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STR Practice Exam 2 Questions and
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A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes whether the word is read correctly or not. Then the teacher swaps out a tile to create a new word and the process repeats. Students are assessed on how well they can read the new CVC words with a goal of 25 words correct. Based on the skill being assessed, this teacher most likely teaches which grade level?
prekindergarten
kindergarten
first grade
second grade ✔✔kindergarten
The ability to recognize that new words are created when letters are changed, added, or deleted is a benchmark associated with kindergarten-level students.
A second-grade student is reading from a text and comes across the following sentence.
"I'd go outside, but it's raining cats and dogs!"
He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the illustration to take a guess what that might mean. The student reviews the illustration showing a heavy rain and asks, "It means there is a lot of rain?"
Based on this example, this student is likely in which stage of reading proficiency, according to the TELPAS Proficiency Level Descriptors?
beginning
intermediate
advanced
advanced-High ✔✔advanced
Beginning to understand and explore literal and figurative meanings of words is an example of what can be expected of an advanced reader.
are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures.
provide a sampling of all cultures in the world so that the class can experience as much diversity as possible.
mirror the diversity in his classroom exactly, excluding cultures or ethnicities that are not currently represented by students in the class.
stereotypically represent a culture so that students get a quick, easy-to-understand view of
unfamiliar lifestyles. ✔✔are reflective of the cultural makeup of his students while also offering
new experiences of different, underrepresented cultures.
Students come to texts with background knowledge when the multicultural literature matches their lives, but finding an appropriate balance between familiar and new is important for helping students grow as readers and citizens of the world.
A third-grade teacher groups students together to discuss the nonfiction article they just finished. The teacher provides a list of discussion questions for the students to answer. As she walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the students are not engaging critically in this discussion. She wants to encourage her students to participate in more academic conversations about their reading. Which of the following would best promote this goal?
Model thinking-aloud about a text while reading to the class.
Model annotation strategies and provide time for students to practice annotating a text before discussion.
Provide students with graphic organizers to record notes and key information on.
Post a list of sentence starters on the wall for students to reference. ✔✔Post a list of sentence
starters on the wall for students to reference.
Providing sentence starters and encouraging students to use them while discussing academic texts is one way to achieve this goal.
A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard.
Currently, the word lists include the terms:
habitat marsh
Provide the definition and ask students to write it in their vocabulary notebooks. ✔✔Create a word
web linking these terms to words the students already know and understand.
Breaking down complex vocabulary through a semantic map or word web helps students build connections between the new term and those they already know.
Project images of the words and ask students to add a drawing to their vocabulary notebooks.
Because tier three words are content-specific, students may not have any background knowledge to apply to the term. Showing photos when possible gives students a visual clue for the word's meaning which is beneficial when learning tier three terms.
A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard.
Currently, the word lists include the terms: habitat marsh tundra extinction
pollute conservation
Any student who writes an unfamiliar term on the board is given the following handout to complete:
By asking students to complete the provided handout, the teacher is demonstrating her understanding that in order internalize new vocabulary words, a student needs:
practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary.
knowledge of a word's denotation and connotation, origins, and related words to fully comprehend a word's meaning.
opportunities to interact with the word authentically via reading, writing, and speaking after learning its definition.
rote memorization activities enhanced by graphic organizers and writing assignments. ✔✔practice
defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary.
vocabulary section of their class journal. In order to facilitate the student's ability to use print resources while researching, the students should be required to:
organize the word list in alphabetical order.
rank the words based on frequency of use.
underline or highlight any root words and include that root's definition in the entry.
color-code the list based on part of speech. ✔✔organize the word list in alphabetical order.
Students should be able to alphabetize words to the third letter in order to help them when using printed reference materials. Practicing alphabetizing vocabulary lists is one way to teach this skill.
The following is a conversation heard between two first-grade students during recess.
Student A: Hey! Want to play tag? Student B: Sí. Run now? Student A: Do you want to be it first, or should I? Student B: I not sure... Student A: I'll be the tagger first. You go that way! Quick, run fast! Student B: Okay, I go!
Based on student B's speech, she is most likely in which stage of speaking proficiency, according to the TELPAS Proficiency Level Descriptors?
beginning
intermediate
advanced
advanced-high ✔✔intermediate
This student is able to be understood by student A, but makes mistakes with verb tense and still speaks in short sentences, indicating she is likely in the intermediate stage of speaking.
A new student, Raven, has arrived in Mrs. Allan's first-grade class. Mrs. Allan administers various diagnostic tests to establish Raven's current skill level, including a timed reading. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading.
Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group.
During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading.
Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see whether or not Raven is making progress. This time Raven reads at 29 words per minute and Mrs. Allan notices that Raven self- corrected sight word errors two or three times, something she did not do before. While she has improved in speed and accuracy, her reading is still choppy and lacks expression. Based on the progress Raven has made, Mrs. Allan should:
incorporate Reader's Theatre and books on tape to Raven's weekly activities.
continue the current course of teaching and reassess Raven in another week.
spend more time working on sight word recognition.
require Raven to read silently to herself. ✔✔incorporate Reader's Theatre and books on tape to
Raven's weekly activities.
Since Mrs. Allan notes that Raven's prosody is lacking, she will benefit from activities that emphasize reading with emotion. Audiobooks will serve as a model and reader's theatre will allow her to practice this skill.
A new student, Raven, has arrived in Mrs. Allan's first-grade class. Mrs. Allan administers various diagnostic tests to establish Raven's current skill level, including a timed reading. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while reading.
Mrs. Allan starts Raven on some independent activities to build letter-sound correspondence. Raven is given a set of sight word flashcards to take home and practice. Raven practices identifying and isolating phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see whether or not Raven is making progress. This time Raven reads at 29 words per minute and Mrs. Allan notices that Raven self- corrected sight word errors two or three times, something she did not do before. While she has improved in speed and accuracy, her reading is still choppy and lacks expression.
In addition to these classroom activities, Mrs. Allan should also include what activity to improve Raven's accuracy and speed?
instruction on irregular spellings and pronunciations
using a low-stakes word game to allow students to see connections between real words as they create fake words. ✔✔using a low-stakes word game to allow students to see connections between
real words as they create fake words.
As students manipulate the word cards to create new words and their definitions, they can reinforce their understanding of the affixes used and the meanings of the root words.
Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her.
Ms. Holden calls students to her desk individually. On the table is a set of alphabet tiles, some with uppercase and some lowercase. In order to assess the student's mastery of the alphabetic principle, Ms. Holden would:
ask the student to make the sound of each letter as she points to it.
ask the student to draw the letter on a separate piece of paper as she points to it.
ask the student to say the name of each letter as she points to it.
ask the student to indicate whether the indicated letter is upper or lower case. ✔✔ask the student
to make the sound of each letter as she points to it.
The alphabetic principle is a student's understanding of letter sounds, so asking them to say the letter sound would assess this mastery.
Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her.
In order to meet kindergarten benchmarks, in addition to knowing print directionality and how to hold a book, students should also be able to:
identify an index, glossary, or table of contents.
distinguish the author from the illustrator.
identify the front and back cover and title page of a book.
identify at least 20 uppercase letters and know that words are made of letters. ✔✔identify the front
and back cover and title page of a book.
Alphabetic knowledge consists of the ability to name, form, and recognize letters. Asking students to trace the letter in midair with their finger would reinforce their alphabetic knowledge.
While conducting a running record or miscue analysis, a teacher listens to a student read aloud and assesses the reading on the student's prosody, self-corrections, repetitions, and omissions. Which component listed is subjective and less easily marked using written symbols?
repetition
omission
prosody
self-correction ✔✔prosody
Because prosody is an evaluation of how well a student uses expression in a reading, it is a subjective component of reading fluency assessment. Prosody is a component of reading fluency but is not always assessed during a running record or miscue analysis.
A teacher hands out a stack of picture cards with familiar images (a ball, the sun, a chair) to each student. The class is asked to lay the cards on their desks face up. Next, the teacher says she will say a word slowly ("sss..uuu..nnn"). The students are to pick up the picture that matches the word
she said and hold it in their hands. After everyone has grabbed a picture, the class holds the photos up for the teacher to scan. Then the class says the word together, and the process repeats.
This activity helps students decode words by practicing how to:
blend phonemes into words.
match phonemes to graphemes.
rhyme words.
segment words into phonemes. ✔✔blend phonemes into words.
In order to choose the correct picture, the students have to be able to blend the phonemes spoken by the teacher into the correct word. This activity helps practice blending.
A kindergarten classroom is participating in a read aloud of the story How Much Does a Ladybug Weigh? by Alison Limentani. The book counts down from ten and compares the weights of various animals to each other. "10 ants weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper." On each page, the teacher pauses to ask students what sounds are made by the animals in the illustration. She calls on students to identify the letter the animals' names begin with. They briefly discuss whether they've seen the animal in real life or not.
