massachusetts tests for educator licensure (mtel€¦ · english as a second language (54) practice...

10/09

MassachusettsTests for Educator Licensure® (MTEL®)

www.mtel.nesinc.comCopyright © 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved.Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA 01004Massachusetts Tests for Educator Licensure and MTEL are trademarks, in the U.S. and/or other countries, of theMassachusetts Department of Elementary and Secondary Education and Pearson Education, Inc. or its affiliate(s).Pearson and its logo are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).

English as a Second Language (54) Practice Test

TABLE OF CONTENTS

Introduction ......................................................................................................................................1

Purpose of the Practice Test .............................................................................................................1

Taking the Practice Test ...................................................................................................................1

Incorporating the Practice Test in Your Study Plan .........................................................................1

English as a Second Language Practice Test....................................................................................2

General Test Directions .............................................................................................................3

Multiple-Choice Answer Sheet..................................................................................................4

Multiple-Choice Questions ........................................................................................................5

Directions for the Open-Response Item Assignments .............................................................44

Open-Response Item Assignments and Response Sheets........................................................45

Practice Test Results ......................................................................................................................52

Practice Test Results Overview ...............................................................................................53

Multiple-Choice Question Answer Key Worksheet ................................................................54

Multiple-Choice Question Practice Test Evaluation Chart......................................................57

Open-Response Item Evaluation Information..........................................................................59

Open-Response Item Scoring Rubric, Sample Responses, and Analyses ...............................60

Practice Test Score Calculation ...............................................................................................70

Readers should be advised that this practice test, including many of the excerptsused herein, is protected by federal copyright law.

Test policies and materials, including but not limited to tests, item types, and item formats, are subject tochange at the discretion of the Massachusetts Department of Elementary and Secondary Education.


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INTRODUCTION

This document is a printable version of the Massachusetts Tests for Educator Licensure® (MTEL®) English as aSecond Language (54) Online Practice Test. This practice test is a sample test consisting of 100 multiple-choicequestions and 2 open-response item assignments.

To assist you in recording and evaluating your responses on the practice test, a Multiple-Choice Answer Sheet, anAnswer Key Worksheet, and an Evaluation Chart by test objective are included for the multiple-choice questions.A blank Response Sheet, Evaluation Information, and Sample Responses and Analyses, as well as a ScoringRubric, are included for the open-response items. Lastly, there is a Practice Test Score Calculation worksheet.

PURPOSE OF THE PRACTICE TEST

The practice test is designed to provide an additional resource to help you effectively prepare for the MTELEnglish as a Second Language (54) test. The primary purpose of the practice test is to help you become familiarwith the structure and content of the test. It is also intended to help you identify areas in which to focus yourstudies. Education faculty and administrators of teacher preparation programs may also find this practice testuseful as they help students prepare for the official test.

TAKING THE PRACTICE TEST

In order to maximize the benefits of the practice test, it is recommended that you take this test under conditionssimilar to the conditions under which the official MTEL tests are administered. Try to take the practice test in aquiet atmosphere with few interruptions and limit yourself to the four-hour time period allotted for the official testadministration. You will find your results to be more useful if you refer to the answer key only after you havecompleted the practice test.

INCORPORATING THE PRACTICE TEST IN YOUR STUDY PLAN

Although the primary means of preparing for the MTEL is your college education, adequate preparation prior totaking or retaking the MTEL test is strongly recommended. How much preparation and study you need dependson how comfortable and knowledgeable you are with the content of the test.

The first step in preparing to take the MTEL is to identify what information the test will address by reviewing theobjectives for your field. A complete, up-to-date list of the Test Objectives is included in the Test InformationBooklet for each test field. The test objectives are the core of the testing program and a helpful study tool.Before taking or retaking the official test, focus your study time on those objectives for which you wish tostrengthen your knowledge.

This practice test may be used as one indicator of potential strengths and weaknesses in your knowledge of thecontent on the official test. However, because of potential differences in format and difficulty between thepractice test and an official MTEL English as a Second Language (54) test, it is not possible to predict preciselyhow you might score on an official MTEL English as a Second Language (54) test. Keep in mind that thesubareas for which the test weighting is greatest will receive emphasis on this test. Refer to the Test InformationBooklet for additional information about how to prepare for the test.


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ENGLISH AS A SECOND LANGUAGEPRACTICE TEST


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GENERAL TEST DIRECTIONS

This practice test consists of two sections: (1) a multiple-choice question section and (2) an open-response itemassignment section. Each multiple-choice question on the practice test has four answer choices. Read eachquestion carefully and choose the ONE best answer. Record each answer on the answer sheet provided.

Sample Question: 1. What is the capital of Massachusetts?

A. WorcesterB. New BedfordC. BostonD. Springfield

The correct answer to this question is C. You would indicate that on the answer sheet.

The open-response section of this practice test requires written responses. Directions for the open-response itemassignments appear immediately before those assignments.

You may work on the multiple-choice questions and open-response item assignments in any order that youchoose. You may wish to monitor how long it takes you to complete the practice test. When taking the actualMTEL English as a Second Language (54) test, you will have one four-hour test session in which to complete thetest.


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MULTIPLE-CHOICE ANSWER SHEET

QuestionNumber

YourResponse

12345678910111213141516171819202122232425262728293031323334

QuestionNumber

YourResponse

35363738394041424344454647484950515253545556575859606162636465666768

QuestionNumber

YourResponse

69707172737475767778798081828384858687888990919293949596979899100


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MULTIPLE-CHOICE QUESTIONS

1. Which of the following examples providesthe strongest support for the nativistnotion that all children are born withan innate sense of universal languageprinciples that can be applied to theacquisition of any language?

A. A child can produce structurallycomplex novel utterances at a veryyoung age.

B. A child creates a new language tospeak with an imaginary friend.

C. A child can repeat verbatim thewords of songs from favoritetelevision programs.

D. A child mimics adult speech whenplaying with other children.

2. An ESL teacher is designing a listeninglesson for sixth-grade intermediate-levelEnglish language learners. Which of thefollowing guidelines should the teacherfollow in order to align the lesson with thecomprehensible input hypothesis?

A. Use a familiar aural selectionappropriate for beginning-levelstudents.

B. Choose an aural selection thatis slightly above the students'comprehension level.

C. Provide a difficult aural selectionalong with a written script to whichstudents can refer.

D. Locate an aural selection thatcomes with a written translationin the students' primary language.

3. Which of the following situations bestillustrates James Cummins' theory ofCommon Underlying Proficiency (CUP)?

A. An English language learner whohas knowledge of an academicconcept in the first language quicklygrasps the concept when it isintroduced in English.

B. English language learners whospeak different first languagestypically make similar errors whenlearning English.

C. An English language learner whohas limited proficiency in the firstlanguage develops English languageproficiency in a relatively shortperiod of time.

D. English language learnerssometimes switch between thefirst language and English whenspeaking.


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4. Which of the following types ofinstructional activities would be mostappropriate for English language learnersat advanced stages of English languagedevelopment?

A. regular exercises and drills thatfocus on the student's developmentof accurate English pronunciation,spelling, and grammar

B. frequent opportunities forthe student to use English inchallenging, authentic situations

C. extensive modeling and scaffoldingof the student's oral and writtenEnglish language skills andstrategies

D. immediate correction of thestudent's spoken and writtenlanguage errors in English

5. Which of the following utterances wouldbe most typical of an English languagelearner who is in the early productionstage of language acquisition?

A. "Give me please that blue crayon."

B. "Crayon I."

C. "The crayons fell."

D. "Want crayon."

6. Which of the following vocabulary-learning activities most clearly involvesmetacognition?

A. rewriting vocabulary words from aclassroom word wall in alphabeticalorder

B. identifying unfamiliar words in areading passage

C. looking up bolded vocabulary wordsfrom a textbook chapter in thebook's glossary

D. locating synonyms for a givenvocabulary word in the thesaurus


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7. Use the exchange below between anESL teacher and an English languagelearner to answer the question thatfollows.

Student: (pointing to word in a book)What does it mean invisible?

Teacher: Look at the parts of the word.

Student: I know in- means "not" and visis like "visual," something yousee with the eyes. I remember-ible is like -able, right?

Teacher: Right. Now look at thesentence.

Student: (reading) "The creature waspractically invisible, hidden inthe dense foliage." "Hidden"is like to hide. I guess if it isinvisible, it means you're notable to see it because it ishiding.

This student's performance most clearlydemonstrates which of the followingcognitive processes involved in languageacquisition?

A. repetition and memorization

B. translation and transfer

C. imagery and representation

D. elaboration and inference

8. An English language learnerovergeneralizes the regular pasttense -ed to irregular verbs, such asholded for held. This student is mostclearly demonstrating:

A. the memorization of an incorrectverb form.

B. the acquisition of a new vocabularyword.

C. the extension of a known word to anew meaning.

D. the process of internalizing agrammatical rule.

9. An English language learner is extrovertedand enjoys interacting with others. He isnot afraid to try to communicate evenwhen he is uncertain of the accuracy ofhis speech. These personality traits arelikely to affect this student's Englishlanguage acquisition in which of thefollowing ways?

