STR EXAM TEACHERS OF TOMORROW GUIDE |
QUESTIONS AND CORRECT ANSWERS GRADED A+ |
2026\2027 VERSION
Accuracy (when reading)
-Correct Answer-the reader's ability to correctly pronounce words
Guided Reading:
-Correct Answer-Reading done by students with teacher support. This reading will be
done within the framework of a lesson and often in a small group setting with the
teacher.
Prosody
-Correct Answer-the reader's ability to convey expression, including using correct
emphasis, punctuation, and tone, while reading aloud
Literature Circles
-Correct Answer-A strategy in which a teacher organizes students into small groups to
discuss a common text.
Morphology
-Correct Answer-The study of forms of words, including affixes, roots, stems, and parts
of speech.
Validity
-Correct Answer-Assessments should measures what they intend to measure. Students
should be assessed over what they have been taught. They should also be assessed at
the same level in which they were taught.
Congruence
-Correct Answer-Assessment congruence is associated with validity. Instruction is
congruent when teachers assure that learning objectives outlined at the beginning of an
instructional unit align with how students will be assessed.
Reliability
-Correct Answer-Assessments should produce consistent results that can be replicated.
When given a reliable test, students should produce the same score when given the
same test in similar conditions.
,Clarity of Language
-Correct Answer-The language used should be at an appropriate vocabulary level for
students, and slang terms should be avoided. Students shouldn't get the question wrong
because they can't figure out what is being asked. Students should have a clear
understanding of what to do to demonstrate their knowledge of the topic.
Freedom from Bias
-Correct Answer-Test items should not offend or penalize students due to their
background or culture. Considering student diversity is essential when considering
potential bias in an assessment. Teachers cannot assume students have the
background knowledge needed to fully understand questions they may encounter. For
example, students may not be adequately prepared to answer a word problem about an
airport if they've never been to one before. This ties back into assessments being valid
and clear.
Fair assessments
-Correct Answer-are valid, reliable, clear, and free of bias.
Reading and Special Needs
-Correct Answer-Students with special needs that impact their reading will require
differentiation and support across all content areas. Types of differentiation may be
similar to the strategies used for other struggling readers, but these will not be optional
and not up to teacher discretion. Specific differentiation requirements and interventions
will be outlined in IEPs and 504 plans, and teachers are required by law to meet those
expectations.
Regardless of the skills focus, differentiation will often include opportunities to
participate kinesthetically, visually, auditorily, or using tactile techniques. Teachers
should also plan for opportunities to reteach skill gaps and provide extra practice.
Reading Assessment
-Correct Answer-
Reading assessment should be curriculum-based and will likely cover such reading
skills as:
-word analysis
-fluency
-comprehension
-vocabulary
-background knowledge or schema
-academic language
The teacher should frequently assess student progress on these skills without overusing
formal assessments. Informal assessments can provide useful information without
, unnecessary interruptions of instruction, allowing the teacher to gain more frequent
insight into student learning. Both formal and informal assessments should take into
consideration the ways a student's schema can impact their performance on a reading
assessment.
Informal assessments
-Correct Answer-more flexible than formal assessments and can be adjusted to fit the
situation and the particular needs of the student being tested. These might involve such
methods as simply observing student interest and facial expression during a lesson or
group activity or listening to a student read aloud. Informal assessments may be graded
or ungraded, but the information gleaned can be used to guide teacher instruction.
Common ways a teacher will informally assess students in a reading classroom include:
-class or small group discussions
-oral retellings
-listening to students who have volunteered to read aloud or share a response
formal assessments
-Correct Answer-usually involve the use of a standardized rubric or scoring guide based
on several criteria rather than on a single numerical score. These require more planning
and will typically occur at predetermined points within a school year. Common formal
assessments in a reading class include:
-reading-error analyses
-phonics surveys
-spelling surveys
-oral reading fluency measures
Entry-level assessment (pre-assessment)
-Correct Answer-his type of assessment occurs at the beginning of instruction. It is used
to determine students' current skill levels and allows the teacher to plan instruction
accordingly. Using a pre-assessment will help guide instruction and allow the teacher to
differentiate instruction as necessary.
Diagnostic assessment
-Correct Answer-This assessment is used to "diagnose" a specific difficulty a student is
having. For example, if a student is struggling to read a grade-level passage, the
teacher could perform a diagnostic assessment to determine what is causing the
student's difficulty.
