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STR teachers of tomorrow Exam with answers, Exams of Nursing

Westcliff UniversityNursing

STR teachers of tomorrow Exam with answers

Typology: Exams

2024/2025

Available from 01/20/2025

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STR teachers of tomorrow Exam with answers
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? |- |correct |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? |- |correct |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? |- |correct |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: |- |correct |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
|promoting |the |student's |development |with |respect |to |the |identified |area |of |need? |- |correct |
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.
06. |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?
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff
pf12
pf13
pf14
pf15
pf16

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STR teachers of tomorrow Exam with answers

  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? |- |correct |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? |- |correct |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? |- |correct |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: |- |correct |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? |- |correct | 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.
  6. |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 |- |correct |answer |-Line | 3

  1. |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 |- |correct |answer |-by | providing |students' |with |a |rubric |with |which |they |can |self-evaluate |their |text |analysis
  2. |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? |- |correct |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.
  3. |A |kindergarten |teacher |regularly |has |students |write |and |draw |in |their |journals |in |response |to | an |open-ended |prompt. |During |these |writing |sessions |the |teacher |circulates |among |students |asks | them |to |read |aloud |what |they |have |written |and |documents |their |performance |with |anecdotal | notes |in |a |teacher |record. | This |type |of |informal |assessment |strategy |would |be |most |appropriate |to |use |for |which |of |the | following |instructional |purposes? |- |correct |answer |-observing |individual |student's |development |in | various |dimensions |of |literacy |over |time.

Which |of |the |following |assessment |procedures |administered |individually |would |be |most |effective | for |the |teacher |to |use? |- |correct |answer |-having |the |student |read |aloud |a |short |narrative |text |and | then |retell |the |story |in |the |student's |own |words

  1. |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) |- |correct |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
  2. |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? |- | correct |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)
  3. |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 |- |correct |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
  4. |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? |- |correct |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

  1. |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? |- |correct |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
  2. |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 |milestones |would |be |most |important |for |the |teacher |to |document |to |help | distinguish |children |who |are |early |sentence |users |from |children |at |earlier |stages |of |language | development? |- |correct |answer |-Use |prepositions |(e.g |in |on) |to |convey |spatial |relationship
  3. |A |prekindergarten |teacher |closely |observes |children |during |the |first |several |weeks |of |school |to | identify |individuals |who |may |be |at |risk |for |speech |and |language |delays. |Which |of |the |following | four-year-old |children |exhibits |language |behaviors |that |would |require |intervention |and |ongoing | monitoring? |- |correct |answer |-A |child |whose |home |language |is |English |primarily |uses |gestures |and | some |unintelligible |words |to |communicate
  4. |A |third-grade |teacher |plans |to |lead |a |whole-class |discussion |about |a |topical |issue. |Before |the | discussion |the |teacher |uses |direct |instruction |to |introduce |a |series |of |conversational |strategies |that |students |can |practice |during |the |discussion. |The |teacher |also |provides |students |with |personal | conversational- |strategy |bookmarks |shown |below |that |they |can |refer |to |during |any |class |discussion. |CHART |The |teacher's |strategy |in |this |lesson |promotes |development |of |the |students' |academic- language |skills |primarily |by: |- |correct |answer |-scaffolding |students' |participation |in |academic | conversations |with |sentence |frames |appropriate |to |the |setting.
  • |Onset |and |rime: |Children |blend |the |initial |consonants) |of |a |word |with |the |part |of |a |word |that | contains |the |vowel |after |the |tea |- |correct |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? |- |correct |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? |- |correct |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? |- |correct |answer |-Identifying | component |phonemes |in |spoken |words |prepares |students |to |sound |out |and |spell |familiar |words |in | print.
  4. |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? |- |correct |answer |-leading |the |students |in |chorally |repeating |a |list |of |multisyllabic | words |read |aloud |by |the |teacher |and |clapping |for |each |syllable
  5. |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? |- |correct |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
  6. |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? |- |correct |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

