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STR Exam Questions and Answers- teachers of tomorrow, Exams of Nursing

University of CambridgeNursing

STR Exam Questions and Answers- teachers of tomorrow

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STR Exam teachers of tomorrow
01. According to findings in the Report of the National Literacy Panel on Language-Minority Children and
Youth which of the following curricular adjustments would most effectively support the literacy
development of English learners with respect to text comprehension? - Answer-integrating
comprehensive oral language instruction with literacy instruction
02. Which of the following actions by elementary school teachers in the early grades would best
demonstrate understanding that decoding and encoding are reciprocal skills that develop synchronously
during the early stages of reading development? - Answer-creating regular opportunities for students to
apply new syllable patterns in their daily writings that have been explicitly taught during phonics
instruction.
03. A teacher would like to help students identify their literacy skills and strengths as part of an assets-
based approach to literacy instruction. Which of the following teacher actions is consistent with this
type of approach? - Answer-Providing students with explicit feedback about what they already know
and are able to do well and helping them use this information to establish realistic yet challenging
learning goals.
04. A school district in Texas has adopted the Multi-Tiered Systems of Support (MTSS) model of
instruction in their K-3 literacy program which includes a core reading program (Tier 1) supplemental
instruction (Tier 2) and intensive instruction (Tier 3) Instructional grouping in Tier 2 is restricted to five or
fewer students. This limitation enhances the effectiveness of literacy instruction for the students
primarily by: - Answer-Providing students with increased opportunities to practice developing skills with
teacher feedback.
05. A second-grade student has been identified with dysgraphia but does not have difficulty with
decoding or encoding. Which of the following approaches to instruction would be most effective in
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STR Exam teachers of tomorrow

  1. According to findings in the Report of the National Literacy Panel on Language-Minority Children and Youth which of the following curricular adjustments would most effectively support the literacy development of English learners with respect to text comprehension? - Answer-integrating comprehensive oral language instruction with literacy instruction
  2. Which of the following actions by elementary school teachers in the early grades would best demonstrate understanding that decoding and encoding are reciprocal skills that develop synchronously during the early stages of reading development? - Answer-creating regular opportunities for students to apply new syllable patterns in their daily writings that have been explicitly taught during phonics instruction.
  3. A teacher would like to help students identify their literacy skills and strengths as part of an assets- based approach to literacy instruction. Which of the following teacher actions is consistent with this type of approach? - Answer-Providing students with explicit feedback about what they already know and are able to do well and helping them use this information to establish realistic yet challenging learning goals.
  4. A school district in Texas has adopted the Multi-Tiered Systems of Support (MTSS) model of instruction in their K-3 literacy program which includes a core reading program (Tier 1) supplemental instruction (Tier 2) and intensive instruction (Tier 3) Instructional grouping in Tier 2 is restricted to five or fewer students. This limitation enhances the effectiveness of literacy instruction for the students primarily by: - Answer-Providing students with increased opportunities to practice developing skills with teacher feedback.
  5. A second-grade student has been identified with dysgraphia but does not have difficulty with decoding or encoding. Which of the following approaches to instruction would be most effective in

promoting the student's development with respect to the identified area of need? - Answer-Providing the student with explicit instruction in letter formation and frequent, short, guided-practice sessions to build the student's handwriting fluency and automaticity in letter memory and formation.

  1. In which line in the table below is the underlined portion of the example word accurately matched to the phonics term that is used to describe that phonics element? Line Phonics Term Example word 1 blend they 2 digraph factor 3 diphthong power 4 trigraph scrap - Answer-Line 3
  2. Use the information below to answer the two questions that follow. Students in a third-grade class have been studying ways in which Earth's surface is always changing. As the culminating project students choose a topic that they would like to learn more about (e.g. volcanic eruptions earthquakes landslides floods) and establish a research group focused on that topic. The students in each group generate questions to focus their research read a variety of texts to gather information related to their questions and engage in focused discussions of the texts based on their questions. The teacher's role is to support the groups by helping them gather a range of print and digital informational texts related to their chosen topic modeling norms for equitable discussions and monitoring each group's task progress to ensure group members stay focused. In which of the following ways can the teacher best foster the students - Answer-by providing students' with a rubric with which they can self-evaluate their text analysis
  3. Several research groups include students with a diverse range of reading skills. The teacher wants to differentiate instruction for students in a way that will also strengthen their capacity for reading more complex text. Which of the following approaches best aligns with research-based best practices to accomplish this purpose? - Answer-providing a set of texts representing a range of text-complexity levels and interactive formats, and allowing student to work collaboratively to read the texts.