A. facilitating language acquisition bysupporting his ability to self-monitorhis language production and tointernalize language rules

B. hindering language acquisition byencouraging the fossilization ofnonstandard language forms in hisinterlanguage development

C. facilitating language acquisition bypromoting his willingness to takerisks and his motivation to integrateinto the new culture

D. hindering language acquisition bycreating social distance between himand speakers of the target languagewho do not share these traits


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10. Which of the following factors is likely tohave the most significant impact on thedegree to which an English languagelearner is able to acquire native-likepronunciation in English?

A. the age at which the student beginslearning English

B. the amount and type of second-language instruction the studentreceives

C. the grammatical features of thestudent's first language

D. the extent to which the studentdesires to maintain his or her firstlanguage

11. An ESL teacher asks an English languagelearner, "Where is your pencil?" Thestudent replies, "He is on my desk."Which of the following best explains thiserror in the student's use of the personalpronoun he to refer to an object?

A. The student is confusing animateand inanimate objects.

B. The student speaks a first languagein which inanimate objects aremarked for gender.

C. The student is unfamiliar with theword pencil.

D. The student is overgeneralizingrules for the appropriate use of apronoun in place of a noun phrase.

12. An English language learner is at anadvanced stage of English languageacquisition. However, the studentcontinues to make certain consistentsyntactic errors despite a general levelof proficiency. This phenomenon canbest be explained as:

A. delay in internalizing prescriptivegrammar rules.

B. positive transfer from the firstlanguage.

C. fossilization of interlanguagestructures.

D. code-switching between twolanguages.

13. Which of the following English words ismost commonly pronounced with thevowel sound /ə/ (i.e., schwa)?

A. where

B. who

C. what

D. why


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14. An English language learner has difficultydistinguishing between the sounds /b/and /v/ in English words (e.g., bet/vet,boat/vote) because in the student's firstlanguage the sounds /b/ and /v/ arespoken interchangeably in words.Which of the following provides themost accurate explanation of thislinguistic phenomenon?

A. English is a tonal language in whichpitch affects the meaning of a word,while the student's first language isnot a tonal language.

B. The sounds /b/ and /v/ are voicedconsonants in English, while theyare voiceless consonants in thestudent's first language.

C. Consonant-vowel phonemesequences in the student's firstlanguage are more complex thanthey are in English.

D. The sounds /b/ and /v/ are distinctphonemes in English, while they areallophones of the same phoneme inthe student's first language.

15. Use the sentence below to answer thequestion that follows.

This remarkable species of lichenmakes its home in the inhospitableterrain of the Atacama Desert.

Knowing the usage of the suffix -able inthe words remarkable and inhospitablewould best help a student identify:

A. the correct spelling of the words.

B. the connotative meaning of thewords.

C. the grammatical function of thewords.

D. the root forms of the words.

16. Which of the following words consists ofa root word and an inflectional suffix?

A. hopping

B. famous

C. assistant

D. baker


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17. Which of the following sentences containserrors in syntax?

A. There sister who moved to Floridalast year works with her husband inreel estate.

B. Every day my brother older eats athome lunch.

C. We cannot go swimming becausethe waters are too deep and there aretoo much waves.

D. I was boring in school today, butthen we singed a funny song.

18. Use the sentence below to answer thequestion that follows.

As soon as they got to school, thestudents fed the fish in the classroom’saquarium.

The underlined portion of the sentence isan example of:

A. a verb phrase.

B. an adverbial clause.

C. a noun phrase.

D. a relative clause.

19. A person walks into a room with an openwindow, shivers, and says to others in theroom, "Wow! It's really cold in here!" Inthis context, this utterance is most likelyintended to function pragmatically as:

A. an observation that the window isopen.

B. a personal expression of dislike forthe cold.

C. a request for someone to close thewindow.

D. a greeting and opening to casualconversation.

20. Familiarity with the pragmatics of alanguage would best help a languagelearner understand which of the followingaspects of the language?

A. the rules governing the use ofinflectional and derivational affixesin the language

B. the role of intentional silence ininterpersonal interactions in thelanguage

C. the ways in which positivestatements can be negated in thelanguage

D. the influence of other languages onthe historical development of thelanguage


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21. Results of William Labov's research onstandard and nonstandard varieties ofspoken English have served primarily to:

A. reinforce traditional approachesto teaching students who speaknonstandard dialects of English.

B. reduce the stigma attached tospeaking a nonstandard dialect ofEnglish.

C. encourage educators to designspecialized curricula for speakersof nonstandard dialects of English.

D. promote the use of nonstandarddialects of English in media such asnews broadcasts and newspapers.

22. Joshua Fishman's sociolinguistic researchon the language use of Yiddish speakerscontributed most to an understanding of:

A. the influence of gender on everydaylanguage use.

B. the development and change ofdialects over time.

C. the impact of socioeconomic classon communication styles.

D. the connections among language,nationality, and personal identity.

23. While conducting research on acontroversial issue for a class assignment,a high school student who is a proficientEnglish speaker finds a legal brief thataddresses his research topic. Although hereads above grade level in English, he hassignificant difficulty comprehending thelanguage of the legal brief. This examplebest illustrates which of the followingsociolinguistic concepts?

A. language functions

B. dialect diversity

C. idiomatic language

D. register variation

24. An English language learner observes thatsome native English speakers drop thethird person singular inflection -s frompresent tense verbs and asks an ESLteacher for an explanation. The teachercould best address the student's inquiry inthe context of a discussion about:

A. dialect diversity in English.

B. irregular verb forms in English.

C. degrees of formality in English.

D. connected speech in English.


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25. Which of the following statements bestdescribes the stance most researchers ofsheltered/structured English immersion(SEI) have taken toward the use ofstudents' primary language in the SEIclassroom?

A. Students' English languagedevelopment can be severelyhindered by any use of the primarylanguage.

B. Students need to receive mostcontent-area instruction in theprimary language to support theongoing development of academicconcepts.

C. Students should be encouraged todevelop their primary-languageskills outside of school but to useonly English in school.

D. Students can benefit from minimaluse of their primary language toclarify communication and toenhance motivation and self-esteem.

26. Sheltered/structured English immersion(SEI) program models in the United Stateshave been based on research on successfulFrench immersion programs in Canada.In the application of this research, it ismost important to take into considerationwhich of the following distinctionsbetween Canadian French immersionand SEI?

A. The primary goal of CanadianFrench immersion is to teachsubject-area content, while theprimary goal of SEI is to teach thesecond language.

B. Canadian French immersionstudents are typically groupedheterogeneously, while SEI studentsare grouped homogeneously bysecond-language proficiency level.

C. In Canadian French immersion,majority-language students learn aminority language, while, in SEI,minority-language students learn amajority language.

D. Canadian French immersionstudents are discouraged from usingthe primary language, while SEIstudents are encouraged to use theprimary language.


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27. Which of the following recommendationswould researchers of sheltered/structuredEnglish immersion (SEI) be most likely tomake regarding the design of an effectiveSEI program?

A. Place English language learners inSEI classes as a last resort if theydemonstrate over a period of monthsan inability to function successfullyin a mainstream classroom.

B. Hire bilingual paraprofessionals foreach primary language representedby English language learners in anSEI class.

C. Base decisions about the placementof English language learners inSEI classes on the results ofstandardized academic achievementassessments.

D. Explore strategies for keeping SEIclass sizes small and for maximizingand/or extending instructional timefor English language learners.

28. Principles of sheltered/structured Englishimmersion (SEI) are primarily based onthe assumption that second-languagelearners learn best when:

A. they are allowed to acquire languageproficiency naturally over time.

B. instruction is adjusted toaccommodate students' levelof language proficiency.

C. they are offered opportunitiesfor self-expression and identityformation.

D. instruction is organized accordingto a sequence of discrete languageforms.


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29. The main goal of sheltered/structuredEnglish immersion (SEI) instruction isto develop English language learners':

A. academic language proficiency inEnglish in order to achieve grade-level academic learning standards.

B. basic oral and writtencommunication skills in Englishin order to participate in everydaylanguage situations.

C. language ego and cultural identityin English in order to overcomeinhibitions in language learning.

D. subskills in listening, speaking,reading, and writing in English inorder to comprehend and producefluent, accurate language.

30. Which of the following questions shouldbe an ESL teacher's most importantconsideration when developing languageobjectives for a sheltered/structuredEnglish immersion (SEI) math lesson?

A. Which grade-level math contentstandards are addressed in thelesson?

B. What are each student's currentlanguage strengths?

C. Which language structures andfunctions support the math contentof the lesson?

D. What is each student's current levelof achievement in math?

31. An ESL teacher teaches early-intermediate-level English languagelearners in a sheltered/structured Englishimmersion (SEI) program. At thebeginning of each SEI lesson, the teachercreates a graphic organizer, such as asemantic map, on the board to reviewconcepts from previous lessons. Theteacher then refers to content from thegraphic organizer when introducingimportant concepts from the currentlesson. This practice best illustrates whichof the following key components of SEI?

A. metacognitive development

B. teacher modeling

C. content adaptation

D. schema building


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32. The Natural Approach to second-languageinstruction is primarily based on thetheory that:

A. language consists of a set ofuniversal, natural principles that arelearned through direct instructionand immediate error correction.