  1. |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) Which |of |the |following |teacher |prompts |would |be |most |effective |to |use |to |obtain |the |most | advanced |measure |of |the |child's |development |in |print |concepts? |- |correct |answer |-Show |me |where |I |should |begin |on |these |pages
  2. |The |teacher |asks |the |child |to |identify |features |of |print |that |indicate |the |beginning |and |end |of |a |sentence. |The |child |responds |by |pointing |to |the |first |and |last |word |in |each |line. |Given |the |child's | performance, |which |of |the |following |small-group |lessons |would |be |most |appropriate |to |use |next |to |meet |the |assessed |needs |of |the |child? |- |correct |answer |-a |teacher |think-aloud |during |an | interactive |reading |lesson |about |the |use |of |end |punctuation |and |capitalization
  3. |At |a |later |time, |the |prekindergarten |teacher |plans |to |conduct |a |whole-class |read-aloud |of |The | Talking |Cloth |to |promote |the |children's |comprehension |and |analysis |of |this |literary |text. |According | to |the |continuum |of |development |outlined |in |the |Texas |Prekindergarten |Guidelines, |which |of |the | following |instructional |strategies |would |be |most |appropriate |for |the |teacher |to |use |with |these |two | pages? |- |correct |answer |-encouraging |the |children |to |ask |questions |about |details |of |the |story | conveyed |in |the |illustration |and |text
  4. |Use |the |information |below |to |answer |the |three |questions |that |follow. In |the |middle |of |the |school |year, |a |kindergarten |teacher |uses |an |alphabet |sorting |game |with |letter | cards |as |an |activity |to |reinforce |letter |knowledge. |Each |game |deck |contains |a |total |of | 25 |cards |that |include |a |random |number |of |cards |representing |each |of |five |letters. |For |example, |a |deck |might | include |five |cards |representing |the |letter |a, |four |cards |representing |the |letter |m, |five |cards | representing |the |letter |t, |six |cards |representing |the |letters, |and |five |cards |representing |the |letter |i. | The |teacher |shuffles |the |deck |and |lays |out |the | 25 |cards |face |up |in |random |order |in |a | 5 |× | 5 |grid. | The |teacher |asks |a |student |to |sort |the |cards |into |five |piles, |with |each |pile |containing |all |the | examples |of |a |given |letter.
  1. |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 |- |correct |answer |-improving |the |student's |ability |to |accurately |segment |all |the |phonemes |in | four-phoneme, |closed-syllable |words.
  2. |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? |- |correct |answer |- sorting |word |with |an |-ed |inflection |according |to |the |common |pronunciation |of |-ed
  1. |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 |to |teach |next |to |the |students? |- |correct |answer |-Decoding |and |spelling | words |with |the |silent |- |e |pattern |for |all |five |vowels
  2. |A |first-grade |teacher |leads |a |small |group |of |students |in |the |following |reading |activity, |which | focuses |on |the |inflectional |ending |-ing.
  • |The |teacher |writes |a |verb |(e.g., |jump, |march) |on |the |board |and |asks, |What's |my |word?" |The | students |read |the |word |in |unison.
  • |The |teacher |then |writes |-ing |at |the |end |of |the |base |word, |underlines |the |new |word, |and |prompts |students |to |read |the |inflected |verb |by |asking, "What's |my |word?"
  • |The |teacher |asks |one |of |the |students |to |act |out |the |word |and |calls |on |the |other |students |to |use | the |word |written |on |the |board |(e.g., |marching) |to describe |what |they |see |(e.g., |"The |kid |is |marching |in |a |parade") In |this |lesson, |the |teacher |promotes |students |reading |vocabulary |and |enhances |students | recognition |of |the |inflectional |ending |-ing |primarily |by: |- |correct |answer |-helping |students |connect | the |addition |of |an |inflectional |ending |to |its |effect |on |a |word's |spelling |and |meaning.
  1. |A |first-grade |teacher |observes |that |simple |homographs |(e.g., |jam, |bat, |tap) |appear |with | frequency |in |beginning-level |decodable |texts, |which |presents |challenges |related |to |both |decoding | and |reading |comprehension |for |several |English |learners |in |the |class. |The |teacher |plans |to |provide | small-group, |differentiated |instruction |to |address |the |needs |of |these |students. |Which |of |the | following |student |activities |in |such |a |lesson |would |be |most |effective |for |this purpose? |- |correct |answer |-creating |multiple-meaning |word |webs |with |pictures |illustrating |meaning |for |common |homographic |words
  2. |A |third-grade |teacher |is |planning |differentiated |instruction |to |address |the |needs |of |a |small | group |of |students |with |similar |reading |behaviors. |When |reading |aloud, |the |students |frequently |
  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? |- |correct | 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: |- |correct |answer |-providing |multimodal | cueing |to |support |word |recognition |and |meaning.
  3. |A |second-grade |teacher |analyzes |the |following |writing |sample |from |a |student. (chart)