Ongoing curriculum-based assessment
-Correct Answer-This type of assessment is used to track student progress throughout
instruction. It can be used to identify a lack of progress that would lead to a change in
QUESTIONS AND CORRECT ANSWERS GRADED A+ |
2026\2027 VERSION
Accuracy (when reading)
-Correct Answer-the reader's ability to correctly pronounce words
Guided Reading:
-Correct Answer-Reading done by students with teacher support. This reading will be
done within the framework of a lesson and often in a small group setting with the
teacher.
Prosody
-Correct Answer-the reader's ability to convey expression, including using correct
emphasis, punctuation, and tone, while reading aloud
Literature Circles
-Correct Answer-A strategy in which a teacher organizes students into small groups to
discuss a common text.
Morphology
-Correct Answer-The study of forms of words, including affixes, roots, stems, and parts
of speech.
Validity
-Correct Answer-Assessments should measures what they intend to measure. Students
should be assessed over what they have been taught. They should also be assessed at
the same level in which they were taught.
Congruence
-Correct Answer-Assessment congruence is associated with validity. Instruction is
congruent when teachers assure that learning objectives outlined at the beginning of an
instructional unit align with how students will be assessed.
Reliability
-Correct Answer-Assessments should produce consistent results that can be replicated.
When given a reliable test, students should produce the same score when given the
same test in similar conditions.
,Clarity of Language
-Correct Answer-The language used should be at an appropriate vocabulary level for
students, and slang terms should be avoided. Students shouldn't get the question wrong
because they can't figure out what is being asked. Students should have a clear
understanding of what to do to demonstrate their knowledge of the topic.
Freedom from Bias
-Correct Answer-Test items should not offend or penalize students due to their
background or culture. Considering student diversity is essential when considering
potential bias in an assessment. Teachers cannot assume students have the
background knowledge needed to fully understand questions they may encounter. For
example, students may not be adequately prepared to answer a word problem about an
airport if they've never been to one before. This ties back into assessments being valid
and clear.
Fair assessments
-Correct Answer-are valid, reliable, clear, and free of bias.
Reading and Special Needs
-Correct Answer-Students with special needs that impact their reading will require
differentiation and support across all content areas. Types of differentiation may be
similar to the strategies used for other struggling readers, but these will not be optional
and not up to teacher discretion. Specific differentiation requirements and interventions
will be outlined in IEPs and 504 plans, and teachers are required by law to meet those
expectations.
Regardless of the skills focus, differentiation will often include opportunities to
participate kinesthetically, visually, auditorily, or using tactile techniques. Teachers
should also plan for opportunities to reteach skill gaps and provide extra practice.
Reading Assessment
-Correct Answer-
Reading assessment should be curriculum-based and will likely cover such reading
skills as:
-word analysis
-fluency
-comprehension
-vocabulary
-background knowledge or schema
-academic language
The teacher should frequently assess student progress on these skills without overusing
formal assessments. Informal assessments can provide useful information without
, unnecessary interruptions of instruction, allowing the teacher to gain more frequent
insight into student learning. Both formal and informal assessments should take into
consideration the ways a student's schema can impact their performance on a reading
assessment.
Informal assessments
-Correct Answer-more flexible than formal assessments and can be adjusted to fit the
situation and the particular needs of the student being tested. These might involve such
methods as simply observing student interest and facial expression during a lesson or
group activity or listening to a student read aloud. Informal assessments may be graded
or ungraded, but the information gleaned can be used to guide teacher instruction.
Common ways a teacher will informally assess students in a reading classroom include:
-class or small group discussions
-oral retellings
-listening to students who have volunteered to read aloud or share a response
formal assessments
-Correct Answer-usually involve the use of a standardized rubric or scoring guide based
on several criteria rather than on a single numerical score. These require more planning
and will typically occur at predetermined points within a school year. Common formal
assessments in a reading class include:
-reading-error analyses
-phonics surveys
-spelling surveys
-oral reading fluency measures
Entry-level assessment (pre-assessment)
-Correct Answer-his type of assessment occurs at the beginning of instruction. It is used
to determine students' current skill levels and allows the teacher to plan instruction
accordingly. Using a pre-assessment will help guide instruction and allow the teacher to
differentiate instruction as necessary.
Diagnostic assessment
-Correct Answer-This assessment is used to "diagnose" a specific difficulty a student is
having. For example, if a student is struggling to read a grade-level passage, the
teacher could perform a diagnostic assessment to determine what is causing the
student's difficulty.
Ongoing curriculum-based assessment
-Correct Answer-This type of assessment is used to track student progress throughout
instruction. It can be used to identify a lack of progress that would lead to a change in