the importance of taking which of the following factors into consideration when selecting texts for assessments? - Answer-A reader's cultural background knowledge can be an important factor affecting their comprehension of a literary text.

  1. Which of the following statements identifies a characteristic of criterion-referenced tests that in general makes them unsuitable for use as a formative assessment of foundational reading skills? - Answer-While criterion referenced assessment can measure students mastery of target skills, they provide little information about the extent of students skill development toward mastery.
  2. A second-grade student demonstrates grade-level oral reading fluency but is reluctant to participate in post-reading discussions and frequently exhibits comprehension difficulty when answering questions about assigned literary texts. The teacher would like to better understand the student's process of constructing meaning from text. Which of the following assessment procedures administered individually would be most effective for the teacher to use? - Answer-having the student read aloud a short narrative text and then retell the story in the student's own words
  3. How could a teacher best determine if a particular text is written at an appropriate level for a student to read independently (i.e. with little or no teacher support) - Answer-by having the students read aloud a section of the text and answers questions about and then determining if the students accuracy is at least 95 percent and comprehension is at least 90
  4. A third-grade teacher meets regularly with individual students to discuss their reading. At the beginning of one student's conference the student enthusiastically shows the teacher an illustrated children's book about the Apollo space program that the student selected for independent reading. The student points out favorite photographs and graphics in the text. When the teacher asks the student to read aloud a paragraph the student encounters difficulty understanding some longer technical words in the text. Which of the following approaches to providing feedback would be most effective for the teacher to use to support the student's continued growth in reading? - Answer-Praising the student for finding such an exciting book and showing the student where to find more information about the technical terminology included (eg. looking for a glossary in the book, finding appropriate online resources)
  1. Use the information below to answer the three questions that follow. A second-grade teacher has been using a Tier 2 (targeted) intervention with a small group of students who have difficulty producing oral and written retellings of narrative texts. The intervention includes the following steps. 1. The students listen to or read a narrative text. 2. The teacher uses written sentence frames to support the students in orally generating sentences about the story focused on key elements of story grammar (e.g. main characters)] setting initiating event internal response internal plan attempt[s] consequence resolution). 3. The teacher helps the students put the sentences together in an oral group retelling of the story. 4. The students in the group work in pairs to engage in an oral rehearsal of the retelling. The teacher monitors the pairs of students and provides feedback as needed. 5. The students draft an individual - Answer-during step 3, explicitly teaching the students how to use transition words such as but, so, because, and then to connect the sentences logically to reflect relationships between story elements
  2. Which of the following strategies for assessing students' performance in steps 4 and 5 would provide the teacher with the most appropriate data to determine if the students are making adequate progress in oral language and writing related to retelling texts? - Answer-developing an observational checklist to assess students' oral retelling in step 4 and a rubric to assess their written retellings in step 5, both aligned with the key elements of story grammar outlined in step 2
  3. The teacher is concerned about one student in the group who participates adequately in steps 1 and 2 but has difficulty putting multiple sentences together during step 3. Consequently the student has not made progress on steps 4 and 5 despite engaging in the small-group intervention two to three times a week over a period of weeks and receiving extra one-on-one practice sessions with the teacher once or twice a week during the same period. The teacher also has noticed that in other class contexts the student has difficulty generating oral language discourse that is the student's utterances are not longer than a single sentence. Often the student's utterances consist of a sentence fragment unless the teacher provides scaffolding such as that provided in step 2 of the intervention. Which of the following actions would be most appropriate for the teacher to take next to address the student's needs? - Answer- collaborating with the school's speech-language pathologist to collect and analyze oral and written language samples by the student to he inform the development of a Tier 3 (intensive) language intervention for the student
  4. A prekindergarten teacher records weekly anecdotal notes about children's interactions during unstructured play. Included in these notes are observations about the children's oral language development with respect to important developmental milestones. For example early in the school year the teacher observes that one group of three-year-old children speaks primarily with single words a second group uses phrases combining two words and a third group uses early sentences (e.g. "I want more blocks."). According to research in addition to utterance length which of the following language
  1. A teacher observes that several students in the class make the same grammatical errors when speaking or writing and that the errors are typical of the students' language variety. The teacher wants to differentiate oral language instruction for this group of students to extend their English language skills and improve their ability to comprehend and produce academic oral language and writing. Which of the following approaches would be most appropriate for the teacher to use with these students? - Answer- helping the students understand the distinction between everyday language and the language used in school and texts, and systematic teaching them unfamiliar grammatical constructions
  2. Use the information below to answer the three questions that follow. A prekindergarten teacher reads aloud the story Big Al by Andrew Clements and wants to extend the vocabulary from the book into phonological awareness: The teacher plans activities to address different skills along the phonological awareness continuum. Some of the activities are described below but are not necessarily listed in developmental sequence.
  • Repeating and counting words in sentences from the book: Children repeat a sentence and then count the words.
  • Syllable deletion: Children delete a part of a compound word from the story (e.g., "Say fisherman without man" ["fisher"]). Initial sound deletion: Children delete the initial sound of a word from the story (e.g., "Say sad. Take off /s/. What is left?" 'ad"]).
  • Onset and rime: Children blend the initial consonants) of a word with the part of a word that contains the vowel after the tea - Answer-fish, sharp
  1. A few children in the class are more advanced in their phonological awareness skills. On a recent assessment, they were able to do the onset/rime activity consistently. Which of following activities identified by the teacher would present an appropriate level of challenge to the students? - Answer- initial sound deletion
  2. One child cannot count the words in a sentence or the syllables in a word. Which of the following strategies is likely to be most effective in scaffolding the child's ability to complete these tasks successfully? - Answer-Placing a block to represent each word or syllable as it is stated
  3. A first-grade teacher conducts a phonological awareness activity in which students match sounds in spoken words. In this activity, students name familiar objects or animals shown in a set of picture cards