Given |this |writing |sample, |this |student |would |benefit |most |from |targeted |instruction |focused |on | which |of |the |following |syllable |types? |- |correct |answer |-open |syllables

  1. |A |third-grade |teacher |has |introduced |common |prefixes |and |suffixes |in |word |context |and |would | like |to |promote |students' |ability |to |use |their |knowledge |of |affixes |to |support |their |recognition |of | longer, |more |difficult |words |when |reading |connected |text. |Teaching |students |to |use |which |of |the | following |strategies |when |encountering |challenging |words |in |texts |would |best |address |the |teacher's |goal? |- |correct |answer |-Isolating |and |reading |any |prefix |or |suffix |in |an |unfamiliar |word |before | attempting |to |read |the |rest |of |the |word
  2. |A |struggling |reader |has |difficulty |reading |multisyllabic |words. |In |a |word-pattern |assessment |the | student |easily |decodes |the |majority |of |single-syllable |words |yet |has |difficulty |reading |longer |words | with |the |same |syllable |patterns. |For |example, |the |student |reads |the |word |plain but |misreads |the |word |explain; |the |student |accurately |reads |the |words |pass, |send, |and |her |but | misreads |the |word |passenger. |Given |this |assessment |data, |which |of |the |following |intervention | strategies |would |be |most |effective |and |appropriate |for |the |teacher |to |use |to |address |the |student's | assessed |needs? |- |correct |answer |-reteaching |syllable |division |skills |and |common |affixes | systematically |using |both |isolated |words |and |appropriate-level |connected |text
  3. |Use |the |information |below |to |answer |the |two |questions |that |follow. Early |in |the |school |year, |a |fifth-grade |teacher |administers |a |words-correct-per-minute |(wcpm) | screening |with |comprehension |check |to |each |student |in |the |class, |using |a |grade-level |passage. | Several |students |in |the |class |score |ten |words |or |more |below |the |fifth-grade |50th |percentile | beginning-of-year |(BOY) |norm |of | 121 |words |per |minute. |A |chart |of |the |students' |performance |on | the |screening |is |shown |below. (chart) Given |the |information |and |data |provided, |which |of |the |following |conclusions |would |be |most | appropriate |for |the |teacher |to |draw |regarding |fluency |instruction |for |these |students? |- |correct | answer |-Students |C,S |and |V |need |a |targeted |intervention |focused |on |improving |their |automaticity | reading |grade- |level |words |in |order |to |improve |their |reading |rate |while |maintaining | comprehension.
  4. |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? |- |correct |answer |-having |individual |students |segment |

|of |the |following |student |activities |is |most |likely |to |benefit |the |students |with |the |fluency |profile | described? |- |correct |answer |-preparing |for |and |performing |readers |theater |scripts |using |assisted | reading |and |repeated |reading

