STR COMPREHENSIVE TEST BANK FINAL EXAM 2026-
2027 E X A M A C T U A L E X A M W I T H
COMPLETE APPROVED QUESTIONS AND
CORRECT VERIFIED ANSWERS ( A NEW
UPDATED VERSION) |ALREADY GRADED
A+
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:
frequently assess each student's reading development and adjust
instruction accordingly
,A second-grade class recently welcomed a new student whose
native language is Spanish. The teacher conducts a series of
assessments to
determine the best sequence of reading instruction for this student.
After collecting data from several sources, the teacher
determines the English
Language Learner is in the partial alphabetic stage of reading
development.
Which of the following text types should the teacher use to help
the new student develop basic reading skills?
easily decodable texts featuring letter sounds the teacher has
introduced
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:
pointing to the flying pumpkin in the book while the teacher holds it
open
, An elementary class is using Elkonin boxes to work on phonemic
awareness skills. The teacher instructs the students to put a chip in
the box for each phoneme in the word. The teacher says a word out
loud at the front of the room and then pauses for students to
complete their boxes. During the activity, she notices students
making the two mistakes shown below.
These Elkonin box responses show the students are struggling with:
identifying consonant digraphs as one sound
A first-grade teacher is reading aloud from an instructional text on the life
cycle of a butterfly. During the reading, she stops to think-aloud with the
goal of teaching the class a specific reading skill. Here is an excerpt of the
think-aloud with the teacher's dialogue in italics.
There are four parts to the life cycle of a butterfly. First, a butterfly lays an
ovum, or egg,
on a leaf. I wonder what an "ovum" is. I'm going to reread the sentence
before and look
at the phrases around the word to see if I can figure it out. The word "egg" is
right after,
and that makes sense. The butterfly chooses a plant that can provide the
larvae with
food. Once born, the tiny caterpillar starts eating and molts its skin often. I
wonder what
the word "larvae" means. After reading before and after the word, it seems
like the next
sentence calls the "larvae" a "tiny caterpillar." You might see pieces of skin
coming off
the larvae as it grows. Then, the larvae forms a pupa, or chrysalis. Inside the
chrysalis,
the pupa is growing into a butterfly. Finally, the chrysalis opens and a
beautiful butterfly
emerges to dry its wings and fly away. I wonder if a pupa and a chrysalis are
the same
thing? It seems like the words are used close together and that they both
mean the
home where the butterfly grows.
While conducting this think-aloud, the teacher is modeling which aspect of
textual analysis?
2027 E X A M A C T U A L E X A M W I T H
COMPLETE APPROVED QUESTIONS AND
CORRECT VERIFIED ANSWERS ( A NEW
UPDATED VERSION) |ALREADY GRADED
A+
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:
frequently assess each student's reading development and adjust
instruction accordingly
,A second-grade class recently welcomed a new student whose
native language is Spanish. The teacher conducts a series of
assessments to
determine the best sequence of reading instruction for this student.
After collecting data from several sources, the teacher
determines the English
Language Learner is in the partial alphabetic stage of reading
development.
Which of the following text types should the teacher use to help
the new student develop basic reading skills?
easily decodable texts featuring letter sounds the teacher has
introduced
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:
pointing to the flying pumpkin in the book while the teacher holds it
open
, An elementary class is using Elkonin boxes to work on phonemic
awareness skills. The teacher instructs the students to put a chip in
the box for each phoneme in the word. The teacher says a word out
loud at the front of the room and then pauses for students to
complete their boxes. During the activity, she notices students
making the two mistakes shown below.
These Elkonin box responses show the students are struggling with:
identifying consonant digraphs as one sound
A first-grade teacher is reading aloud from an instructional text on the life
cycle of a butterfly. During the reading, she stops to think-aloud with the
goal of teaching the class a specific reading skill. Here is an excerpt of the
think-aloud with the teacher's dialogue in italics.
There are four parts to the life cycle of a butterfly. First, a butterfly lays an
ovum, or egg,
on a leaf. I wonder what an "ovum" is. I'm going to reread the sentence
before and look
at the phrases around the word to see if I can figure it out. The word "egg" is
right after,
and that makes sense. The butterfly chooses a plant that can provide the
larvae with
food. Once born, the tiny caterpillar starts eating and molts its skin often. I
wonder what
the word "larvae" means. After reading before and after the word, it seems
like the next
sentence calls the "larvae" a "tiny caterpillar." You might see pieces of skin
coming off
the larvae as it grows. Then, the larvae forms a pupa, or chrysalis. Inside the
chrysalis,
the pupa is growing into a butterfly. Finally, the chrysalis opens and a
beautiful butterfly
emerges to dry its wings and fly away. I wonder if a pupa and a chrysalis are
the same
thing? It seems like the words are used close together and that they both
mean the
home where the butterfly grows.
While conducting this think-aloud, the teacher is modeling which aspect of
textual analysis?