B. language acquisition is asubconscious process that occurswhen language is used for natural,meaningful interaction.

C. language is learned through habitformation by imitating andpracticing sounds and patternsin the natural environment.

D. language learning is a social,inductive process of natural growthwithin a supportive and empatheticlearning community.

33. Which of the following methods ofsecond-language instruction would bemost appropriate to use with middleschool English language learners whoare at the transitioning level of Englishlanguage acquisition?

A. sheltered content teaching

B. Natural Approach

C. language experience approach

D. Total Physical Response

34. An ESL teacher who is planning toimplement the Cognitive AcademicLanguage Learning Approach (CALLA)with early-intermediate- and intermediate-level English language learners decides tobegin with lessons that address sciencecontent. Which of the following bestdescribes the primary rationale for thisdecision?

A. Students tend to require more timeto comprehend science conceptsbecause the language is morecomplex and abstract than that ofother content areas.

B. The vocabulary of science tends tobe more universal than that of othercontent areas, which facilitateslinguistic and conceptual transferfrom students' primary languages.

C. Science concepts tend to be moreconcrete than those of other contentareas and therefore lend themselvesto contextualized, hands-ondiscovery learning.

D. The language of science tends tobe less academic than that of othercontent areas, which eases students'transition from social language toacademic language.


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Use the information below to answerthe two questions that follow.

A high school ESL teacher regularlyconducts instructional conversations withtransitioning-level English languagelearners in a sheltered/structured Englishimmersion (SEI) class. During eachinstructional conversation, the teacherleads a small group of students in a guideddiscussion of a content-area topic.

35. The practice of conducting instructionalconversations in the SEI classroomsupports the goals of SEI primarilybecause instructional conversationsprovide English language learners withopportunities to:

A. receive corrective feedback on theaccuracy of language output.

B. use content-area learning strategiesto facilitate comprehension.

C. receive comprehensible input fromproficient English speakers.

D. use academic English interactivelyin meaningful ways.

36. Which of the following guidelines shouldthe teacher follow in implementinginstructional conversations in the SEIsetting?

A. Ensure that the amount of studenttalk in instructional conversations isgreater than the amount of teachertalk.

B. Make active participation ininstructional conversations optionalbased on a student's comfort level.

C. Give students primary responsibilityfor determining the direction andultimate goal of instructionalconversations.

D. Limit student discussion of personalopinions or experiences duringinstructional conversations.


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37. An ESL teacher works with a multilevelclass of English language learners. Whichof the following instructional practiceswould likely best promote the orallanguage development of all students inthe class?

A. providing students with immediatecorrective feedback on their orallanguage production errors

B. utilizing a range of question typesfrom those that prompt a nonverbalresponse to those that prompt anelaborate verbal response

C. using natural, rapid speech thatcontains reduced forms andchallenging vocabulary

D. grouping students accordingto linguistic background andproficiency level for communicativeactivities

38. Use the passage below to answer thequestion that follows.

He was a hard, stubborn old man. Asmile rarely broke through the hardfeatures of his face. He had workedhard all his life, but life had been hardon him. It never gave him a break.He struggled to break the hard groundyear after year. He asked the earth togive a little back, but it repeatedlybroke his heart. He took it hard.

This passage best illustrates which of thefollowing concepts related to Englishvocabulary that can pose challenges forEnglish language learners' comprehensionand development of communicativelanguage competence?

A. High-frequency English words oftenhave difficult pronunciations.

B. English speakers tend to useacademic words infrequently ineveryday social interactions.

C. High-frequency English words oftenhave multiple meanings.

D. English speakers tend to usecolloquialisms and figures of speechfrequently.


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39. Middle school English language learnerswatch an episode of a popular televisionprogram without sound and work in smallgroups to create scripts of what they thinkthe characters in the episode are saying.Then, students make audio recordings oftheir scripts to be played along with thevideo. This activity promotes the students'communicative language competenceprimarily by:

A. prompting their use of cohesivedevices to communicate clearly.

B. developing their ability to negotiatemeaning in a conversation.

C. exposing them to a variety ofproficient English speakers.

D. encouraging their oral languageproduction in a meaningful context.

40. Use the steps below of an informal aurallanguage assessment administered toEnglish language learners to answer thequestion that follows.

1. A teacher pronounces pairs ofwords (e.g., thorn/torn, mother/mother, boat/both).

2. Students identify whether thewords are the same or different.

3. The teacher presents writtensentences that contain a missingword (e.g., "The ______ manneeded a new heart").

4. The teacher reads each sentence,inserting a given word (e.g., "tin")for the missing word.

5. Students select from a choice oftwo words (e.g., tin/thin) whichword the teacher inserted in thesentence.

This type of assessment primarilyprovides information about Englishlanguage learners':

A. listening comprehension.

B. grammatical competence.

C. phoneme discrimination.

D. auditory processing.


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41. Which of the following informal listeningcomprehension assessment tasks would bemost appropriate to use with a beginning-level English language learner?

A. The student produces a shortresponse to a teacher's open-endedquestion about a familiar topic.

B. The student identifies a picture thatcorresponds to a teacher's auralinput.

C. The student completes a shortcloze exercise while listening toaudiotaped aural input.

D. The student retells a simple storyafter listening to the story readaloud.

42. An ESL teacher is planning to assessEnglish language learners' communicativelanguage skills by conducting structuredoral interviews. The teacher will use arubric to score student responses in suchareas as describing a personal experienceand expressing a person opinion. Whichof the following guidelines would be mostimportant for the teacher to follow whenadministering this type of oral languageassessment?

A. Provide students with possibleresponses when they hesitate or failto respond to a question and moveon quickly if a student appearsunable to respond.

B. Ask questions that elicit expectedresponses on topics of which theteacher and student have sharedknowledge.

C. Avoid making assumptions basedon knowledge of a student or on thestudent's past performance and basejudgments on the language producedin the interview.

D. Allow students to determine thetopic and direction of the interviewwith limited input or guidance fromthe teacher.


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43. An ESL teacher is selecting a formallistening comprehension assessmentto use with early-intermediate-levelEnglish language learners. Each of thepotential tests requires a student to listento audiotaped aural input and respond towritten comprehension questions. Whichof the following features would be mostimportant for the teacher to consider whenselecting an assessment for this purposefor students at this level?

A. the methods by which the testresults are scored and reported

B. the visual layout and attractivenessof the test materials

C. the number of speakers used in thetest's aural input

D. the linguistic difficulty of the testquestions

44. During a teacher read-aloud of a big book,a first-grade English language learner isable to correctly point to an illustration ofa horse when he is asked the question,"Where is the horse?" However, in an oralretelling of the story after the read-aloud,he searches for but is unable to recall andproduce the word horse. Which of thefollowing provides the best explanationfor the student's difficulty?

A. Phonemes in the word are difficultfor him to pronounce because theydo not exist in his primary language.

B. Assessment anxiety in the context ofthe oral retelling is hindering himfrom demonstrating his knowledgeof the word.

C. He is over-relying on picture cues tohelp him make meaning from thewords in the story.

D. The word is in his aural receptivevocabulary but has not yet beenincorporated into his oral expressivevocabulary.


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45. Results on the Massachusetts EnglishProficiency Assessment (MEPA) indicatethat a newly arrived English languagelearner is at the beginning level of orallanguage proficiency in English. Thestudent exhibits above-average orallanguage proficiency in the primarylanguage. Based on this information,which of the following approaches bythe ESL teacher would best promote thisstudent's oral language development inEnglish?

A. providing extensive opportunitiesfor the student to develop primary-language skills to strengthen thefoundation for English development

B. fostering the student's interlanguagedevelopment by encouraging thestudent to translate from the primarylanguage into English

C. facilitating transfer of skills andstrategies from the student's primarylanguage to English by building onexisting primary-language skills

D. preventing interference from thestudent's primary language byasking the student to try to thinkand speak only in English

46. An ESL teacher observes the followingdialogue between two English languagelearners.

Student A: You gonna use the scissor?

Student B: (smiling) OK.

Student A: I need a cut this. I can use thescissor?

Student B: (looking confused andshrugging)

Student A: That! I can have that scissor!(angrily pointing to a pair ofscissors sitting on the table)

Student B: Oh. (handing the scissors toStudent A)

Based on this dialogue, Student B wouldbenefit most from oral languageinstruction in:

A. using conversational repairstrategies.

B. producing comprehensiblepronunciation.

C. applying social conventions of turn-taking.

D. understanding complex grammaticalstructures.


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A middle school ESL teacher and ageneral education math teacher co-teacha class that includes transitioning-levelEnglish language learners. The class isworking on a small-group cooperativelearning project. Each group identifies apossible location for a class field trip andthen creates a trip budget and a plan forraising the money to fund the trip. At theculmination of the project, each grouppresents an oral proposal to the class, andeach group member is responsible forpresenting a portion of the proposal.

47. The teachers want to support the Englishlanguage learners' communicativelanguage development by promoting theiractive participation in group activities anddiscussions during the project. Which ofthe following strategies would likely bestaddress this goal?

