STR Practice Exam 2 Questions and Answers 2023 with
complete solution
A teacher invites students to sit at her desk where she has a set of letter tiles. The
teacher spells a CVC word with the tiles and asks the student to read the word
aloud. The teacher notes whether the word is read correctly or not. Then the
teacher swaps out a tile to create a new word and the process repeats. Students
are assessed on how well they can read the new CVC words with a goal of 25
words correct.
Based on the skill being assessed, this teacher most likely teaches which grade
level?
prekindergarten
kindergarten
first grade
second grade
kindergarten
The ability to recognize that new words are created when letters are changed, added, or
deleted is a benchmark associated with kindergarten-level students.
A second-grade student is reading from a text and comes across the following
sentence.
"I'd go outside, but it's raining cats and dogs!"
He raises his hand to call the teacher over. He asks how it can rain cats and dogs.
The teacher replies, "'Raining cats and dogs' is something called an idiom," and
suggests he looks at the illustration to take a guess what that might mean. The
student reviews the illustration showing a heavy rain and asks, "It means there is
a lot of rain?"
Based on this example, this student is likely in which stage of reading
proficiency, according to the TELPAS Proficiency Level Descriptors?
beginning
intermediate
advanced
advanced-High
,advanced
Beginning to understand and explore literal and figurative meanings of words is an
example of what can be expected of an advanced reader.
Every Monday students in a first-grade class are asked to write about a topic of
their choice. The teacher informally reviews these journals as a way to assess her
student's progress with certain orthographic or grammatical concepts. A student
writes the following sentence.
We got ice creem and spended time at the bech.
Based on this writing sample, this student is most likely in which stage of
spelling development?
precommunicative
semiphonetic
conventional
transitional
transitional
Transitional students can spell many words correctly, but still struggle with irregular
spellings. Based on this student's errors, he is likely in the transitional stage.
A veteran teacher has been asked by the principal to adjust his curriculum to
include more multicultural literature and diverse authors. When choosing
multicultural literature for the classroom, the teacher should look for texts that:
are reflective of the cultural makeup of his students while also offering new
experiences of different, underrepresented cultures.
provide a sampling of all cultures in the world so that the class can experience as
much diversity as possible.
mirror the diversity in his classroom exactly, excluding cultures or ethnicities that
are not currently represented by students in the class.
stereotypically represent a culture so that students get a quick, easy-to-
understand view of unfamiliar lifestyles.
are reflective of the cultural makeup of his students while also offering new experiences
of different, underrepresented cultures.
Students come to texts with background knowledge when the multicultural literature
matches their lives, but finding an appropriate balance between familiar and new is
important for helping students grow as readers and citizens of the world.
,A third-grade teacher groups students together to discuss the nonfiction article
they just finished. The teacher provides a list of discussion questions for the
students to answer. As she walks around, she overhears a lot of simple "yes" or
"no" style answers and realizes that the students are not engaging critically in
this discussion. She wants to encourage her students to participate in more
academic conversations about their reading. Which of the following would best
promote this goal?
Model thinking-aloud about a text while reading to the class.
Model annotation strategies and provide time for students to practice annotating
a text before discussion.
Provide students with graphic organizers to record notes and key information on.
Post a list of sentence starters on the wall for students to reference.
Post a list of sentence starters on the wall for students to reference.
Providing sentence starters and encouraging students to use them while discussing
academic texts is one way to achieve this goal.
A third-grade class is working on a cross-curricular project focused on protecting
natural environments. The students are reading about various local and national
ecosystems, the challenges facing the survival of these areas, and ways humans
can work together to protect these natural habitats. As students work, they are
encouraged to write unfamiliar vocabulary words on a specific section of the
whiteboard.
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
pollute
conservation
Any student who writes an unfamiliar term on the board is given the following
handout to complete:
Most of the words on this list are tier three vocabulary words. Once students
have written the terms in their notebooks, the teacher holds a discussion on each
term. She reads the example sentence from the articles, points out any context
clues present, and works with the class to create a working definition of the term.
Which activities would most benefit student's learning and retention of these tier
three terms?
, Select all answers that apply.
Create a word web linking these terms to words the students already know and
understand.
Project images of the words and ask students to add a drawing to their
vocabulary notebooks.
Give students a second example sentence to include in their vocabulary
notebooks.
Provide the definition and ask students to write it in their vocabulary notebooks.
Create a word web linking these terms to words the students already know and
understand.
Breaking down complex vocabulary through a semantic map or word web helps
students build connections between the new term and those they already know.
Project images of the words and ask students to add a drawing to their vocabulary
notebooks.
Because tier three words are content-specific, students may not have any background
knowledge to apply to the term. Showing photos when possible gives students a visual
clue for the word's meaning which is beneficial when learning tier three terms.
A third-grade class is working on a cross-curricular project focused on protecting
natural environments. The students are reading about various local and national
ecosystems, the challenges facing the survival of these areas, and ways humans
can work together to protect these natural habitats. As students work, they are
encouraged to write unfamiliar vocabulary words on a specific section of the
whiteboard.
