocabulary reinforcement activities.
  2. The student is likely struggling with the concepts underlying the lesson and would benefit from writing assignments that are not content based.
  3. The student is having difficulty applying Standard English writing conventions and would benefit from explicit instruction in punctuation and mechanics.
  4. The student is likely transferring syntactical patterns from the first language and would benefit from explicit instruction in English syntax.
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43.
In introducing a new unit on writing research reports to a class that includes English learners, an SEI teacher emphasizes that every paragraph in a report has a job to do. The teacher explains that those jobs can include capturing the audience's attention, providing context or background information, describing a procedure or sequence, explaining a cause and effect, connecting ideas together, comparing and contrasting findings, analyzing a problem, summarizing an issue, and describing a solution. The teacher provides the English learners with a brief model research report and asks the students to read the report, identify the main job each paragraph is doing, and annotate their answers in the margin of the text. Students will then discuss their notes. This activity reflects the SEI teacher's awareness of the importance of promoting English learners' academic writing development by helping them: 
  1. Distinguish between various types of informational texts
  2. Identify the characteristic features of common literary genres.
  3. Recognize the rhetorical features commonly used in informational texts.
  4. Analyze factors that may impede readers' comprehension of academic texts.
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44.
A high school English language arts class includes English learners who have varying levels of English language proficiency. The SEI teacher is working with students on the following learning standard:
 
Write arguments (brief essays, letters to the editor, advocacy speeches) to support claims in an analysis of important topics or issues, using valid reasoning and relevant and sufficient evidence.
 
Which of the following strategies for scaffolding instruction would be most appropriate for the SEI teacher to use to promote bridging-level English learners' achievement of this learning standard? 
  1. Providing a checklist for students to use when editing their arguments that focuses on key conventions of mechanics and punctuation.
  2. Providing students with sentence frames and a word bank from which they can construct a generic, one-paragraph argument.
  3. Providing students with a graphic organizer that includes areas for each of the key components of a written argument.
  4. Providing graphics for students to use to illustrate parts of their argument that they find challenging to explain verbally.
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45.
Which of the following general instructional approaches would be most appropriate for SEI teachers to use in promoting English learners' academic writing development?
  1. Choosing interesting everyday topics for English learners to write about and modifying assignment length requirements (e.g., fewer sentences, shorter paragraphs).
  2. Aligning expectations for English learners' writing performance on class assignments at or slightly below their current level of writing competency.
  3. Assigning students with highly developed communication skills to review English learners' writing and provide them with feedback
  4. Guiding English learners in the use of supports (e.g., writing templates, semantic maps) that are aligned with given writing assignments.
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