A. assigning each group member a role(e.g., activities director, graphicsdirector, secretary, treasurer) withspecific duties appropriate to his/herstrengths

B. placing the English languagelearners together in a group andencouraging them to use theirprimary language when necessaryto facilitate communication

C. circulating among groups andperiodically grading studentson their group participation toensure that all group members arecontributing to group discussions

D. rotating English language learners todifferent groups on a regular basis toprovide them with opportunities tointeract with a variety of native-English-speaking peers

48. The ESL teacher videotapes the projectpresentations and then meets individuallywith each English language learner toview the recording of the student's portionof the presentation. In addition to helpingthe teacher make an accurate assessmentof a student's language proficiency, thisassessment strategy has which of thefollowing benefits for English languagelearners?

A. developing students' ability to retainaural input in their short-termmemory

B. helping students process speech atdifferent rates of delivery

C. illustrating for students theimportance of producing accurategrammatical forms

D. prompting students to self-monitortheir oral language production


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49. According to the findings of the NationalReading Panel (2000), a key componentof an effective early reading program isexplicit instruction in:

A. phonemic awareness skills.

B. academic language structures.

C. content-area concepts and skills.

D. listening comprehension.

50. Based on findings in reading research,which of the following second-gradestudents would likely experience thegreatest difficulty comprehending a grade-level text?

A. a student who has good listeningcomprehension skills but poorautomatic word recognition skills

B. a student who has a well-developedoral vocabulary but lacks familiaritywith informational text structures

C. a student who demonstrates goodliteral comprehension but poorinferential comprehension

D. a student who can read aloudfluently but struggles to stayfocused during silent reading

51. Which of the following are key indicatorsof a student's reading fluencydevelopment?

A. range of reading preferences andmotivation to read

B. reading accuracy and reading rate

C. knowledge of word-learning andreading comprehension strategies

D. reading level and comprehension

52. Research has shown that which of thefollowing factors has the most significantimpact on a student's vocabulary growthduring the upper-elementary grades?

A. the frequency and amount of thestudent's independent reading

B. the student's level of mastery ofbasic phonics skills

C. the extent to which the studentengages in social interactions

D. the student's level of interest incontent-area topics


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53. Which of the following should be animportant consideration when a teacheris planning reading instruction forelementary school students?

A. Frequent sustained silent readingis essential to the mastery offundamental reading skills duringthe early stages of literacydevelopment.

B. Weaknesses in basic reading skillsare best addressed implicitly,without direct intervention, as partof a holistic approach to literacydevelopment.

C. Application of reading skills toauthentic tasks in other modalities(i.e., listening, speaking, andwriting) is an essential componentof literacy development.

D. Basic reading skills develop in anatural, predictable sequence thatis relatively fixed for all learnersregardless of their background orstage of cognitive development.

54. A student learning to read in English whohas grasped the alphabetic principlerecognizes that:

A. spoken English has more vowelphonemes than consonantphonemes.

B. every syllable of an English wordmust contain at least one consonantand one vowel.

C. written letters in English representthe component sounds in spokenwords.

D. each letter of the English alphabetcorresponds to one Englishphoneme.

55. A second-grade teacher is teaching aseries of reading comprehension lessonsfocused on helping students recognizebasic elements of story grammar. Duringone lesson, the teacher guides students inretelling familiar stories aloud using astory grammar chart to scaffold theirretellings. The teacher's inclusion of thisactivity in the lesson best illustrates:

A. a constructivist approach to teachingliterary response skills.

B. an effective strategy for providingindependent practice of a newlyacquired reading skill.

C. an indirect approach to developingoral vocabulary knowledge.

D. an effective use of an oral languageactivity to enhance development ofa reading skill.


25

56. A kindergarten teacher leads an activity inwhich students practice counting on theirfingers the number of separate soundsthey hear in simple words. This activitypromotes development of which of thefollowing literacy skills?

A. phonics skills

B. phonemic awareness

C. letter knowledge

D. word consciousness

57. Which of the following statements bestdescribes the relationship between spellingand phonics instruction in an effective,research-based reading curriculum?

A. Systematic spelling instructiontakes priority over explicit phonicsinstruction in the early grades.

B. Phonics instruction is used asneeded to remediate specific areasof spelling difficulty.

C. Systematic spelling instruction iscoordinated with and reinforcesexplicit phonics instruction.

D. Phonics instruction is supplementedby spelling instruction focused onphonetically irregular words.

58. A teacher could most effectively promotea beginning reader's ability to readphonetically irregular words by teachingthe student to notice which of thefollowing features of a word first?

A. the sequence of letters in the word

B. regular, decodable elements in theword

C. the textual context of the word

D. the overall visual shape of the word

59. A sixth-grade teacher includes explicitinstruction in common Greek and Latinroots (e.g., flex, struct) and affixes(e.g., pre-, -ology) as a regular part ofvocabulary instruction. This strategysupports students' reading developmentprimarily by:

A. expanding students' knowledge ofcommon textual features ofacademic texts.

B. enhancing students' appreciation ofthe origins of content-area words.

C. prompting students' use ofmorphology to determine themeanings of new words.

D. fostering students' development ofword consciousness.


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60. Which of the following strategies wouldbe most effective in promoting a first-grade student's reading fluency?

A. providing the student withscaffolded practice in readingcomprehension strategies

B. creating frequent opportunities forthe student to engage in silentreading of high-interest texts

C. providing the student with focusedreview of phonics generalizationsand word analysis strategies

D. creating frequent opportunities forthe student to engage in oral readingof decodable texts

61. A teacher would like to promote third-grade students' use of syntactic andsemantic context cues to determine themeanings of unfamiliar words in apassage. Which of the following shouldbe an important consideration for theteacher to keep in mind when planninginstruction to address this goal?

A. Contextual analysis strategies aremore effective when combined withword analysis strategies.

B. Dictionary definitions tend to bemore helpful than context cues insupporting word comprehension.

C. Most readers develop an implicitawareness of context cuesindependently.

D. Informational texts tend to lendthemselves to contextual analysismore than do literary texts.

62. An ESL teacher wants to support early-intermediate-level English languagelearners' development of readingcomprehension and literary responseskills. Which of the following typesof reading activities would be mostappropriate and effective for this purpose?

A. language experience approachactivities in which students dictateto the teacher a shared story andthen read the story together

B. readers theatre activities in whichstudents work together to read anddramatize a script of a folktale

C. word sort activities in whichstudents read target vocabularywords and then create a semanticmap of the words

D. choral reading activities in whichstudents participate in repeated oralreadings of pattern books or poems


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63. A high school English language learnerhas limited literacy skills in both theprimary language and in English. An ESLteacher could best promote this student'sEnglish reading development by firstdeveloping the student's:

A. decoding and word recognitionskills using meaningful print textsthat have real-life functions.

B. listening comprehension skills usingvarious audio and video materials.

C. background knowledge about high-priority concepts using grade-levelcontent-area texts.

D. vocabulary knowledge and skillsusing lists of high-frequency words.

64. An English language learner who isliterate in a language that follows highlyconsistent letter-sound correspondencepatterns is likely to have the mostdifficulty decoding which of the followingEnglish words?

A. myself

B. anything

C. someone

D. everybody

65. Which of the following factors is likelyto have the most significant impact ona transitioning-level English languagelearner's ability to comprehend a chapterfrom a grade-level content-area textbook?

A. the amount of prior knowledgethe student has about the topic ofthe text

B. the rate at which the student readsthe text

C. the extent to which the student isactively engaged in the readingprocess

D. the degree to which the studentattends to discourse cues in the text

66. Which of the following statements ismost accurate regarding English languagelearners' development of phonemicawareness in English?

A. English language learners musthave a high level of oral languageproficiency in English before theycan develop phonemic awareness.

B. English language learnerswhose primary language uses anonalphabetic script may haveparticular difficulty acquiringphonemic awareness in English.

C. English language learners musthave strong literacy skills in theprimary language in order todevelop phonemic awareness inEnglish.

D. English language learners mayhave particular difficulty acquiringphonemic awareness of Englishphonemes that do not exist in theirprimary language.


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67. An ESL teacher who works with a groupof second-grade intermediate-levelEnglish language learners wants to usea particular book with students becauseof its engaging content and usefulvocabulary. However, the book is writtenabove most students' instructional readinglevel. Which of the following strategiesfor using the book would be mostappropriate in this situation?

A. organizing a jigsaw reading inwhich different students readdifferent parts of the book anddiscuss each part of the book insmall groups

B. adapting the book by condensingthe content and simplifying thelanguage and then having studentsread the book independently

C. conducting an interactive read-aloudof the book in which students listento the book and participate inactivities related to the content ofthe book

D. presenting a book walk of the bookand then making the book availablein the classroom library for studentsto check out

68. An elementary school ESL teacher asks abeginning-level English language learnerto describe a personal experience. As thestudent speaks, the teacher records thestudent's words verbatim on a sheet ofpaper. Then, the teacher guides thestudent in various reading exercises usingthe dictated text. This strategy promotesthe student's reading developmentprimarily because it helps the student:

A. make connections between spokenand written English.

B. transfer his or her primary-languageliteracy skills to English.

C. develop an awareness of basicsentence structure in English.

D. expand his or her expressive oralvocabulary in English.

69. An ESL teacher regularly reads aloud avariety of fiction and nonfiction texts toearly-intermediate-level English languagelearners. Which of the following bestdescribes why this practice is especiallybeneficial for English language learners'reading development?