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
pollute
conservation
Any student who writes an unfamiliar term on the board is given the following
handout to complete:
By asking students to complete the provided handout, the teacher is
demonstrating her understanding that in order internalize new vocabulary words,
a student needs:
complete solution
A teacher invites students to sit at her desk where she has a set of letter tiles. The
teacher spells a CVC word with the tiles and asks the student to read the word
aloud. The teacher notes whether the word is read correctly or not. Then the
teacher swaps out a tile to create a new word and the process repeats. Students
are assessed on how well they can read the new CVC words with a goal of 25
words correct.
Based on the skill being assessed, this teacher most likely teaches which grade
level?
prekindergarten
kindergarten
first grade
second grade
kindergarten
The ability to recognize that new words are created when letters are changed, added, or
deleted is a benchmark associated with kindergarten-level students.
A second-grade student is reading from a text and comes across the following
sentence.
"I'd go outside, but it's raining cats and dogs!"
He raises his hand to call the teacher over. He asks how it can rain cats and dogs.
The teacher replies, "'Raining cats and dogs' is something called an idiom," and
suggests he looks at the illustration to take a guess what that might mean. The
student reviews the illustration showing a heavy rain and asks, "It means there is
a lot of rain?"
Based on this example, this student is likely in which stage of reading
proficiency, according to the TELPAS Proficiency Level Descriptors?
beginning
intermediate
advanced
advanced-High
,advanced
Beginning to understand and explore literal and figurative meanings of words is an
example of what can be expected of an advanced reader.
Every Monday students in a first-grade class are asked to write about a topic of
their choice. The teacher informally reviews these journals as a way to assess her
student's progress with certain orthographic or grammatical concepts. A student
writes the following sentence.
We got ice creem and spended time at the bech.
Based on this writing sample, this student is most likely in which stage of
spelling development?
precommunicative
semiphonetic
conventional
transitional
transitional
Transitional students can spell many words correctly, but still struggle with irregular
spellings. Based on this student's errors, he is likely in the transitional stage.
A veteran teacher has been asked by the principal to adjust his curriculum to
include more multicultural literature and diverse authors. When choosing
multicultural literature for the classroom, the teacher should look for texts that:
are reflective of the cultural makeup of his students while also offering new
experiences of different, underrepresented cultures.
provide a sampling of all cultures in the world so that the class can experience as
much diversity as possible.
mirror the diversity in his classroom exactly, excluding cultures or ethnicities that
are not currently represented by students in the class.
stereotypically represent a culture so that students get a quick, easy-to-
understand view of unfamiliar lifestyles.
are reflective of the cultural makeup of his students while also offering new experiences
of different, underrepresented cultures.
Students come to texts with background knowledge when the multicultural literature
matches their lives, but finding an appropriate balance between familiar and new is
important for helping students grow as readers and citizens of the world.
,A third-grade teacher groups students together to discuss the nonfiction article
they just finished. The teacher provides a list of discussion questions for the
students to answer. As she walks around, she overhears a lot of simple "yes" or
"no" style answers and realizes that the students are not engaging critically in
this discussion. She wants to encourage her students to participate in more
academic conversations about their reading. Which of the following would best
promote this goal?
Model thinking-aloud about a text while reading to the class.
Model annotation strategies and provide time for students to practice annotating
a text before discussion.
Provide students with graphic organizers to record notes and key information on.
Post a list of sentence starters on the wall for students to reference.
Post a list of sentence starters on the wall for students to reference.
Providing sentence starters and encouraging students to use them while discussing
academic texts is one way to achieve this goal.
A third-grade class is working on a cross-curricular project focused on protecting
natural environments. The students are reading about various local and national
ecosystems, the challenges facing the survival of these areas, and ways humans
can work together to protect these natural habitats. As students work, they are
encouraged to write unfamiliar vocabulary words on a specific section of the
whiteboard.
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
pollute
conservation
Any student who writes an unfamiliar term on the board is given the following
handout to complete:
Most of the words on this list are tier three vocabulary words. Once students
have written the terms in their notebooks, the teacher holds a discussion on each
term. She reads the example sentence from the articles, points out any context
clues present, and works with the class to create a working definition of the term.
Which activities would most benefit student's learning and retention of these tier
three terms?
, Select all answers that apply.
Create a word web linking these terms to words the students already know and
understand.
Project images of the words and ask students to add a drawing to their
vocabulary notebooks.
Give students a second example sentence to include in their vocabulary
notebooks.
Provide the definition and ask students to write it in their vocabulary notebooks.
Create a word web linking these terms to words the students already know and
understand.
Breaking down complex vocabulary through a semantic map or word web helps
students build connections between the new term and those they already know.
Project images of the words and ask students to add a drawing to their vocabulary
notebooks.
Because tier three words are content-specific, students may not have any background
knowledge to apply to the term. Showing photos when possible gives students a visual
clue for the word's meaning which is beneficial when learning tier three terms.
A third-grade class is working on a cross-curricular project focused on protecting
natural environments. The students are reading about various local and national
ecosystems, the challenges facing the survival of these areas, and ways humans
can work together to protect these natural habitats. As students work, they are
encouraged to write unfamiliar vocabulary words on a specific section of the
whiteboard.
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
pollute
conservation
Any student who writes an unfamiliar term on the board is given the following
handout to complete:
By asking students to complete the provided handout, the teacher is
demonstrating her understanding that in order internalize new vocabulary words,
a student needs:
