STR Exam Questions and Answers Verified 100%
Which of the following practices by a prekindergarten teacher best reflects an
assets-based approach to reading instruction?
planning instruction in various areas of reading using continually adjusted flexible
groupings according to each child's current assessed knowledge and skills
Assest-based approach to reading instruction
Focuses on what children know rather than what they do not know
A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development?
providing the student with systematic, explicit multimodal instruction in all the essential,
evidence-based components of reading
A third-grade teacher frequently uses an online application at the end of a lesson
that allows the teacher to post a small task or question for students on the
classroom computer. For example, after a lesson on prefixes, the teacher posts
three base words and asks students to change the meaning of each word by
adding an appropriate prefix from the lesson. Throughout the day, students post
their individual responses for the teacher to review. In this scenario, the teacher
is using technology for which of the following assessment purposes?
Formative assessment
purpose of formative Assessment
the purpose of a formative assessment is to obtain information about what students
have learned and are able to do following instruction
At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit,
mop, slug). In addition to providing the teacher with information about students'
knowledge of letter-sound correspondences, this type of assessment would also
provide information about students' development in which of the following other
areas related to emergent reading?
Phonemic awareness
A prekindergarten teacher is preparing an introductory lesson focused on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate that they are ready to learn this
skill. The group includes an English learner. Which of the following instructional
supports would best promote the English learner's success in achieving the
instructional goal of this lesson?
selecting stimulus words for the lesson that have sounds common to both English and
the English learner's home language
As part of an informal assessment of students' phonemic awareness skills, a
kindergarten teacher meets with individual students and says, "We're going to
play a word game. I'm going to say a word that you know. When you hear it, I
want you to say each sound in the word in the right order. For example, if I say
fan, you should say IăQ." The teacher then helps the student practice the
procedure using the practice words in, sat, and top. After meeting with each
, student, the teacher reviews students' performance and notices that several
students performed similarly on the assessment. A representative sample of their
assessment results is shown below.
identifying and matching the initial, medial, and final sounds of words represented by
pictures
A kindergarten teacher is planning instruction for a small group of students who
have mastered the letter-sound relationships for the consonants m, s, t, and p
and for the short-vowel sound of the letter a. The students also consistently spell
words using both initial and final consonant sounds in their daily writing. Given
this information, which of the following instructional activities would be most
appropriate for the teacher to use with these students to promote their transition
to the next step along the continuum of development of knowledge and skills
related to the alphabetic principle?
introducing the students to early decodable texts featuring known letter-sound
relationships and modeling how to sound out the words
A prekindergarten teacher is planning instruction in letter-sound relationships for
a group of beginning-level English learners who have begun identifying and
naming the letters of the alphabet. Which of the following strategies would likely
be most effective to apply with this group of children?
employing articulatory feedback to help the children discover English letter-sounds that
are not in their home language and learn how to pronounce them
A second-grade teacher frequently uses the strategy of phoneme-grapheme
mapping as part of phonics instruction. The teacher selects target words from a
phonics lesson and creates sound boxes corresponding to the words. The
teacher then helps students write the target words in the sound boxes, making
sure that students map each sound of a word to a single box. Examples of sound
boxes from two different phonics lessons are shown below.
the importance of utilizing the reciprocity between decoding and encoding to reinforce
phonics instruction
A kindergarten teacher reads a decodable text about cats with a small group of
students and then incorporates the content of the text into an interactive writing
lesson. First, the teacher has students orally generate several sentences that
relate to the actions of the cat in the story. The teacher then says, "Those are
great sentences. Help me write them on the chart paper." For each decodable
word in a sentence, the teacher pauses to prompt the students to listen to the
sounds of the word and use their knowledge of the letter-sound correspondences
that they practiced in the decodable text to identify which letter the teacher
should write next. This scenario best demonstrates the teacher's awareness of
which of the following concepts related to students' development of beginning
reading skills?
the importance of applying newly taught phonics elements to writing
A first-grade teacher would like to incorporate instruction in morphemes for
students who have mastered reading and spelling closed- and open-syllable
words. Which of the following skills is best aligned with both the teacher's goal
and the continuum of word-reading skills described in the first-grade Texas
Which of the following practices by a prekindergarten teacher best reflects an
assets-based approach to reading instruction?