and then match them to picture cards that represent words with the same ending sound (e.g., book and rock; map and cup). Which of the following statements best describes how this type of activity directly supports students' reading development? - Answer-Identifying component phonemes in spoken words prepares students to sound out and spell familiar words in print.

  1. A third-grade teacher is working with a small group of struggling readers who have difficulty decoding multisyllabic words. Which of the following instructional strategies would be most effective in reinforcing a key phonological awareness skill that is prerequisite for learning syllabication? - Answer- leading the students in chorally repeating a list of multisyllabic words read aloud by the teacher and clapping for each syllable
  2. A kindergarten teacher plans a series of lessons focused on segmenting phonemes in spoken words. According to evidence-based best practices, which of the following activities should come last in the teacher's instructional sequence? - Answer-having students identify and sequence the individual phonemes in words that begin or end with consonant blends (e.g. clap, bump, gift) as to teach slowly stretched out the word orally
  3. A second-grade teacher analyzes the results of benchmark assessments for an English learner. The data indicate that the student is experiencing difficulty pronouncing and distinguishing several English sounds. To deliver effective differentiated instruction that supports the student's development of phonemic awareness in English, the teacher should take which of the following steps first? - Answer- comparing the English learner's home language to English to determine if the target English phonemes are present in the student's home language
  4. A prekindergarten teacher uses high-quality picture books to support the classroom curriculum in a variety of ways. For example, as part of an informal individual assessment, the teacher hands the picture book The Talking Cloth to a four-year-old child and says, "Show me how to hold the book for reading." The teacher then opens the book to the two facing pages shown below and asks the child to respond to additional prompts (Image)
  1. Which of the following strategies for engaging students with the letter cards would be most appropriate for the teacher to use to promote students' understanding of the alphabetic principle? - Answer-having pairs small groups of students listen carefully as the teacher says a cvc word ( eg. sit) slowly several times and then place the appropriate letter card corresponding to each sound of the word in a pocket chart in the correct sequence.
  2. A student with limited previous formal schooling enters a kindergarten class midyear. While results of the universal screening indicate that the student has not yet learned to recognize or name the letters of the alphabet, the student demonstrates good phonological awareness skills and advanced oral vocabulary development. Given the findings of convergent, scientifically based reading research with respect to the development of alphabet knowledge, the teacher should plan instruction for this student that is - Answer-Intensive and emphasizes achievement of grade-level standards in alphabet knowledge as early as possible.
  3. A kindergarten class includes an intermediate-level English learner with emergent-literacy experiences in the student's non-alphabetic home language, Which of the following statements points to an aspect of the student's home language experience that would be most important for the teacher to consider when planning instruction in the alphabetic principle for this student? - Answer-English learners whose home language is non-alphabetic have likely developed phonemic awareness to a lesser degree than speakers of alphabetic languages, which may inhibit them from making speech-to-print connections.
  4. A first-grade teacher implements differentiated, small-group phonics instruction that includes explicit, sequential instruction in phonics elements and teacher-supported practice reading decodable text. Which of the following assessment strategies would best provide data directly related to students' ability to apply the content of small-group lessons to unfamiliar text? - Answer-having individual students read a list of words that are not real and exemplify targeted phonics elements, and then noting error patterns