A. Students are provided with carefullymodified comprehensible input inEnglish.

B. Students are introduced to thealphabetic principle and to letter-sound correspondence in English.

C. Students are encouraged to usevisualization as a readingcomprehension strategy.

D. Students are exposed to the naturalrhythm of English and to a range ofEnglish vocabulary.


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70. An ESL teacher assesses English languagelearners' reading fluency by havingstudents complete a daily silent reading ofa 100-word passage and monitoring theamount of time it takes each student tocomplete the reading. Which of thefollowing additional assessment taskswould best help the teacher to obtain anaccurate measure of students' readingfluency?

A. Students record a personal reflectionabout the passage in a journal.

B. Students write sentences from thepassage that the teacher dictates.

C. Students list unknown words fromthe passage in a personal glossary.

D. Students read the passage aloud andthe teacher keeps a running record.

71. An ESL teacher administers an InformalReading Inventory (IRI) to a sixth-gradeintermediate-level English languagelearner. The student is able to answercomprehension questions related to a fifth-grade narrative passage with 95 percentaccuracy but struggles to read and answercomprehension questions related to afourth-grade expository passage. Whichof the following is the best interpretationof these assessment results?

A. The student is progressing normallyin reading development but lacksexperience and practice with thelanguage of academic texts.

B. The student is performing belowexpectations in reading developmentand should receive focused Englishlanguage development instruction.

C. The student is progressing normallyin reading development but fails touse metacognitive and cognitivestrategies to aid comprehension.

D. The student is performing belowexpectations in reading developmentand is in need of intensive readingremediation.


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72. An ESL teacher is conducting an informalobservation of an English languagelearner's reading skills. The teacher takesnotes as the student reads a grade-leveltext aloud and responds to comprehensionquestions related to the text. Following isan excerpt from the teacher's notes.

• comprehension is incomplete• recalls details from the text but

seems to have difficulty makingconnections between ideas fromone paragraph to the next

• reads very slowly but accurately• tends to read in a monotone with

little attention to punctuation

Based on this assessment information, thisstudent would likely benefit most frominstruction designed to develop thestudent's:

A. phonics skills.

B. receptive vocabulary.

C. reading fluency.

D. background knowledge.


An ESL teacher is designing a clozeassessment of fourth-grade transitioning-level English language learners' academicreading skills. The teacher selects a250-word passage and omits every fifthword from the passage. Students willcomplete the assessment by supplying aword for each omitted word in thepassage.

73. The ESL teacher could best use the clozeassessment to obtain information aboutstudents' reading proficiency in which ofthe following areas?

A. word recognition skills and readingfluency

B. knowledge of syntax and vocabulary

C. decoding and spelling skills

D. metacognitive reading strategies

74. Which of the following reading passageswould be most appropriate for the ESLteacher to use for this cloze assessmentwith these students?

A. a portion of an Internet news articleon an interesting topic

B. a selection of song lyrics frompopular songs

C. an excerpt from a children'sstorybook

D. a section of a grade-level content-area text


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75. An ESL teacher has early-intermediate-level English language learners engage indaily free-writing in which students writeas much as they can about a familiar topicwithout paying attention to grammar orspelling. This practice supports theEnglish language learners' writingdevelopment primarily by:

A. familiarizing them with patterns ofwritten discourse in English.

B. promoting their writing fluency inEnglish.

C. prompting them to use sentencevariety in their English writing.

D. enhancing their written Englishvocabulary.

76. An ESL teacher uses a writer's workshopapproach in which small groups of Englishlanguage learners regularly work togetherto brainstorm ideas for writing, conferenceabout one another's writing, and preparetheir writing for publication. Which of thefollowing statements best describes themost important benefit of this approachfor English language learners' writingdevelopment?

A. The collaborative nature of writer'sworkshop promotes students'understanding of writing as acollective process.

B. Writer's workshop boosts students'self-confidence in their writingability and reduces their writing-related anxiety.

C. The interactive nature of writer'sworkshop supports students'progress through the various stagesof the writing process.

D. Writer's workshop helps the teachermaximize the amount of class timestudents spend on writing-relatedtasks.


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77. Middle school intermediate-level Englishlanguage learners are working on anessay-writing assignment. Students havebrainstormed ideas and written first draftsof their essays. An ESL teacher couldmost effectively guide the studentsthrough the writing process by havingthem participate in which of the followingactivities next?

A. verifying the accuracy of theinformation in their drafts byconducting online and libraryresearch

B. creating a class compilation ofessays by adding illustrations andother graphics and formatting theirdrafts for publication

C. proofreading their drafts to correctspelling and grammatical errors

D. working in pairs to read oneanother's drafts and suggestrevisions to improve the clarityand organization of the essays

78. Which of the following should be theprimary focus of instruction for Englishlanguage learners in the prewriting stageof the writing process?

A. helping students generate thevocabulary and structures they needto express their ideas

B. justifying for students the value ofand purposes for writing

C. providing students with clearguidelines regarding assignmentexpectations and grading criteria

D. promoting students' use of standardEnglish grammatical conventions


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79. Early-intermediate-level English languagelearners are practicing producing simpledescriptive sentences in speech and inwriting. All of the students are able toproduce full sentences orally and most canwrite full sentences with some teacherassistance. Several students, however,are at beginning stages of literacydevelopment and are unable to writefull sentences. Which of the followingadaptations to the activity would be mosteffective in promoting these students'beginning writing skills?

A. giving the students a short textand having them identify whichsentences are descriptive

B. asking the students to identifyfrom a set of true/false descriptivesentences those that are false andthen rewrite the sentences to be true

C. pairing each of the students witha more advanced classmate andhaving them dictate descriptivesentences for their partners to write

D. providing the students with a set ofdescriptive sentences to copy in awriting notebook

80. An ESL teacher introduces transitioning-level English language learners to thepoem "Where I'm From" by George EllaLyon in which the author begins, "I amfrom . . ." and goes on to list items andphrases that characterize her background.The teacher asks students to choose a linefrom the poem that they find interestingand discuss their choices in small groups.Then the teacher has students create theirown "Where I'm From" poems. Which ofthe following additional steps during thelesson would best support the students'writing development?

A. Students copy the poem from theboard and practice reciting it inpairs.

B. Students arrange sentence strips ofthe poem to re-create the full poemfrom memory.

C. Students orally generate "I amfrom . . ." statements and share themwith one another.

D. Students prepare and presenta dramatic choral reading ofthe poem.


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81. As part of spelling instruction, an ESLteacher has English language learnersgo through the motions of "painting" aword on the wall as they recite the lettersof the word. This strategy is likely topromote students' English spelling skillsprimarily by:

A. adding variety to an otherwiseroutine memorization task.

B. helping students associate newlearning with prior learning.

C. activating areas of the brainassociated with literacy.

D. helping students internalize learningthrough kinesthetic activity.

82. An ESL teacher is implementing alesson on English parts of speech withintermediate-level English languagelearners. The teacher prompts students toassociate each grammatical category witha different color (e.g., nouns are "bluewords," verbs are "green words"). Thenthe teacher has students use coloredpens or highlighters to mark words insimple English sentences with theircorresponding colors. This activity bestpromotes the students' understanding ofEnglish:

A. syntax.

B. mechanics.

C. vocabulary.

D. spelling.


35

83. An ESL teacher is planning to haveEnglish language learners assess oneanother's writing in a peer-editing session.Which of the following teacher strategieswould best promote the effectiveness ofthis type of writing assessment?

A. asking students to grade their peers'writing based on the number oferrors in the writing

B. providing students with a rubric orchecklist to complete as they reviewtheir peers' writing

C. encouraging students to give onlypositive feedback on their peers'writing

D. instructing students to focus on onlyone type of error at a time whenreviewing their peers' writing

84. Which of the following is an example ofan authentic writing assessment task forEnglish language learners?

A. composing a response to a letterfrom a teacher

B. revising errors embedded in aparagraph

C. writing a sentence that a teacherdictates

D. converting a sentence from presenttense to past tense

85. A first-grade teacher writes the followingsentence on the board and asks students tocopy it in their notebooks.

Living things need food andwater.

One early-intermediate-level Englishlanguage learner with limited literacyskills writes the following.

L lvlngthln gSn eedfO Odan dWate r

Based on this writing sample, which ofthe following conclusions would be mostappropriate to draw about this student?

A. The student is having difficultyseeing the board properly.

B. The student has not yet grasped theconcept of how word boundaries arerepresented in print.

C. The student is having difficulty withletter formation.

D. The student has not yet graspedthe concept that written letterscorrespond to spoken sounds.


36

Use the information below to answer the two questions that follow.

An ESL teacher works with a multilevel class of English language learners. The teacher engagesstudents in the following collaborative writing activity.

