SEI MTEL Test with Accurate solutions
Vocabulary Tier I - ANS-words that require no instruction (sight words, single meaning)
Vocabulary Tier 2 - ANS-high frequency words used by mature language users across
content areas; include multiple meaning words, idioms, transition words, and
collocations
Vocabulary Tier 3 - ANS-low frequency words that are content specific; technical terms;
ex: meteorologist, anemometer, gauge, propeller
Polysemous word - ANS-a word with multiple meanings
Collocation - ANS-a group of words that go together; these phrases must be explicitly
taught to an ELL; ex: "fast food," "burst into tears," "make a wish," blissfully ignorant"
7 Steps to Vocab Instruction - ANS-1) Teacher says word, student repeats.
2) Teacher states word in context of the text.
3) Teacher provides dictionary definition.
4) Teacher explains meaning w/ student-friendly definition.
5) Highlights feature of word (polysemous, cognate, tense, prefixes, etc).
6) Engages students in activities to develop word/concept knowledge.
7) Teacher assigns peer reading w/ oral and written summary activities. Explains how
word will be used.
Strategy for Vocabulary - Content Word Wall - ANS-display words alphabetically and
revisit them during future lessons, include a picture with the word
Strategy for Teaching Vocabulary - Word Web - ANS-a vocabulary graphic organizer
that has the target word in the middle surrounded by several boxes for
meanings/characteristics/synonyms of the word
Strategy for Teaching Vocabulary - Concept Definition Map - ANS-a vocabulary graphic
organizer that includes: what is it? what isn't it? what are some examples?
Strategy for Teaching Vocabulary - Word Sorts - ANS-used as review of vocabulary
after reading, cards can be organized by meaning or word parts
Strategy for Teaching Vocabulary - Cloze Sentences - ANS-used to review vocabulary
words in context by asking students to choose a word that fits in a blank
Sentence Level Analysis - What to Discuss - ANS-use of passive voice
,use of a nonliving subject or "doer"
difficulty tracking a pronoun through several sentences
use of helping verbs that shade mood or time
use of past tense in history vs. present tense in science
changes in tense within a text
phrases or clauses used to make complex sentences
declarative sentence - ANS-a sentence that makes a statement and ends with a period
interrogative sentence - ANS-asks a question and ends with a question mark
exclamatory sentence - ANS-shows strong feeling and ends with an exclamation mark
imperative sentence - ANS-a sentence that is a command, the subject is unwritten but is
assumed to be "you"
Phrase - ANS-A collection of words that may have nouns or verbals, but it does not
have a subject doing a verb.
The following are examples:
leaving behind the dog
smashing into a fence
before the first test
after the devastation
between ignorance and intelligence
broken into thousands of pieces
because of her glittering smile
Clause - ANS-A collection of words that has a subject that is actively doing a verb.
The following are examples:
since she laughs at diffident men
I despise individuals of low character
when the saints go marching in
Obediah Simpson is uglier than a rabid raccoon
because she smiled at him.
Helping Verbs - ANS-used with a main verb to express shades of time or mood
, ex: can, could, may, might, must, shall, should, will and would
Active Voice - ANS-the subject of a sentence performs the action or is "being"
something
the focus of the sentence is on the subject doing the action
ex: The teacher gave her students a difficult test.
ex: Mike threw the ball.
ex: I need to wash my car.
ex: The screenwriter writes the script.
ex: Scientists think of photosynthesis and respiration as opposite processes.
Passive Voice - ANS-the subject of a sentence is acted upon by the object
the focus of the sentence is on the receiver of the action
ex: A difficult test was given to the students by the teacher.
ex: The students were given a difficult test by the teacher.
ex: The ball was thrown by Mike.
ex: My car needs to be washed (by me).
ex: The script is written by the screenwriter.
ex: Photosynthesis and Respiration can be thought of as opposite processes (by a
scientist).