  5. Early in the school year, to help plan effective, integrated beginning reading and spelling instruction, a second-grade teacher analyzes students' spelling errors and categorizes them according to their most likely cause. The teacher uses the key below when interpreting spelling errors. Code- The spelling error indicates an orthographic or code-based difficulty (i.e., the student has not yet mastered a specific phonics element and its associated spelling pattern).

PS- The spelling error is phonological and indicates difficulty in phonemic segmentation(i.e., accurately identifying and sequencing the sounds in a spoken word). The teacher's analysis of one student's typical spelling errors is shown below. Target Student's Most Likely Cause word: spelling: for Error: sand san PS plan pan PS fist fits PS soap sop Code Given the data provided, the student's decoding and spelling development would benefit most from - Answer-improving the student's ability to accurately segment all the phonemes in four-phoneme, closed-syllable words.

  1. A second-grade teacher records the following errors a student makes in recent journal entries. The errors are representative of the types of errors the student makes on daily writing assignments. (Chart) Given the student's spelling errors, which of the following strategies would best address the student's underlying difficulty spelling words with the inflectional ending - ed? - Answer-sorting word with an -ed inflection according to the common pronunciation of -ed
  2. A small group of entering second-grade students demonstrates mastery of closed-syllable words with all five short vowels in their reading and writing, including in CCVC and CVCC words, but they have not yet mastered long-vowel-pattern words. Following the continuum of phonics instruction prescribed in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), which of the following phonics skills should the teacher plan

continuing to build the students' phonics and fluency skills, the teacher would also like to make the students accountable for comprehension. Which of the following approaches would best address this goal? - Answer-Providing students with direct instruction in cross checking words during decoding, deciding if they make sense and applying other decoding strategies when they do not

  1. A second-grade beginning-level English learner consistently omits the inflection -s when reading aloud or spelling regular plural nouns in English (e.g., the student reads the sentence "We saw many people riding bikes in the park" as "We saw many people riding bike in the park"). The teacher verifies that the student understands the concept of plural and then conducts research on the student's home language. The teacher determines that in the student's home language plurals are not conveyed with an affix. Which of the following strategies for differentiating instruction would likely be most effective in addressing the student's needs? - Answer-providing the student with explicit instruction in regular and irregular plurals and frequent opportunities to use the inflection in reading writing, listening, and speaking
  2. Use the information below to answer the three questions that follow. A second-grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. The teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. (chart) Which of the following generalizations about English orthography, observed during this inquiry, would be most effective in promoting students' accurate spelling of words with these spelling patterns? - Answer-Some vowel team spelling (e.g au ou) do not typically end a word or syllable
  3. Teaching students to spell syllable types they are learning to read promotes students' ongoing literacy development primarily by: - Answer-promoting students' automatic decoding of both common and less common sound-spelling patterns.
  4. At the end of the lesson, the teacher would like to plan an informal assessment to monitor students' progress in the phonics elements au / aw and ou / ow. Which of the following assessment approaches is most likely to demonstrate that students have mastered these elements? - Answer-conducting a spelling

dictation requiring students to write single-syllable words with these patterns in the correct spelling- pattern column

