STR Test QUESTIONS WITH COMPLETE 100% VERIFIED SOLUTIONS 2024/2025, Exams of English Literature

Download STR Test QUESTIONS WITH COMPLETE 100% VERIFIED SOLUTIONS 2024/2025 and more Exams English Literature in PDF only on Docsity! STR Test QUESTIONS WITH COMPLETE 100% VERIFIED SOLUTIONS 2024/2025 An English language learner regularly skips or misreads high-frequency prepositions while reading connected texts. In order to best help this student develop accuracy and automaticity, the teacher should: provide practice readings that use the high-frequency prepositions and that include illustrations of the preposition in action. A first-grade teacher plans her reading lessons so that they always include time for the teacher to read at least part of the text aloud to students. What is one way in which teacher-modeled reading can benefit students' fluency skills? Listening to the teacher read will help students learn to develop prosody in their own reading. A pre-K teacher has children participate in the following activities: clapping syllables in students' names counting syllables in days of the week standing up if their names contain a specific number of syllables These types of activities help students to: develop phonological awareness by using meaningful words. A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal? how to separate words into syllables A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: (Venn Diagram) The teacher distributes another blank copy of the organizer to each student, along with two articles to read, one on amphibians and one on crustaceans. Using this organizer could help students retain the new information they learn by: providing a system for recording commonalities and differences between the topics. A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: (Venn Diagram) Creating this type of graphic organizer will help students develop their reading comprehension skills by: showing them how to compare and contrast differences and similarities. A first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what. The student could benefit from additional instruction in which of the following areas? automatic recognition of high-frequency words A class of first-grade students has been learning how to decode words. Which of the following lessons would be the best way to teach them to decode words ending in the inflectional morpheme -ed? teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student. The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim's reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for "bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%. During the conference, the teacher should be sure to: tell the student the ways in which he read well as well as provide actionable areas of improvement. A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections Clark: "No." Teacher: "Why not? Remember to use one of these words." Clark: "No, I wouldn't because Grasshopper did not help me collect the food." By asking students to use these connecting words to support their answer, the teacher is helping the students: create more complex grammatical sentence structures and explain their thinking. An assets-based approach to reading instruction would include all of the following except: lessons built on an assumption of what students' weaknesses in reading are. In a first-grade class, the teacher has passed out cards with a picture on one side and blanks on the other. On the first card, one side of the card has a picture of a boat, and the other side shows the following blanks: "___-___-___. The teacher asks the student to name the appropriate letters that would fill in the blanks according to the separate sounds they hear when they say "boat" out loud. This activity is helps students develop their reading skills by: improving their overall phonemic awareness. A third-grade teacher assigns students an expository text to read with a set of five questions. More than half the class misses the same question about the article's main idea. Which of the following topics should the teacher cover to help students with this concept? the purpose of titles, subtitles, and topic sentences A teacher conducts a focused series of phonics lessons. Before the lessons, she has students read a series of words and records their answers. Next, the teacher and students read a decodable text that practices the target phonics skills. The teacher provides direct instruction on decoding the specific phonemes and phonetic analysis skills needed. After these activities, the teacher quizzes students individually with words that utilize the target phonics skill. She shows them a word card and asks them to read the word. The teacher compares the student's pre- and post-performance on a chart. The following is an example of one student's results. What is the most likely purpose for the assessment data in this chart? To determine student growth and retention of the lessons A teacher conducts a focused series of phonics lessons. Before the lessons, she has students read a series of words and records their answers. Next, the teacher and students read a decodable text that practices the target phonics skills. The teacher provides direct instruction on decoding the specific phonemes and phonetic analysis skills needed. After these activities, the teacher quizzes students individually with words that utilize the target phonics skill. She shows them a word card and asks them to read the word. The teacher compares the student's pre- and post-performance on a chart. The following is an example of one student's results. Based on the student's posttest performance, what is the most appropriate action for the teacher to take with regard to the student's mastery of the topic? providing additional lessons in consonant blends A third-grade class has just finished reading an informational text about emergency services and first responders and a second article on natural disasters. The class is then broken up into small groups to discuss the texts and answer some comprehension questions. Each group is provided with a handout listing the following sentence stems: In paragraph ___, the author says ... According to the text ... For example ... The reading says ... The teacher reminds the students to use the sentence stems while answering the comprehension questions. Providing students with these stems will best encourage them to: use evidence from the text to support their answers. A kindergarten teacher is reading a story to the class. While she reads, she pauses to point to details in the illustration. She tells students to look at the picture and asks, "How does the character feel, and how do you know?" By asking these questions, the teacher is assessing whether or not the students can: make inferences After reading a short fiction text to students, a teacher provides each child with a set of picture cards depicting events in the story. She asks the students to organize the photos in the order in which they occurred in the story. This activity can be used to help students with: understanding basic story structure. A beginning reader often writes letters and numbers facing the wrong direction during writing activities in class. Which of these