TExES Science of Teaching Reading (STR) (293) Quiz 2 with Correct Answers

TExES Science of Teaching Reading (STR) (293) Quiz 2 with Correct Answers A kindergarten class has been working to learn all the letters and their corresponding sounds and will later learn about types of syllables and how those syllable types can affect the sounds letters make. Students who are not progressing as planned through the lessons on letter-to-sound correspondence most likely need differentiation in the form of: A - scaffolding. B - complexity. C - background knowledge. D - pacing. - Ans:-pacing. These students most likely need more time to practice and memorize the sounds each letter makes. ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 2/8 A second-grade teacher has the long-term goal for their students to read grade-level texts with sufficient accuracy and fluency to support comprehension, a state learning standard. Which of the following is not an example of a short-term goal that would serve as a scaffold for this long-term goal? A - recognizing and understanding the meanings of five new prefixes B - distinguishing long vowel sounds from short vowel sounds C - increasing student reading levels by one grade level D - recognizing text features associated with informational texts - Ans:-C Increasing all student reading levels by one grade level would also be a long-term goal. It would be slightly different than the goal stated in the question because students will be starting from a variety of reading levels. What impact should the results of ongoing assessments have on instructional plans? A - The results should influence plans for the same unit in the following school year. B - They should only change future plans if the upcoming plans are directly related. C - They should not affect immediate plans, as the skills are unlikely to be related. ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 3/8 D - They should change upcoming plans if goals are not met. - Ans:-D Ongoing assessments are designed to affect future instructional plans. If the desired results have not yet been met, the teacher should change the instructional plans to better meet the students' needs. A kindergarten teacher has implemented reading instruction to help students master the basics of phonological awareness, phonics, and print awareness. Instruction is systematic and explicit, and the teacher presents skills in an order consistent with the developmental reading continuum. To best meet the instructional needs of each student throughout the year, the teacher should: A - provide uniform instruction to everyone in the class to provide equal learning opportunities. B - frequently assess each student's reading development and adjust instruction accordingly. C - regularly send home results of student assessments to increase parental involvement. D - introduce new phonics skills in several ways to account for various learning styles. - Ans:-B In order to best meet the needs of students, the teacher should perform formal and informal assessments frequently and use them to inform instructional choices. ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 4/8 A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are as follows: Passage Assessment Level: Early third grade Accuracy rate: 93% Error rate: 1:10 (an average of 1 error for every 10 words read) Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors) After examining these results, the teacher conferences with the student privately. Below is a transcript of their conference. Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were thinking about the story events, and that helped you fill in the right word. Let's take a look at another word (pointing to the word set in the passage). You read let. Let's read the first letter. What is it? Student: It's s. I see! It says set! Teacher - Ans:-B This is the best approach for the teacher to take because it will provide targeted instruction to the student and other peers facing similar reading challenges. ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 5/8 Which of the following are the best ways for a teacher to help students develop independent reading skills? Select all answers that apply. A - Only allow students to choose their independent reading books from teacher-selected lists. B - Provide in-class time for students to choose independent reading books and some time for quiet reading. C - Pick all student reading for them to be sure it is a good fit. D - Facilitate peer conversations about their reading. - Ans:-B&D Ms. Landers had planned to begin instruction on a new syllable pattern in class this week, but on the previous Friday, only half of the class showed proficiency with the previous skill. How should this information affect her plan for the upcoming week? A - She should continue with the current plan but revisit the previous skill at a later date. B - She should continue whole-class instruction on the current skill