planning instruction in various areas of reading using continually adjusted flexible
groupings according to each child's current assessed knowledge and skills
Assest-based approach to reading instruction
Focuses on what children know rather than what they do not know
A first-grade student has been identified as having dyslexia and has begun
intervention. Which of the following approaches to instruction would be most
effective to enhance the student's reading development?
providing the student with systematic, explicit multimodal instruction in all the essential,
evidence-based components of reading
A third-grade teacher frequently uses an online application at the end of a lesson
that allows the teacher to post a small task or question for students on the
classroom computer. For example, after a lesson on prefixes, the teacher posts
three base words and asks students to change the meaning of each word by
adding an appropriate prefix from the lesson. Throughout the day, students post
their individual responses for the teacher to review. In this scenario, the teacher
is using technology for which of the following assessment purposes?
Formative assessment
purpose of formative Assessment
the purpose of a formative assessment is to obtain information about what students
have learned and are able to do following instruction
At the beginning of the school year, a first-grade teacher conducts a brief
screening assessment in which the teacher asks small groups of students to
spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit,
mop, slug). In addition to providing the teacher with information about students'
knowledge of letter-sound correspondences, this type of assessment would also
provide information about students' development in which of the following other
areas related to emergent reading?
Phonemic awareness
A prekindergarten teacher is preparing an introductory lesson focused on
isolating/identifying the initial sound in spoken words for a small group of
children whose informal assessments indicate that they are ready to learn this
skill. The group includes an English learner. Which of the following instructional
supports would best promote the English learner's success in achieving the
instructional goal of this lesson?
selecting stimulus words for the lesson that have sounds common to both English and
the English learner's home language
As part of an informal assessment of students' phonemic awareness skills, a
kindergarten teacher meets with individual students and says, "We're going to
play a word game. I'm going to say a word that you know. When you hear it, I
want you to say each sound in the word in the right order. For example, if I say
fan, you should say IăQ." The teacher then helps the student practice the
procedure using the practice words in, sat, and top. After meeting with each
, student, the teacher reviews students' performance and notices that several
students performed similarly on the assessment. A representative sample of their
assessment results is shown below.
identifying and matching the initial, medial, and final sounds of words represented by
pictures
A kindergarten teacher is planning instruction for a small group of students who
have mastered the letter-sound relationships for the consonants m, s, t, and p
and for the short-vowel sound of the letter a. The students also consistently spell
words using both initial and final consonant sounds in their daily writing. Given
this information, which of the following instructional activities would be most
appropriate for the teacher to use with these students to promote their transition
to the next step along the continuum of development of knowledge and skills
related to the alphabetic principle?
introducing the students to early decodable texts featuring known letter-sound
relationships and modeling how to sound out the words
A prekindergarten teacher is planning instruction in letter-sound relationships for
a group of beginning-level English learners who have begun identifying and
naming the letters of the alphabet. Which of the following strategies would likely
be most effective to apply with this group of children?
employing articulatory feedback to help the children discover English letter-sounds that
are not in their home language and learn how to pronounce them
A second-grade teacher frequently uses the strategy of phoneme-grapheme
mapping as part of phonics instruction. The teacher selects target words from a
phonics lesson and creates sound boxes corresponding to the words. The
teacher then helps students write the target words in the sound boxes, making
sure that students map each sound of a word to a single box. Examples of sound
boxes from two different phonics lessons are shown below.
the importance of utilizing the reciprocity between decoding and encoding to reinforce
phonics instruction
A kindergarten teacher reads a decodable text about cats with a small group of
students and then incorporates the content of the text into an interactive writing
lesson. First, the teacher has students orally generate several sentences that
relate to the actions of the cat in the story. The teacher then says, "Those are
great sentences. Help me write them on the chart paper." For each decodable
word in a sentence, the teacher pauses to prompt the students to listen to the
sounds of the word and use their knowledge of the letter-sound correspondences
that they practiced in the decodable text to identify which letter the teacher
should write next. This scenario best demonstrates the teacher's awareness of
which of the following concepts related to students' development of beginning
reading skills?
the importance of applying newly taught phonics elements to writing
A first-grade teacher would like to incorporate instruction in morphemes for
students who have mastered reading and spelling closed- and open-syllable
words. Which of the following skills is best aligned with both the teacher's goal
and the continuum of word-reading skills described in the first-grade Texas
