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STR Practice Exam 1 Questions and
Answers Graded A+
An important building block of literacy skills involves awareness of the sounds of human language. To build this awareness, prekindergarten teachers will sing songs, play word games, and read books that contain rhymes and alliteration. Which of the following terms is used to describe the sounds of human speech?
syntax
phonetics
morphology
pragmatics ✔✔phonetics
describes the sounds of human speech
A third-grade teacher plans a lesson that begins with each student independently reading the same text, followed by a writing activity completed in partner sets, and ends with a class discussion about the text and their writing. The teacher checks in with students throughout all parts of the lesson then collects their writing to score with a rubric. This lesson would be best described as an example of:
integration of language skills
small group instruction
differentiation
an informal assessment ✔✔integration of language skills
this lesson requires students to read, listen, speak, and write, making it an example of the integration of language skills
A prekindergarten teacher reads a big book aloud to her class. The book emphasizes alliteration, with many words starting with the letter B. As she reads, she uses a pointer to follow along in the text. Read the following excerpt from the book: The big brown bear began each day with a big, hearty breakfast. After reading the book, the teacher points to the better "b" and asks her class what letter it is. Next, she asks her class what sound the letter makes. Which of the following skills is this teacher assessing in this activity?
word awareness and tracking
directionality and tracking
A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher's observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students' vocabulary to prevent the Matthew Effect and to support reading development. The teacher then describes her plans to support the student's vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home. The teacher notes that the student is likely to understand 3,000 to 4,000 words by the end of the school year. Based on the guidelines for the state of Texas, what grade level is this student currently in?
prekindergarten
kindergarten
first grade
second grade ✔✔prekindergarten
Prekindergarten students are likely to understand 3,000 - 4,000 words by the end of the year. Prekindergarten children should be able to use a wide variety of words to label and describe people,
places, things, and actions. They should also understand the terms used in the instructional language of the classroom.
A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher's observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students' vocabulary to prevent the Matthew Effect and to support reading development. The teacher then describes her plans to support the student's vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home. The teacher expresses concerns about how the student's limited vocabulary will impact reading development. Which of the following two reading skills is the teacher likely concerned about in relation to the student's vocabulary? Select all answers that apply.
ability to comprehend texts
ability to read fluently
ability to learn sound and letter relationships
vocabulary challenges can only be addressed if intervention begins early on in the child's reading development
initial reading success tends to make later success more likely, while initial deficit may make continued progress increasingly more difficult
vocabulary challenges can impact student growth in all academic areas, not only language arts skills
vocabulary detriments negatively impact how well students can comprehend and analyze texts
over time ✔✔initial reading success tends to make later success more likely, while initial deficit
may make continued progress increasingly more difficult
This is the correct explanation for the Matthew Effect and its role in reading development.
A second-grade teacher has planned a reading comprehension assessment over a text about the 4th of July. However, the teacher is concerned with the accessibility of this topic for the English language learners in her class. How should the teacher differentiate this activity to make it a more reliable assessment of her ELL students' skills?
read the text aloud to all students
provide ELL students with an alternative text on the same reading level for the assessment
encourage active reading by requiring ELL students to annotate while they read
provide ELL students with a graphic organizer of a plot pyramid to complete as they read ✔✔provide ELL students with an alternative text on the same reading level for the assessment
Providing ELL students with an alternative text would be the best option in this case. There is a reasonable chance that some ELL students will not have much background knowledge related to the 4th of July, making this an unreliable assessment of their comprehension.
A kindergarten teacher is using a reading app provided by the district to assess her students' reading skills each grading period. She collects the data and uses it to track her students' progress over time. Which of the following best describes the type of assessment that the teacher is administering through the use of this technology?
diagnostic assessment
pre-assessment
ongoing assessment
summative assessment ✔✔ongoing assessment
fluency, how should the teacher provide support to the student who is also working to develop reading comprehension skills?
facilitate metacognition by having the student work with a partner and participate in think-alouds instead of reading independently
provide opportunities to use audiobooks for reading comprehension activities
pre-teach relevant vocabulary before the student begins reading a text independently
wait to further work on reading comprehension until the fluency issues are resolved ✔✔provide
opportunities to use audiobooks for reading comprehension activities
If the student is using an audiobook, they can focus on comprehension instead of focusing on decoding the words. This will help the student build comprehension skills without interference from fluency challenges.
A kindergarten teacher has spent time each day working with her students to explore many of the word families common in the English language. Before moving on to new skills, the teacher individually assesses each student by holding up a series of words and asking the student to read them aloud. While most of the students were proficient at decoding these CVC words, some of the students continued to struggle. The following depicts the teacher's notes on one student's assessment:
Word List Student Response cat ✓
met /m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/ fit No answer
Which of the following is the best example of a lesson that may have led up to the individual assessments described in the above scenario?
The teacher says a word aloud and the students take turns sharing aloud rhyming words.
The students complete a word search activity that contains only examples of words from the day's word family.
/m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/ fit No answer
Which of the following is most likely to be the next phonics skill that the teacher will cover with the kindergarten class?
sight words
CCVC words
vowel digraphs
multisyllabic words ✔✔CCVC words
It would be reasonable to expect that the teacher would now cover CCVC words because they will build on the word family knowledge already discussed by adding consonant blends to the beginning of the word.
A kindergarten teacher has spent time each day working with her students to explore many of the word families common in the English language. Before moving on to new skills, the teacher individually assesses each student by holding up a series of words and asking the student to read them aloud. While most of the students were proficient at decoding these CVC words, some of the students continued to struggle. The following depicts the teacher's notes on one student's assessment:
Word List Student Response cat ✓
met /m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/
Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book.
cat hat sat
Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words "pat" and "mat." She then writes the word, "rat" and asks for a volunteer to read the word aloud.
Which of the following elements could the teacher add to the lesson in order to support student understanding of print concepts?
Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud.
After reading the text aloud, the teacher asks the students what they noticed about the words or sounds in the story.
Before beginning to read, the teacher reads aloud the title and asks the students what the book might be about.
Before beginning to read, the teacher asks students what they already know about cats. ✔✔Holding
the book up so that it is visible to the students, the teacher points to the words as she reads them aloud.
This is a good way to support print concepts because it will draw their attention to text directionality.
Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book.
cat hat sat
Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words "pat" and "mat." She then writes the word, "rat" and asks for a volunteer to read the word aloud.
The students in the scenario most likely have already demonstrated proficiency in:
syllable segmentation.
Which of the following best describes this type of phonics lesson?
synthetic phonics approach
spelling-based phonics approach
analogy-based phonics approach
sight word approach ✔✔analogy-based phonics approach
The teacher directs the students to recognize familiar rimes and connect them to a new onset. This is an example of analogy-based phonics.
A third-grade teacher is working to determine the complexity of a text that she would like to use for a class assessment. To do this, she will consider the three aspects of text complexity. Which of the three aspects of text complexity include the text's meaning or purpose, structure, language conventionality and clarity, and knowledge demands?
task considerations
quantitative measures
qualitative measures
reader considerations ✔✔qualitative measures
Qualitative measures include meaning or purpose, structure, language conventionality and clarity, and knowledge demands.
A first-grade student read the following sentence:
"I was scared of the dog, but it retreated into the house when its owner called."
The student was unfamiliar with the word "retreated" but used its placement with the sentence to help understand the sentence as a whole. What type of cue did the student use?
semantic Semantic cues are when the reader uses the meaning of words, symbols, and speech to determine semantic context for a new word.
syntactic
pragmatic
graphophonic ✔✔syntactic
