TExES Science of Teaching Reading (STR) (293) Exam Questions and Answers

TExES Science of Teaching Reading (STR) (293) Exam Questions and Answers A second-grade class is halfway through a class novel. The teacher is designing a formative assessment to determine each student's ability to make a prediction. Which of the following approaches should the teacher take when designing the assessment? - Ans:-have students guess what happens next in the text and provide support with text evidence A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. On one page of the text, the pumpkins are scared because the wind has blown out the candles. The picture in the book shows just the pumpkins' scared eyes and the lights out all around them. The teacher says, "All we can see are the pumpkins' eyes. How do you think they are feeling right now?" A student answers, "Sad. It dark." This respons - Ans:-intermediate ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 2/24 A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun. The teacher turns to the page in the book where the pumpkins are flying and says, "What are the pumpkins doing?" When calling on students, the teacher should expect a student with a beginning level of oral language proficiency to respond by: - Ans:-Pointing to the flying pumpkin in the book while the teacher holds it open A third-grade class contains students at various levels of English language proficiency. Some have been learning English for less than a year. This week, the teacher has been conducting read alouds featuring biographies as part of a unit on book genres. So far, the teacher has read from the following biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman. However, next week, the teacher plans to incorporate excerpts from biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick another person of interest, conduct research, and complete the organizer below: After the organizers are complete, the teacher tells students to take the information they have learned and form a paragraph summarizing the most important aspects of their research. At a later date, ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 3/24 students will revise and edit their paragraphs with a peer and then read them aloud individually to the class. The teacher notices some - Ans:-Provide the students with sentence stems to guide their writing A third-grade class contains students at various levels of English language proficiency. Some have been learning English for less than a year. This week, the teacher has been conducting read alouds featuring biographies as part of a unit on book genres. So far, the teacher has read from the following biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman. However, next week, the teacher plans to incorporate excerpts from biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick another person of interest, conduct research, and complete the organizer below: After the organizers are complete, the teacher tells students to take the information they have learned and form a paragraph summarizing the most important aspects of their research. At a later date, students will revise and edit their paragraphs with a peer and then read them aloud individually to the class. By including biographies - Ans:-Including culturally relevant texts in the curriculum A first-grade teacher would like to model metacognitive reading strategies with her students. Which of the following activities would be best for the teacher to implement to accomplish this goal? - Ans:- ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 4/24 Conducting a think aloud in which the teacher reads the text orally, stopping along the way to ask questions and model making predicting Over the course of the semester, a first-grade teacher has been reading fiction and non-fiction texts with students about the natural world. The words rocks, soil, water, streams, lakes, ocean, and wind have come up often in the texts. A recent science experiment asked students to describe the sizes, colors, and textures of different types of soil they gathered from a recent nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles, and frogs after talking about the life cycle of a frog. They discussed the terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the teacher adds to the word wall list on the wall of the classroom. Every day during class, the teacher points to the wall and invites the students to use the newly acquired terms in their writing and speaking. The activities show the teacher implementing which of the key principles of effective vocabulary instruction - Ans:-Students should be given opportunities to use their newly acquired vocabulary words expressively Over the course of the semester, a first-grade teacher has been reading fiction and non-fiction texts with students about the natural world. The words rocks, soil, water, streams, lakes, ocean, and wind have come up often in the texts. A recent science experiment asked students to describe the sizes, colors, and textures of different types of soil they gathered from a recent nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles, and frogs after talking about the life cycle of a frog. They discussed the terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the teacher adds to the word ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 5/24 wall list on the wall of the classroom. Every day during class, the teacher points to the wall and invites the students to use the newly acquired terms in their writing and speaking. After the trip to the pond, the teacher asks students to write a journal entry describing what they experienc - Ans:-Have students raw the life cycle of a frog and include the required terms in the diagram A first-grade teacher is using the strategy of phoneme-grapheme mapping to help students master necessary phonics skills. The teacher reads students short, predictable texts focused on a particular letter sound, such as short i or short o. At the end of one week of reading a particular short text, the teacher presents a small group of students with the chart below. The teacher calls out one target word from the books at a time while students write the word and separate the phonemes on the chart. The students are told to put only one sound in each box. Considering the fundamentals of phonics instruction, these activities help students to understand: - Ans:-How to effectively decode and encode text while reading and writing. A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. ©GRACEAMELIA 2024/2025 ACADEMIC YEAR. ALL RIGHTS RESERVED FIRST PUBLISH OCTOBER 2024 Page 6/24 While reading the story a second time, the teacher would like to focus on the differences between the two main characters, Frog and Toad. Specifically, the physical and character traits that make them each unique. To accomplish this goal, the teacher should have students: - Ans:-Create a chart in which they compare the characterizations of Frog and Toad A second-grade teacher recently read her class a story called "The Garden" from the book Frog and Toad are Friends by Arnold Lobel. The teacher is implementing a reading protocol where she has the students focus on a different aspect of the story each time she reads it aloud. During the first reading, the teacher has students focus on the sequence of events in the story. After reading the text for a third time, the teacher has students participate in a class discussion on what Toad means by "hard work" and how he overcomes the obstacles he faces in getting his garden to grow. The students work with their table group to come up with answers to questions provided by the teacher. The questions are not straightforward and require students to discuss the events of the text and form an opinion. As part of their answers, they must provide sentences from the text as proof. This activity helps students understand complex tex - Ans:-teaching them to use textual evidence to support their claims. A first-grade class has recently finished reading the story The T