  1. |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? |- |correct |answer |-naming |letters |of |the |alphabet |presented |in |random |order |and | then |arranging |them |in |sequence.
  2. |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? |- |correct |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
  3. |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) The |teacher |plans |to |use |the |word |den |in |the |excerpt |to |introduce |children |to |the |concept |of | words |with |discipline-specific |meanings. |After |reading |aloud |the |text, |the |teacher |shows |children | pictures |of |the |various |meanings |of |the |word |den |(e.g., |an |animal's |burrow, |a |small |room |where |a | person |studies |or |reads, |a |group |of |Cub |Scouts). |Which |of |the |following |instructional |strategies | would |best |help |the |children |understand |how |to |determine |the |meaning |of |a |multiple-meaning | word |such |as |den |when |they |encounter |it |in |a |text? |- |correct |answer |-Discussing |how |the |content | of |nature |can |be |used |as |a |clue |to |connect |due |to |its |meaning |in |the |text.
  4. |The |teacher |reads |aloud |the |text |multiple |times |over |a |period |of |time. |During |each |reading, |the |teacher |focuses |on |a |different |aspect |of |the |text. |Following |is |a |transcript |of |one |of |the |teacher's | think-alouds |while |reading |aloud |the |text. |Teacher: |"A |bramble |bush |is |a |good |place |for |a | dormouse's |nest. |The |nest |is |made |of |bark |and |leaves." |When |I |hear |the |word |bark, |I |usually |think

|of |my |dog |barking. |But |in |this |sentence, |I |realized |that |the |word |bark |means |something |used |to | build |a |nest, |I |used |the |words |bramble |bush |and |leaves |to |figure |out |that |bark |must |be |part |of |a | tree |or |bush. |In |this |think-aloud, |the |teacher |promotes |the |children's |use |of |independent |word- learning |strategies |by |modeling |which |of |the |following |contextual |strategies? |- |correct |answer |- locating |clues |in |the |text |that |explain |or |clarify |the |meaning |of |the |word

  1. |A |third-grade |teacher |is |teaching |a |cross-curricular |unit |on |government |and |collects |data |about | students' |content-specific |vocabulary |development |with |respect |to |the |unit. |Below |is |an |excerpt |of | the |teacher's |anecdotal |notes |for |one |student. (chart) Given |the |assessment |evidence |provided, |which |of |the |following |conclusions |would |be |most | appropriate |for |the |teacher |to |draw |regarding |the |student's |academic-vocabulary |development? |- | correct |answer |-The |student |uses |a |range |of |strategies |to |learn |unfamiliar |Tier |Three |vocabulary | words.
  2. |A |second-grade |teacher |plans |to |begin |a |science |unit |with |a |discussion |about |the |experiments | that |the |students |will |conduct |during |the |unit. |Prior |to |the |whole-class |discussion, |the |teacher | displays |and |explicitly |reviews |the |following |chart |with |a |group |of |Spanish-speaking |English | learners |in |the |class. (chart) The |teacher's |actions |best |demonstrate |understanding |of |the |importance |of |which |of |the |following | factors |that |affect |vocabulary |development? |- |correct |answer |-varying |levels |of |English |learners' |use |of |cognates |as |a |learning |strategy
  3. |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? |- |correct |answer |-Associating |new |or | unfamiliar |words |with |words |from |their |own |cultural |and |family |backgrounds |promotes |students' | vocabulary |development.
  4. |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 |
  1. |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: |- |correct |answer |-acquisition |of |grade-level |academic |language |and |vocabulary.
  2. |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? |- |correct |answer |-decoding |skills
  3. |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. Which |of |the |following |qualitative |dimensions |of |a |text |would |make |the |text |more |challenging |to | readers? |- |correct |answer |-The |author |uses |figurative |language |frequently |throughout |the |book.
  4. |An |elementary |school |teacher |would |like |to |build |students' |academic-language |and |background | knowledge |to |support |their |reading |comprehension. |Which |of |the |following |strategies |would |best | help |the |teacher |achieve |this |goal? |- |correct |answer |-selecting |a |broad |range |of |audio |and |video | resources |for |students |to |listen |to, |view, |discuss, |and |write |about |related |to |grade-level |social | studies |and |science |content
  5. |Early |in |the |school |year, |a |second-grade |teacher |reads |aloud |the |story |The |Wolfs |Chicken |Stew | by |Keiko |Kasza |to |a |small |group |of |students |and |then |meets |with |the |students |individually |to | assess |their |comprehension |and |analysis |of |the |text. |In |the |story, |Wolf |hunts |the |forest |for | chickens |for |his |dinner, |but |when |he |spots |Mrs. |Chicken, |he |decides |to |fatten |her |up |first. |Each | night, |he |leaves |a |different |scrumptious |treat |at |her |front |door, |such |as | 100 |pancakes |or | 100 | doughnuts. |In |the |end, |Wolf |is |surprised |to |find |many |baby |chicks |in |Mrs. |Chicken's |house, |who | give |him | 100 |kisses |in |thanks |for |his |many |presents. |He |changes |his |mind |about |having |chicken | stew |and |instead |becomes |Uncle |Wolf |to |the |family. |In |one |assessment |task, |the |teacher |asks | individual |students |to |describe |orally |how |the |main |character, |Wolf, |changes |over |the |course |of | the |story |and |to |explain |the |reasons |for |the |character's |actions. |The |teacher |- |correct |answer |-

