STR Exam Questions and Answers 100%
Pass
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
...
STR Exam Questions and Answers 100%
Pass
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 lettersounds 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 Essential Knowledge and Skills (TEKS) for English Language Arts and Reading
(ELAR)? ✔✔decoding and identifying the meaning of words with the inflectional endings -s, -es,
and -ed
A second-grade st
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