1. One student in the class—the "interviewee"—agrees to be interviewed by class members.2. Each class member serves as an "interviewer" by asking the interviewee a prepared question

(e.g., "What is your favorite food?").3. The interviewee responds to each interviewer's question (e.g., "I love chocolate") or says "pass" if

he/she does not want to respond to a question.4. Each interviewer paraphrases the interviewee's response to his/her question (e.g., "His favorite food is

chocolate").5. The teacher records each interviewer's paraphrase on chart paper using correct mechanics and

grammar.6. Once each interviewer has asked his/her question, students discuss the sentences on the chart paper,

using a coding system to categorize the sentences by topic (e.g., personal preferences).

86. Which of the following additionalactivities related to the sentences wouldmost effectively promote the students'understanding of informational textstructures in English?

A. Pairs of students take turns readingthe sentences aloud and questioningone another about the content ofeach sentence.

B. Each student writes a shortautobiography, using the sentencesas models for their own writing.

C. Students participate in a whole-classdiscussion of how each sentencecould be revised to be moresophisticated and descriptive.

D. Small groups of students organizeand rewrite the sentences intoparagraphs with topic sentences.

87. Which of the following adaptations of thisactivity would most effectively promotethe writing development of transitioning-level English language learners in theclass?

A. In Steps 2 and 3, transitioning-levelstudents translate for beginning-level students the interviewer'squestion and interviewee's response.

B. In Step 4, transitioning-levelstudents, rather than the interviewer,paraphrase the interviewee'sresponse.

C. In Step 5, transitioning-levelstudents, with guidance from theteacher, record the interviewers'paraphrases on the chart paper.

D. In Step 6, transitioning-levelstudents copy down the sentenceson the chart paper into a writingnotebook.


37

88. An ESL teacher wants to promote Englishlanguage learners' ability to use thecognitive learning strategy of outlining thecontents of content-area textbooks. Whichof the following steps would be mostappropriate for the teacher to take firstwhen teaching the strategy to students?

A. asking students to write a journalreflection about the impact ofoutlining on their comprehensionof a sample textbook passage

B. preparing a partial outline ofa sample textbook passage forstudents to practice completingas they read the passage silently

C. modeling for students the outliningprocess by thinking aloud whilecreating an example outline of asample textbook passage

D. having students work together insmall groups to create an outline ofa sample textbook passage that theyhave read aloud as a group

89. An ESL teacher wants to adapt a socialstudies text by rewriting it to make itmore comprehensible for sixth-gradeintermediate-level English languagelearners. Which of the followingguidelines would be most appropriate forthe teacher to follow when adapting thetext for this purpose?

A. Condense the content of the textby identifying the main idea andeliminating any sentence that doesnot relate directly to the main idea.

B. Reorganize the text so that eachparagraph begins with a clear topicsentence and add transition words toshow clear connections betweenideas.

C. Elaborate the text by usingappositives to define key words andusing synonyms to explain conceptsin a variety of different ways.

D. Simplify the language of the textand provide concrete definitions ofimportant vocabulary using familiarwords and visual representations.


38

90. A middle school ESL teacher wants tosupport intermediate- and transitioning-level English language learners' academicvocabulary development through theirindependent reading. The teacher couldbest address this goal by providing whichof the following types of reading materialsin the classroom library?

A. fiction and nonfiction books on avariety of high-interest topics

B. multicultural literature thatrepresents a variety of cultures

C. subject-area textbooks written forelementary school students

D. bilingual versions of familiar classicliterature

91. A tenth-grade intermediate-level Englishlanguage learner has a strong primary-language background in math and a goodgrasp of grade-level math concepts.However, he often performs poorly onmath tests in English because he hasdifficulty comprehending story problems.Which of the following teacher strategieswould be most effective in addressing thisstudent's difficulty and facilitating hisdevelopment of cognitive-academiclanguage proficiency?

A. giving him a list of important mathterms and abbreviations in Englishto translate into his primarylanguage and then memorize

B. providing him with individualizedguided practice in breaking downand paraphrasing math storyproblems in English

C. offering him the option to skip overstory problems on math tests or torespond to story problems in hisprimary language

D. arranging for him to receive one-on-one math tutoring from a bilingualaide using a primary-language mathtextbook


39

92. Which of the following would be apermissible assessment accommodationfor English language learners on the statestandardized content-area assessment?

A. allowing students to use anapproved bilingual word-to-worddictionary

B. giving students the test for the gradelevel that best matches their Englishlanguage proficiency

C. providing students with a glossaryof common content-area terms andtheir English definitions

D. paraphrasing or translating testdirections for students who expressa lack of understanding

93. An ESL teacher wants to assess third-grade English language learners'understanding of a sheltered science uniton physical properties of matter. Theteacher has students work in class tocreate displays of objects that possessvarious physical properties and completetables describing the objects' properties.The teacher evaluates the students' workusing a scoring rubric and takes notes asstudents orally describe their displays.The primary benefit of this type ofassessment is that it provides:

A. a formal, quantifiable indicator ofstudents' academic progress.

B. an authentic, multidimensionalindicator of students' academicperformance.

C. a global, comprehensive measure ofstudents' academic achievement.

D. an objective, standardized measureof students' mastery of academicbenchmarks.

94. An ESL teacher who teaches shelteredEnglish has English language learnersmaintain a daily learning log. Each day,students write about new concepts andwords they learned in the day's lessonsand how the new concepts and wordsrelate to those learned in previous lessons.Which of the following additional learninglog tasks would most effectively promotethe students' self-assessment of theircontent-area learning?

A. Students look up in a dictionaryeach new word from the day'slessons and write a definition andsample sentence for each word.

B. Students work with a partner toedit their learning log entry forgrammatical errors and then rewritethe entry using correct grammar.

C. Students record questions they stillhave about lesson material anddescribe learning strategies theyused during the day's lessons.

D. Students transfer the new conceptsand words they wrote about in theirlearning log onto index cards to beused in studying for class tests.


40

95. As part of sheltered English instruction,an ESL teacher asks transitioning-levelEnglish language learners to read acontent-area passage and then write asummary of the passage. Which of thefollowing questions should be theteacher's most important considerationwhen evaluating the students' summaries?

A. Is a student's writing legible and ofsufficient length?

B. Does a student accurately andconsistently apply conventions ofStandard English?

C. Is a student's writing well-organizedand sufficiently detailed?

D. Does a student demonstrateadequate comprehension ofimportant concepts?

96. An ESL teacher who teaches shelteredEnglish administers weekly teacher-created math quizzes that assess thecontent taught during the week's mathlessons. The teacher could mostappropriately use the results of suchquizzes to:

A. identify students who areperforming below grade leveland should be referred for mathintervention services.

B. determine whether a student hasmastered a given math concept andis ready to receive instruction in anew concept.

C. draw conclusions about students'general levels of progress towardachieving grade-level mathperformance standards.

D. make decisions about a student'sreadiness to be placed in a generaleducation classroom for mathinstruction.


41


A middle school ESL teacher is beginninga sheltered multidisciplinary thematic uniton the tropical rain forest with early-intermediate-level English languagelearners.

97. The teacher has decorated the classroomwith realia related to the rain forest, suchas artificial tropical trees and pictures oftropical animals, and has labeled objectswith content-area vocabulary related tothe rain forest. The teacher wears safariattire and plays music with sounds ofthe rain forest. This use of realia bestdemonstrates the teacher's understandingof how to:

A. facilitate content learning bylowering English language learners'affective filters.

B. connect content to English languagelearners' personal experiences.

C. scaffold English language learners'comprehension of content-areaconcepts.

D. contextualize content for Englishlanguage learners.

98. The teacher introduces the rain-forest unitby reading aloud the picture book TheGreat Kapok Tree, a story in whichanimals of the Amazon rain forestconvince a man not to cut down a nativekapok tree. This use of literature as partof sheltered content instruction promotesthe English language learners' contentlearning primarily by:

A. scaffolding their use of cognitivelearning strategies.

B. building their knowledge of content-specific vocabulary.

C. developing their cognitive-academiclanguage proficiency.

D. exposing them to content-specificlanguage structures.


42

Use the information below to answer the two questions that follow.

A fifth-grade intermediate-level English language learner is halfway through her second year of schoolingin the United States. The student was in a sheltered/structured English immersion (SEI) class for her firstyear. Now she is in a general education class and is receiving an average grade in the class. Following isa score report summarizing the student's performance on the state standardized content-area assessmentadministered in English.

Student ReportStudent ID#: 69257

Grade: 5Total Points Possible: 54

Mathematics Total Number Correct: 37Performance Level: Proficient

Number Senseand Operations(total items: 19)

Patterns,Relations, and

Algebra(total items: 17)

Geometry(total items: 5)

Measurement(total items: 5)

Data Analysis,Statistics, and

Probability(total items: 8)

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

15 79% 12 71% 2 40% 4 80% 4 50%Total Points Possible: 54

Science and Technology Total Number Correct: 25Performance Level: Needs

ImprovementEarth and Space

Science(total items: 15)

Life Science(total items: 17)

Physical Science(total items: 15)

Technology/Engineering

(total items: 7)NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

5 33% 10 59% 7 47% 3 43%Total Points Possible: 54

History and Social Science Total Number Correct: 12Performance Level: Needs

ImprovementNorth American

Geography(total items: 22)

American History(total items: 22)

Civics andGovernment(total items: 5)

Economics(total items: 5)

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

NumberCorrect

PercentCorrect

9 41% 2 9% 0 0% 1 20%


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99. Which of the following conclusions wouldbe most appropriate for a teacher to drawabout this student based on theseassessment results?

A. The student is performing withinthe expected range for her level ofEnglish proficiency but has hadlimited exposure to the contentbeing tested.

B. The student is performingsignificantly below the expectedrange for her amount of time in U.S.schools and should be referred forspecial education services.

C. The student is performing withinthe expected range for her age andgrade level but could benefit fromadditional practice, especially in thearea of mathematics.

D. The student has spent enough timein U.S. schools to be tested usingstandardized assessment, so the testresults are a valid measure of hercontent knowledge.

100. Based on the information above, which ofthe following strategies would likely bestpromote this student's content-arealearning?

A. placing her in a self-containedEnglish immersion class to facilitateher development of cognitive-academic language proficiency

B. teaching her a variety of test-takingstrategies to use when she takesacademic achievement tests

C. seating her with an academicallyadvanced peer who can help herwith class assignments whennecessary

D. providing her with individualized,differentiated academic instructionin her specific areas of weakness


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DIRECTIONS FOR THE OPEN-RESPONSE ITEM ASSIGNMENTS

This section of the test consists of two open-response item assignments that appear on the following pages. Youwill be asked to prepare a written response of approximately 150–300 words (1–2 pages) for each assignment.You should use your time to plan, write, review, and edit your response for each assignment.

For each assignment, read the topic and directions carefully before you begin to work. Think about how you willorganize your response. You may use any blank space in this test booklet to make notes, write an outline, orotherwise prepare your response.

As a whole, your response to each assignment must demonstrate an understanding of the knowledge of the field.In your response to each assignment, you are expected to demonstrate the depth of your understanding of thesubject area by applying your knowledge rather than by merely reciting factual information.

Your response to each assignment will be evaluated based on the following criteria.

• PURPOSE: the extent to which the response achieves the purpose of the assignment

• SUBJECT KNOWLEDGE: appropriateness and accuracy in the application of subject knowledge

• SUPPORT: quality and relevance of supporting evidence

• RATIONALE: soundness of argument and degree of understanding of the subject area

The open-response item assignments are intended to assess subject knowledge. Your responses must becommunicated clearly enough to permit valid judgment of the evaluation criteria by scorers. Your responsesshould be written for an audience of educators in this field. The final version of each response should conformto the conventions of edited American English. Your responses should be your original work, written in yourown words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topics. Please write legibly. You may not use any reference materials duringthe test. Remember to review your work and make any changes you think will improve your responses.

Write or print your response in the space provided following the assignment.


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OPEN-RESPONSE ITEM ASSIGNMENT #1

Use the information below to complete the exercise that follows.

An ESL teacher periodically conducts oral interviews with English language learners as part of ongoinginformal assessment of students' oral language development in English. Shown below is a partialtranscript of an interview with a fourth-grade beginning-level English language learner.

[NOTE: A short pause is indicated by a long dash (—). A longer pause or hesitation is indicated by anellipsis (…).]

Teacher: You made a nice picture in art this morning. (holding up the picture) Tell me about yourpicture.

Student: Snowman. See? Have hat and … (pointing)

Teacher: A scarf?

Student: Yes. And mitts.

Teacher: Mitts? Oh, mittens. Nice. What color are the mittens?

Student: Um … red?

Teacher: My shirt is red, see? (pointing to shirt) These mittens are a different color. (pointing tomittens in the drawing) What is the name of this color?

Student: (no response)

Teacher: Are the mittens green or blue?

Student: Blue!

Teacher: That's right. Why did you draw a snowman? Were you thinking about winter?


Teacher: It's September. It's warm outside. But you drew a snowman. That's funny.

Student: I know. I funny. (smiling)

Teacher: Do you like snow?

Student: I like snow. I like snowman, snowball, snow house.


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Teacher: Did you play a lot in the snow last winter?

Student: No … No have.

Teacher: Oh, that's right. You moved here in July, in summer. Are you looking forward to winter?


Teacher: It snows in winter here.

Student: (smiling) When snow?

Teacher: Winter begins in December. Maybe we'll have some snow by December. (showing acalendar) See? September, October, November, December. Three months.

Student: Three months? (disappointed) I want today!

Using your knowledge of second-language development, write a response in which you:

• identify and discuss one area of strength in the student's oral language development in English(e.g., listening comprehension, pragmatic competence, vocabulary knowledge, discourse competence,knowledge of Standard English language structures and syntax); and

• identify and discuss one area of weakness in the student's oral language development in English(e.g., listening comprehension, pragmatic competence, vocabulary knowledge, discourse competence,knowledge of Standard English language structures and syntax).

Be sure to cite specific evidence from the information shown above to support your response.


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OPEN-RESPONSE SHEET—ASSIGNMENT #1

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OPEN-RESPONSE ITEM ASSIGNMENT #2

Use the information below to complete the exercise that follows.

A middle school ESL teacher uses a variety of strategies for monitoring English language learners'cognitive-academic language proficiency and literacy development. In one informal assessment, theteacher has sixth-grade English language learners silently read a short passage from a sixth-grade socialstudies textbook and then complete a brief written task related to the text. Printed below is a copy of thepassage.

The European Union (EU) is a political partnership among 27 European countries. The EuropeanUnion was established to unify European countries in order to increase their political and economicpower in the world. All EU members use the same currency, which is called the euro. They can alsoenter and leave one another's countries freely. Several countries would like to be members of theEuropean Union. A country must meet many standards to join the European Union. The countrymust have a strong economy and a democratic government that respects human rights. It must alsoaccept a set of shared laws.

The teacher asks students to describe the main ideas of this passage in their own words. Shown below isone student's written response. This student is a transitioning-level English language learner.

The European Union is a force to powerfel in the world. All thecountries in the world want to join the EU so that country canincrease their political and economic power. And they can use theeuro. And they can enter and leave another's countries freely.However not all countries are possible to exist in the EU becausethey don't have a economy strong and a democratic. Or they don'trespect human rights. Or they don't have a set of shared laws.

Using your knowledge of second-language and content learning, write a response in which you:

• identify and discuss one area of strength in the student's cognitive-academic language proficiency andliteracy development in English (e.g., reading comprehension, application of reading comprehensionskills and strategies, knowledge of general academic and content-specific vocabulary, application ofwriting conventions, knowledge of Standard English); and

• identify and discuss one area of weakness in the student's cognitive-academic language proficiencyand literacy development in English (e.g., reading comprehension, application of readingcomprehension skills and strategies, knowledge of general academic and content-specific vocabulary,application of writing conventions, knowledge of Standard English).

Be sure to cite specific evidence from the information shown above to support your response.


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PRACTICE TEST RESULTS


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PRACTICE TEST RESULTS OVERVIEW

The practice test provides valuable information regarding your preparedness for the MTEL English as a SecondLanguage (54) test. In this section, you will find information and tools to help you determine your preparednesson the various sections of the test.

Multiple-Choice Questions

A Multiple-Choice Question Answer Key Worksheet is provided to assist you in evaluating your multiple-choiceresponses. The worksheet contains five columns. The first column indicates the multiple-choice questionnumber, the second column indicates the objective to which the test question was written, and the third columnindicates the correct response. The remaining columns are for your use in calculating the number of multiple-choice questions you answered correctly or incorrectly.

An Evaluation Chart for the multiple-choice questions is also provided to help you assess which content coveredby the test objectives may require additional study.

Open-Response Items

Evaluation Information, Sample Responses and Analyses, as well as a Scoring Rubric are provided for theseitems. You may wish to refer to this information when evaluating your practice test responses.

Total Test

Practice Test Score Calculation information is provided to help you estimate your score on the practice test.Although you cannot use this practice test to precisely predict how you might score on an official MTEL Englishas a Second Language (54) test, you may be able to determine your degree of readiness to take an MTEL test at anoperational administration. No passing score has been determined for the practice test.


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MULTIPLE-CHOICE QUESTIONANSWER KEY WORKSHEET

Your ResponseQuestionNumber

ObjectiveNumber

CorrectResponse Correct? Incorrect?