strategies would best help this student learn to form his letters more accurately? Have the student practice tracing letters in a workbook in which the steps for forming each letter are notated. Early in the school year, a kindergarten teacher administers a quick phonics screener to each student in the class. The results of the screener show eight students require intervention on vowel/consonant (VC) and consonant/vowel/consonant (CVC) words, while the other eight students are still working on identifying letter sounds. What is the first step the teacher should take based on this assessment data? group students in two groups, assign one group activities on closed vowel sounds and the other group activities on the alphabetic principle A first-grade English learner makes many mistakes when pronouncing words because he sometimes uses the letter-sound correspondence he learned from his first language to sound out words in English. Which of the following steps can the teacher take to help him pronounce words correctly? teaching the student which letter sounds in his native language transfer to English and which do not As part of systematic and explicit reading instruction, teachers should be sure to do which of the following to ensure that students do not fall behind or develop severe reading difficulties? frequently assess reading development and provide remediation when needed As part of a unit on weather systems, a first-grade class will be reading a scientific, informational text with many new, tier-three vocabulary terms. Before this reading takes place, the teacher has students write about their favorite type of weather, identify the current weather outside over the course of a week, and watch a few videos depicting different types of weather systems. The main purpose for these pre-reading activities is to: provide students with ample opportunities to activate and build upon background knowledge before reading the complex text. Which would be the most important question for a teacher to consider while examining the recent results of a student's reading assessment? Does this data provide evidence of continued student progress on the standards assessed? A prekindergarten teacher has recently started a unit on money. The teacher reads a short story where the main character goes to the store to buy groceries. The text uses monetary terms like "change," "total," and "receipt." Before reading, the class discusses times they've gone shopping with their parents. The teacher asks students to describe the process of paying for items and prompts students to use these terms. During reading she checks for understanding by pointing to the illustrations and defining the terms. After reading, the teacher gives pairs of students play money and food items and gives the children time to pretend to shop, acting as both the customer and the cashier. While students are shopping, the teacher walks around the room to overhear conversations. She notices that some ELL and native speaking students are struggling to use the new terms correctly. Which of the following extension activities would be most beneficial for all students to meet the teacher's goal of learning the words? sorting and matching picture cards into examples and non-examples of the terms A prekindergarten teacher has recently started a unit on money. The teacher reads a short story where the main character goes to the store to buy groceries. The text uses monetary terms like "change," "total," and "receipt." Before reading, the class discusses times they've gone shopping with their parents. The teacher asks students to describe the process of paying for items and prompts students to use these terms. During reading she checks for understanding by pointing to the illustrations and defining the terms. After reading, the teacher gives pairs of students play money and food items and gives the children time to pretend to shop, acting as both the customer Over the course of the book, she learns new words and phrases to use during her trip. During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary. By choosing this text, the teacher is demonstrating her understanding of: the need to mirror the diversity of her classroom in her text choices. A second-grade classroom with multiple Spanish-speaking English language learners is working on literary analysis. The class reads aloud a short story in which the main character, Lisa, visits Mexico while on vacation. Lisa struggles to fit in at first because she does not speak Spanish. Over the course of the book, she learns new words and phrases to use during her trip. During and after reading, the class discusses various aspects of the text and answers general comprehension questions posed by the teacher. One of the areas the teacher wants to focus on is generating a well-constructed summary of the story. The teacher provides a graphic organizer for students to complete as a whole group before writing the actual summary. In what additional way could the teacher scaffold this activity that would benefit her students who are in the intermediate stage of English language proficiency in the area of writing? allowing the students to deliver their summaries verbally to the teacher A classroom has a mix of students with varied home languages and English dialects. In order to best help students learn inflectional word endings (such as -ed), the teacher should have the students: complete a word sort categorizing inflected words by their pronounciation. A kindergarten student is in the semiphonetic stage of spelling development and is hesitant to write longer pieces because she is concerned about misspelling words. The teacher should take which of the following steps to encourage further development of the student's reading and writing skills? encouraging her to keep sounding out words and spelling to the best of her abilities A first-grade teacher would like her students to be able to work on whole-word reading (identifying words automatically) while using the phonics skills she has taught the past few class periods. The students have shown an ability to successfully sound out and blend words that follow predictable phonics patterns. Which of the following approaches would best provide students the opportunity to practice these skills? giving students opportunities to sound out words that follow a regular phonics pattern and then having them read the words normally in a short text A second-grade English language learner frequently struggles to comprehend nonfiction texts. The student is able to quickly decode the words in the text and reads at an appropriate pace. She is able to answer comprehension questions about fiction texts with 75% accuracy. Based on this information, what is the most likely cause of the student's struggle to comprehend? The student lacks appropriate background knowledge to comprehend the topic. A kindergarten teacher would like to assess her students' understanding of print concepts. Which informal assessment activity would best achieve this goal? asking students to point to the words of a familiar text while they read with the teacher A teacher would like her students to develop their phonological awareness. Which of the following activities would