  1. A teacher records and then analyzes the spelling errors from a struggling reader's daily writing. A representative sample of one error pattern appears in the chart below. Correct Spelling Spelling: Error: Slogan slogin Broken brokin Chosen chosin Carton cartin Gallon gallin Given the student's performance, which of the following generalizations about English words would be most effective to teach the student first to address the student's assessed difficulty? - Answer-Vowels in unstressed syllables are pronounced with schwa sound.
  2. A second-grade teacher leads an activity in which students decompose and recompose compound words from their component base words (e.g., dragon + fly = dragonfly, baseball = base + ball). In this activity, the teacher uses cards with pictures to represent component words and then prints the compound word below the two pictures. The teacher prompts students to read the cards chorally, leading them to hold out a hand as they read each component word and then clap their hands together as they read the compound word. This type of activity builds students' competence in reading and spelling compound words primarily by: - Answer-providing multimodal cueing to support word recognition and meaning.
  1. The teacher is concerned that students A, F, and M do not read grade-level text with sufficient accuracy to support comprehension. The teacher plans to administer diagnostic assessments to these students in phonemic awareness, phonics, syllabication, and word analysis to determine the cause(s) of their word-reading errors. Which of the following assessment strategies would be most effective for the teacher to use to determine if the students' reading difficulties are related to a critical gap in phonemic awareness? - Answer-having individual students segment sequentially each of the sounds in four- and five-sound words (e.g., space, branch, slump) presented orally by the teacher
  2. Use the information below to answer the four questions that follow. Several times a year, a second-grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). The December CFS chart is shown below. Letters of the alphabet are used to identify the 26 students in the class. (totally not typing out THAT chart) This type of fluency assessment best provides a measure of students': - Answer-general ability to read grade level materials with efficacy
  3. Which of the following interventions would be most appropriate for the teacher to use to promote the fluency development of students T through Z, who performed below the 25th percentile benchmark on the assessment? - Answer-providing targeted instruction to improve decoding accuracy and automaticity
  4. The teacher would like to ensure that all students in the class receive instruction that addresses their specific learning strengths and needs. To develop an appropriate differentiation plan for student A, which of the following steps should the teacher take first? - Answer-asking text-based questions to ascertain if the student's reading rate compromises comprehension
  1. Which of the following strategies would be most beneficial for the teacher to use during the CFS to ensure that the data collected provide a measure of individual students' fluency development across all fluency indicators? - Answer-Assigning scores for accuracy and prosodic elements such as expression and phrasing
  2. A second-grade teacher examines students' results on the TPRI measure for reading rate and prosody. Several students in the class received reading rate scores at the 75th percentile and prosody rubric scores of two (out of four). The teacher wants to develop differentiated activities for students that reflect their performance on both component measures of reading fluency. Which of the following student activities is most likely to benefit the students with the fluency profile described? - Answer- preparing for and performing readers theater scripts using assisted reading and repeated reading
  3. Given the continuum of fluency development described in the Texas Prekindergarten Guidelines and the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), which of the following fluency-building activities would be most appropriate for students entering kindergarten? - Answer-naming letters of the alphabet presented in random order and then arranging them in sequence.
  4. A first-grade teacher administers middle-of-year benchmark assessments in phonemic awareness, word reading, oral reading fluency, and comprehension. One group of students performs at the 50th percentile benchmark in oral reading fluency, with an accuracy rate of less than 90%. Which of the following instructional strategies would be most effective for the teacher to use to address the assessed needs of these students in reading fluency? - Answer-Reteaching the students grade level decoding skills and high frequency words that they lack based on the results of the word reading benchmark assessment
  5. Use the information below to answer the two questions that follow. A prekindergarten teacher is planning to conduct a whole-class read-aloud of Animal Homes by Debbie Martin as part of a unit about the relationship of organisms to their environment. Following is an excerpt from the book. (chart)
  1. A teacher supports vocabulary learning by having students each create a thesaurus featuring words that the teacher has explicitly taught. Students record target vocabulary words and then list synonyms and antonyms for each entry. The teacher encourages students to include in their entries synonyms and antonyms from class and independent reading as well as from their oral vocabulary, including slang. The teacher's decision to have students include less formal words and phrases in their thesaurus entries best demonstrates awareness of which of the following important principles related to vocabulary acquisition? - Answer-Associating new or unfamiliar words with words from their own cultural and family backgrounds promotes students' vocabulary development.
  2. A third-grade teacher is planning a series of academic-vocabulary mini-units for a small group of students that includes some English learners. Assessment data indicate that the students' limited academic vocabulary is contributing to reading comprehension difficulties. To anchor each mini unit, the teacher selects several short, high-interest informational passages that are thematically related to an upcoming content-area unit. In keeping with evidence-based best practice, which of the following instructional protocols would be most effective for the teacher to use with these texts to promote the students' academic vocabulary development and support their overall literacy development? - Answer- Providing a variety of writing, reading, and oral language experiences that focus on the texts content and promote the students concept development and use of key general academic and content specific words from the texts
  3. A second-grade teacher has established the routine of introducing and defining new target vocabulary words during reading instruction, providing examples for the words' use in multiple contexts, and supporting students in using the words. Which of the following extension activities would be most appropriate for the teacher to add to the routine to address the needs of a small group of gifted and talented students in the class? - Answer-Creating their own analogies for the vocabulary words to deepen understanding of word meanings
  4. Use the information below to answer the three questions that follow. Before students in a second-grade class read a challenging informational text about animal and plant life in the Sonoran Desert, the teacher reads aloud a picture book about the seasons of the Sonoran Desert and shows students a short documentary about birds and other organisms that live in a saguaro cactus. The teacher then constructs the chart below with students. The teacher lists information the students recall from the picture book and documentary in the left column and interpretations the students make in the right column. When students suggest an interpretation, the teacher encourages them to identify parts of the book and/or documentary that relate to their ideas. The teacher then rereads the section(s) and/or replays the scene(s) to help the students clarify their ideas. The class's completed chart is shown below.