1 0001 A2 0001 B3 0001 A4 0001 B5 0001 D6 0001 B7 0001 D8 0001 D9 0001 C10 0001 A11 0001 B12 0001 C13 0002 C14 0002 D15 0002 C16 0002 A17 0002 B18 0002 B19 0002 C20 0002 B21 0002 B22 0002 D23 0002 D24 0002 A25 0003 D26 0003 C27 0003 D28 0003 B29 0003 A30 0003 C31 0003 D32 0003 B33 0003 A34 0003 C


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MULTIPLE-CHOICE QUESTIONANSWER KEY WORKSHEET (continued)


ObjectiveNumber


35 0003 D36 0003 A37 0004 B38 0004 C39 0004 D40 0004 C41 0004 B42 0004 C43 0004 D44 0004 D45 0004 C46 0004 A47 0004 A48 0004 D49 0005 A50 0005 A51 0005 B52 0005 A53 0005 C54 0005 C55 0005 D56 0005 B57 0005 C58 0005 B59 0005 C60 0005 D61 0005 A62 0006 B63 0006 A64 0006 C65 0006 A66 0006 D67 0006 C68 0006 A


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MULTIPLE-CHOICE QUESTIONANSWER KEY WORKSHEET (continued)


ObjectiveNumber


69 0006 D70 0006 D71 0006 A72 0006 C73 0006 B74 0006 D75 0007 B76 0007 C77 0007 D78 0007 A79 0007 C80 0007 C81 0007 D82 0007 A83 0007 B84 0007 A85 0007 B86 0007 D87 0007 C88 0008 C89 0008 D90 0008 A91 0008 B92 0008 A93 0008 B94 0008 C95 0008 D96 0008 B97 0008 D98 0008 B99 0008 A

100 0008 DCount the number of multiple-choice questions you answered correctly:

__________ of 100 multiple-choice questions


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MULTIPLE-CHOICE QUESTIONPRACTICE TEST EVALUATION CHART

In the evaluation chart that follows, the multiple-choice questions are arranged in numerical order and by testobjective. Check your responses against the correct responses provided to determine how many questions withineach objective you answered correctly.

Subarea I: Foundations of Second-Language Instruction

Objective 0001: Understand processes and stages of language acquisition and factorsaffecting second-language development.

1A_____ 2B_____ 3A_____ 4B_____ 5D_____ 6B_____ 7D_____ 8D_____

9C_____ 10A_____ 11B_____ 12C_____ _____/12

Objective 0002: Understand basic linguistic and sociolinguistic concepts related to instructionfor English language learners.

13C_____ 14D_____ 15C_____ 16A_____ 17B_____ 18B_____ 19C_____

20B_____ 21B_____ 22D_____ 23D_____ 24A_____ _____/12

Objective 0003: Understand sheltered/structured English immersion (SEI) theories, programs,and instructional approaches for English language learners.

25D_____ 26C_____ 27D_____ 28B_____ 29A_____ 30C_____ 31D_____

32B_____ 33A_____ 34C_____ 35D_____ 36A_____ _____/12

Subarea I (Objectives 0001–0003) Total _____/36


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MULTIPLE-CHOICE QUESTIONPRACTICE TEST EVALUATION CHART (continued)

Subarea II: Second-Language and Content Learning

Objective 0004: Understand strategies for promoting and assessing English language learners'oral language skills and communicative language development.

37B_____ 38C_____ 39D_____ 40C_____ 41B_____ 42C_____ 43D_____

44D_____ 45C_____ 46A_____ 47A_____ 48D_____ _____/12

Objective 0005: Understand theory, research, and practice related to developing reading skillsand reading comprehension in English as a first language.

49A_____ 50A_____ 51B_____ 52A_____ 53C_____ 54C_____ 55D_____

56B_____ 57C_____ 58B_____ 59C_____ 60D_____ 61A_____ _____/13

Objective 0006: Understand reading instruction and assessment for English language learners.

62B_____ 63A_____ 64C_____ 65A_____ 66D_____ 67C_____ 68A_____

69D_____ 70D_____ 71A_____ 72C_____ 73B_____ 74D_____ _____/13

Objective 0007: Understand writing instruction and assessment for English language learners.

75B_____ 76C_____ 77D_____ 78A_____ 79C_____ 80C_____ 81D_____

82A_____ 83B_____ 84A_____ 85B_____ 86D_____ 87C_____ _____/13

Objective 0008: Understand instruction and assessment related to the development of Englishlanguage learners' cognitive-academic language proficiency and content area learning.

88C_____ 89D_____ 90A_____ 91B_____ 92A_____ 93B_____ 94C_____

95D_____ 96B_____ 97D_____ 98B_____ 99A_____ 100D_____ _____/13

Subarea II (Objectives 0004–0008) Total _____/64


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OPEN-RESPONSE ITEM EVALUATION INFORMATION

How Open-Response Items Are Scored

Open-response items are scored through a process called focused holistic scoring. Scorers judge the overalleffectiveness of the response rather than individual aspects considered in isolation. Scorer judgments are basedon the quality of the response, not on length or neatness. Responses must be long enough to cover the topicadequately and scorers must be able to read what is written.

How to Evaluate Your Practice Responses

On the following pages, you will find two "strong" and two "weak" sample responses. PLEASE DO NOTREVIEW THE SAMPLE RESPONSES UNTIL AFTER YOU HAVE WRITTEN YOUR OWN RESPONSE.When you do review the two "strong" and "weak" sample responses and analyses included here, please note thefollowing points:

For the purposes of the practice test, responses are identified as "strong" or "weak" rather than given ascore point of 1–4.

The responses identified as "strong" may contain flaws; however, these responses do demonstrate theperformance characteristics of a "strong response."

The two "strong" responses demonstrate the examinees' appropriate understanding and application of thesubject matter knowledge. However, these responses do not necessarily reflect the full range of "correctanswers" that would demonstrate an understanding of the subject matter.

The "Analysis" accompanying each "strong" and "weak" response discusses the main attributes of theresponses, but does not identify all flaws or strengths that may be present.

Compare your practice responses to the Sample Responses to determine whether your responses are more similarto the strong or weak responses. Also review the Analyses on those pages and the Scoring Rubric to help youbetter understand the characteristics of strong and weak responses. This evaluation will help you identify specificproblems or weaknesses in your practice responses. Further information on scoring can be found in the TestInformation Booklet and Faculty Guide at www.mtel.nesinc.com and at www.doe.mass.edu/mtel; select "FAQ,"then "After the Test."


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OPEN-RESPONSE ITEMSCORING RUBRIC, SAMPLE RESPONSES, AND ANALYSES


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Massachusetts Tests for Educator Licensure®SCORING RUBRIC FOR SUBJECT TESTS

Performance Characteristics:

Purpose The extent to which the response achieves the purpose of the assignment.

Subject Matter Knowledge Accuracy and appropriateness in the application of subject matter knowledge.

Support Quality and relevance of supporting details.

Rationale Soundness of argument and degree of understanding of the subject matter.

Scoring Scale:ScorePoint Score Point Description

4The "4" response reflects a thorough knowledge and understanding of the subject matter.• The purpose of the assignment is fully achieved.• There is a substantial, accurate, and appropriate application of subject matter knowledge.• The supporting evidence is sound; there are high-quality, relevant examples.• The response reflects an ably reasoned, comprehensive understanding of the topic.

3The "3" response reflects an adequate knowledge and understanding of the subject matter.• The purpose of the assignment is largely achieved.• There is a generally accurate and appropriate application of subject matter knowledge.• The supporting evidence is adequate; there are some acceptable, relevant examples.• The response reflects an adequately reasoned understanding of the topic.

2The "2" response reflects a limited knowledge and understanding of the subject matter.• The purpose of the assignment is partially achieved.• There is a limited, possibly inaccurate or inappropriate, application of subject matter knowledge.• The supporting evidence is limited; there are few relevant examples.• The response reflects a limited, poorly reasoned understanding of the topic.

1The "1" response reflects a weak knowledge and understanding of the subject matter.• The purpose of the assignment is not achieved.• There is little or no appropriate or accurate application of subject matter knowledge.• The supporting evidence, if present, is weak; there are few or no relevant examples.• The response reflects little or no reasoning about or understanding of the topic.

U The response is unrelated to the assigned topic, illegible, primarily in a language other thanEnglish, not of sufficient length to score, or merely a repetition of the assignment.

B There is no response to the assignment.


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FIRST SAMPLE WEAK RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #1

Sample weak responses to the open-response item assignments will be available in summer 2010.

ANALYSIS FOR FIRST WEAK RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #1

Analyses for weak responses to the open-response item assignments will be available in summer 2010.


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SECOND SAMPLE WEAK RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #1


ANALYSIS FOR SECOND WEAK RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #1



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FIRST SAMPLE STRONG RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #1

Sample strong responses to the open-response item assignments will be available in summer 2010.

ANALYSIS FOR FIRST STRONG RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #1

Analyses for strong responses to the open-response item assignments will be available in summer 2010.


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SECOND SAMPLE STRONG RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #1


ANALYSIS FOR SECOND STRONG RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #1



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FIRST SAMPLE WEAK RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #2


ANALYSIS FOR FIRST WEAK RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #2



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SECOND SAMPLE WEAK RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #2


ANALYSIS FOR SECOND WEAK RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #2



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FIRST SAMPLE STRONG RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #2


ANALYSIS FOR FIRST STRONG RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #2



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SECOND SAMPLE STRONG RESPONSE FOR OPEN-RESPONSEITEM ASSIGNMENT #2


ANALYSIS FOR SECOND STRONG RESPONSE TO OPEN-RESPONSEITEM ASSIGNMENT #2



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PRACTICE TEST SCORE CALCULATION

The practice test score calculation information will be available in late spring 2010, following setting ofqualifying scores.

massachusetts tests for educator licensure (mtel€¦ · english as a second language (54) practice...

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