Discourse Level Analysis - What to Discuss - ANS-length of text
cohesion of text; ex: transition words that show text structure(s)
density of text
embedded vocabulary
variety of sentence types
parts that require background knowledge
parts that require inference
Modes of Discourse - Expository, Descriptive, Narrative, Argumentative
Modes of Discourse - Exposition - ANS-explaining the characteristics of a topic, "telling"
ex: 5 paragraph essay with thesis statement
Vocabulary Tier I - ANS-words that require no instruction (sight words, single meaning)
Vocabulary Tier 2 - ANS-high frequency words used by mature language users across
content areas; include multiple meaning words, idioms, transition words, and
collocations
Vocabulary Tier 3 - ANS-low frequency words that are content specific; technical terms;
ex: meteorologist, anemometer, gauge, propeller
Polysemous word - ANS-a word with multiple meanings
Collocation - ANS-a group of words that go together; these phrases must be explicitly
taught to an ELL; ex: "fast food," "burst into tears," "make a wish," blissfully ignorant"
7 Steps to Vocab Instruction - ANS-1) Teacher says word, student repeats.
2) Teacher states word in context of the text.
3) Teacher provides dictionary definition.
4) Teacher explains meaning w/ student-friendly definition.
5) Highlights feature of word (polysemous, cognate, tense, prefixes, etc).
6) Engages students in activities to develop word/concept knowledge.
7) Teacher assigns peer reading w/ oral and written summary activities. Explains how
word will be used.
Strategy for Vocabulary - Content Word Wall - ANS-display words alphabetically and
revisit them during future lessons, include a picture with the word
Strategy for Teaching Vocabulary - Word Web - ANS-a vocabulary graphic organizer
that has the target word in the middle surrounded by several boxes for
meanings/characteristics/synonyms of the word
Strategy for Teaching Vocabulary - Concept Definition Map - ANS-a vocabulary graphic
organizer that includes: what is it? what isn't it? what are some examples?
Strategy for Teaching Vocabulary - Word Sorts - ANS-used as review of vocabulary
after reading, cards can be organized by meaning or word parts
Strategy for Teaching Vocabulary - Cloze Sentences - ANS-used to review vocabulary
words in context by asking students to choose a word that fits in a blank
Sentence Level Analysis - What to Discuss - ANS-use of passive voice
,use of a nonliving subject or "doer"
difficulty tracking a pronoun through several sentences
use of helping verbs that shade mood or time
use of past tense in history vs. present tense in science
changes in tense within a text
phrases or clauses used to make complex sentences
declarative sentence - ANS-a sentence that makes a statement and ends with a period
interrogative sentence - ANS-asks a question and ends with a question mark
exclamatory sentence - ANS-shows strong feeling and ends with an exclamation mark
imperative sentence - ANS-a sentence that is a command, the subject is unwritten but is
assumed to be "you"
Phrase - ANS-A collection of words that may have nouns or verbals, but it does not
have a subject doing a verb.
The following are examples:
leaving behind the dog
smashing into a fence
before the first test
after the devastation
between ignorance and intelligence
broken into thousands of pieces
because of her glittering smile
Clause - ANS-A collection of words that has a subject that is actively doing a verb.
The following are examples:
since she laughs at diffident men
I despise individuals of low character
when the saints go marching in
Obediah Simpson is uglier than a rabid raccoon
because she smiled at him.
Helping Verbs - ANS-used with a main verb to express shades of time or mood
, ex: can, could, may, might, must, shall, should, will and would
Active Voice - ANS-the subject of a sentence performs the action or is "being"
something
the focus of the sentence is on the subject doing the action
ex: The teacher gave her students a difficult test.
ex: Mike threw the ball.
ex: I need to wash my car.
ex: The screenwriter writes the script.
ex: Scientists think of photosynthesis and respiration as opposite processes.
Passive Voice - ANS-the subject of a sentence is acted upon by the object
the focus of the sentence is on the receiver of the action
ex: A difficult test was given to the students by the teacher.
ex: The students were given a difficult test by the teacher.
ex: The ball was thrown by Mike.
ex: My car needs to be washed (by me).
ex: The script is written by the screenwriter.
ex: Photosynthesis and Respiration can be thought of as opposite processes (by a
scientist).
Discourse Level Analysis - What to Discuss - ANS-length of text
cohesion of text; ex: transition words that show text structure(s)
density of text
embedded vocabulary
variety of sentence types
parts that require background knowledge
parts that require inference
Modes of Discourse - Expository, Descriptive, Narrative, Argumentative
Modes of Discourse - Exposition - ANS-explaining the characteristics of a topic, "telling"
ex: 5 paragraph essay with thesis statement