(chart) The teacher's - Answer-the importance of helping students accumulate background knowledge to support their making inferences from texts

  1. During the process of creating the chart, the teacher models which of the following research-based strategies that students can apply to their own reading? - Answer-engaging in focused rereading of a text for deeper understanding
  2. How can the teacher best differentiate the activity for a student identified with dyslexia in the class in order to scaffold the student's participation in the sharing of information gained from the read-aloud and documentary and to reinforce the student's learning of the new content? - Answer-having the student visually represent what the student learned in quick-sketches and then helping the student map appropriate language to the drawings
  3. By the middle of the school year, a third-grade student who had demonstrated proficient reading skills at the beginning of the school year is having increasing difficulty comprehending grade level literary and informational texts assigned in class. The results of ongoing assessments indicate that the student continues to meet grade-level expectations in reading fluency, but the student's comprehension has dropped below grade level. Given this information, the student would most likely benefit from more in-depth assessment and targeted instruction focused on the student's: - Answer-acquisition of grade- level academic language and vocabulary.
  4. During a comprehension assessment, a second-grade student struggles with word-reading accuracy when reading a grade-level informational passage. After reading the passage, the student has difficulty summarizing the passage or answering questions about its content. However, when the teacher reads the same passage aloud, the student is able to provide an accurate summary and can answer both literal and inferential comprehension questions about the text. The student's performance on this assessment best illustrates the importance of which of the following factors affecting reading comprehension? - Answer-decoding skills
  5. An elementary school teacher uses publishers' recommended grade-level bands to help select appropriately complex books for students' independent reading. However, the teacher is aware that two books may be assigned the same level yet one can present more challenges to readers than the other.