rereading |the |story |with |the |student |and |helping |the |student |create |a |flowchart |showing |causal | relationships |between |the |character's

  1. |The |teacher |records |the |following |information |about |one |student's |oral |response. | (chart) Given |these |assessments |results, |the |teacher |could |best |extend |the |student's |development |in | literary |text |analysis |by: |- |correct |answer |-Prompting |the |student |to |describe |the |characters | internal |and |external |traits |based |on |what |the |character |says |and |does
  2. |(chart) The |teacher |records |the |following |information |about |one |student's |oral |response. Given |these |assessment |results, |the |teacher |could |best |promote |the |English |learner's |ability |to | respond |to |literary |texts |by |- |correct |answer |-Providing |the |students |with |explicit |instruction |in | elaborating |techniques |including |using |sentence |frames |and |brainstorming |appropriate |vocabulary.
  3. |An |elementary |classroom |includes |students |with |a |wide |range |of |skills |and |abilities |related |to | literary |analysis. |Which |of |the |following |approaches |to |teaching |the |Texas |Essential |Knowledge |and |Skills |(TEKS) |related |to |literary |analysis |would |be |most |effective |for |the |teacher |to |take |when | planning |instruction |in |this |area |of |reading? |- |correct |answer |-Using |the |spiraling |content |and | increasing |rigor |of |the |TEKS |across |grade |levels |to |plan |small |group |instruction |the |cumulatively | deepens |students |understanding |of |and |competence |in |specific |analysis |skills
  4. |A |third-grade |teacher |conducts |a |whole-class |read-aloud |of |a |chapter |involving |Native | Americans |from |Little |House |on |the |Prairie |by |Laura |Ingalls |Wilder. |After |the |reading, |the |teacher | asks |a |series |of |questions |prompting |the |students |to |identify |evidence |from |the |text |that |presents | the |settlers' |views |about |Native |Americans |and |the |Native |Americans' |views |about |the |settlers. |The |students |conclude |that |the |Native |American |perspective |is |not |represented |in |the |text. |The | teacher |explains |that |when |reading |a |literary |text |readers |should |always |consider |whose | viewpoints |are |represented |in |the |text |and |whose |are |not. |This |scenario |best |demonstrates |the | teacher's |awareness |of |which |of |the |following |concepts |related |to |critical |thinking |about |literary | texts? |- |correct |answer |-Students |need |to |identify |author |biases |that |may |have |an |impact |on |a | text's |meaning.