best help students develop their phoneme substitution skills? The teacher writes the word "lake" on the board and says it out loud. She then puts up a picture of a cake next to "_ake" and asks students what sound would fill in the blank. In which of the following stages of spelling development does the child leave behind their phonetic dependence and rely on visual and morphemic strategies? transitional A third-grade teacher would like to assess each student's ability to summarize a short story she has read aloud to the class. Which one of the following activities should the teacher use to determine her students' mastery of this skill? After reading the story, have students recall the main points of the story by writing them down in their journals. A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure. Once the students have completed their study of characterization, the teacher reads the text one more time. While reading, she asks the students to close their eyes. Once the reading is over, the teacher prompts the students to choose one scene from the story they found most interesting and draw it. Students then share their drawing with a partner and discuss why they chose that scene. This activity can help students to understand complex texts by: encouraging them to visualize the text to create understanding. A first-grade teacher is looking for a new way to help students with literary analysis of complex texts. She decides to reread a text multiple times, each time asking the students to analyze the text in a specific manner. For example, after the first reading the teacher checks for comprehension. Then she reads it again, this time focusing on plot structure. During the third reading, she would like the students to identify character development. The teacher can best accomplish this goal by: focusing on the illustrations and text to analyze the characters' feelings. A first-grade teacher introduces a game to her students. Each pair gets a spinner, a copy of the chart below, and a letter bank. Students take turns spinning the dial and complete a word in one of the columns according to what number the spinner lands on. The teacher completed the first row as an example. This activity will help students develop word analysis skills by showing them how to: use orthographic skills to recognize letter patterns and practice phoneme substitution in words containing short vowels. A kindergarten student can be expected to master which of the following syllabication skills based on the continuum of word-reading skills described in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)? Blend syllables to form multisyllabic words A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in isolation. What is the next step the teacher should take to provide her students with systematic phonics instruction? Provide students the opportunity to read decodable texts containing the phonics skills she has been teaching. Conducting a structural analysis would be the best strategy for students to use to decipher the meaning of which of the following words? Mislead Halfway through the school year, a first-grade teacher wants to administer a summative assessment to determine student mastery of the grade-level sight words taught over the course of the semester. Which of the following informal assessments would be the best suited to meet this goal? The teacher posts the sight words on a word wall, having each student take a turn saying them privately to the teacher, and records the results. A kindergarten teacher notices a student in class is writing "b" when he means to write "d", and vice versa. Which of the following activities would help this student improve his understanding of letter directionality? The teacher has the student say each letter while tracing its shape on paper. A first-grade teacher wants to incorporate more cross-curricular reading applications into her classroom, specifically with her history and science lessons. Which strategy below would help best meet her goal of helping students comprehend cross-curricular informational texts? using graphic organizers to evaluate text structures in various subjects Students in a kindergarten class are working on mastering the alphabetic principle. Which of the following strategies would be best for the teacher to implement as she goes through the daily routine? Words that are impossible for students to sound out, such as their, of, and could, should be taught during which of the following reading lessons? Irregular Words A third-grade teacher has been reading one chapter aloud to her class each day from a book that occasionally includes challenging vocabulary. One morning, as she reads the day's chapter, the teacher realizes that many of her students do not understand the use of the word "hysterics" in the book. Which of the following would best support the student's future vocabulary development while also clarifying their understanding of the day's reading? Revisit the sentence in the text and facilitate the use of context clues to infer the word's meaning. Provide an opportunity to compare their inferred meaning with a denotative definition. Which set of words below would best fit in a list of tier-three vocabulary words? buoyant, density, fluidity An elementary teacher could encourage and provide support for at-home reading by: providing a list of popular children's books parents/guardians would enjoy reading with their children. Students come to their first year of school with various degrees of prior exposure to literature. Which strategy would be most effective for students who have had limited or no experience with written text? reading aloud from predictable patterned big books and focusing instruction on print concepts and basic phonological awareness A kindergarten teacher is conducting a phonological awareness assessment on one of her students. Teacher: Look at this picture I'm holding up. What is it? [The teacher shows a picture of a pig ]. Student: A pig? Teacher: That's right, a pig. What's the very first sound you hear in the word pig? Student: /p/ Teacher: Good. If I take away the /p/ sound, what sound is left? Student: /ig/ Teacher: What's another word that also ends with the /ig/ sound? Student: Dig. Teacher: Good job. Which of the following aspects of phonological awareness does this assessment cover? onset sounds and rhyming words At the beginning of the year, a second-grade teacher wants to perform an assessment of students' phonemic awareness. Which activity would best help the teacher assess this skill? providing students with a word and asking them to swap out a sound to change the word A third-grade class is beginning a new unit on space. The teacher hands a group of above-level readers an article about Mars rovers and asks students to silently read the text and answer a few comprehension questions afterward. Upon reviewing the students' answers, Ms. Maricel discovers that many students did not understand the main concepts of the text, and many are confused about the ideas presented in the article. What should Ms. Maricel have done prior to assigning the reading in order to aid student comprehension of the text? introduce and review any tier-three vocabulary terms in the text