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STR Test Questions and Answers with
Complete Solutions
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)
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 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%.
Based on the results of the assessment, which activity would best address the errors made by Tim
and improve his oral reading in the future? ✔✔modelling reading with appropriate speed and
having Tim practice reading more slowly and with expression
When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that: ✔✔include sounds used in both English
and the student's native language.
A small group of first-grade students are in the pre-alphabetic stage of reading development. In order to remediate these students and move them into the partial alphabetic stage, the teacher
should provide instruction on: ✔✔letter-sound correspondence and letter names.
A kindergarten teacher is working with a small group of Chinese-speaking English language learners who have just moved to the school district. The students are confident readers when the text is written in Chinese but they struggle when presented with a text in English. In order to ease the transition to English written texts, the teacher should begin with a basic lesson on: ✔✔English
print concepts such as left-to-right, top-to-bottom print directionality.
A teacher is reading aloud to the class from a retelling of "Jack and the Beanstalk," and during the reading she pauses to think aloud. Below is part of her think-aloud along with the text she is reading. The teacher's dialogue is italicized. Once upon a time, there lived a boy named Jack. He and his mother lived in a tiny cottage on a farm near the outskirts of town. They didn't have much money, and the shelves in the pantry were bare. The harvest was over, but not much food was saved for the winter. Oh no, what will they do in the winter without food? I wonder how they can get some money. Maybe they have crops from the harvest to sell. Jack's mother decided that they must sell their cow. "Please take the cow to town and sell her so we can buy some food," Jack's mother said. So off Jack went with the cow in tow. I bet a cow will sell for $400. They'll be able to buy so much food! On his way to town, Jack met a man on the side of the road. "Hey there, lad, that's a nice looking cow! I'd like to buy it! Here are five magic beans that, when planted, will grow to reach the sky!"
A first-grade teacher takes three small square tiles and sits across from one of her students. She says, "I'm going to say a word and then its sounds: mat ... /m/ ... /a/ ... /t/." Then she passes the tiles across the desk to the student and says, "Can you think of another one-syllable word with three sounds?" This activity furthers the student's reading abilities by helping them: ✔✔understand that
words are made up of separate sounds.
A new English language learner has entered Mr. Kim's class. After conducting a few assessments, Mr. Kim determines that the student is in the partial-alphabetic phase of word recognition and the early stage of reading development. Which type of text should Mr. Kim use to meet the student at his current level and still challenge the student to progress? ✔✔decodable text/stories
A kindergarten class is reading the fable "The Ant and the Grasshopper." After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words "because" and "since," which are written on the board. Here is a sample of the class discussion: Teacher: "Clark, would you have let Grasshopper in to eat?" 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.
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.
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.
These activities best exemplify which of the following key principles of effective vocabulary instruction for prekindergarten children as described in the Texas Prekindergarten Guidelines?
✔✔creating opportunities for children to experience the new words in multiple ways across
multiple experiences
A kindergarten classroom has a mixture of English language learners and native speakers. The classroom is reading from a large-print short story during circle time. The text tells the story of a child's day, but things keep going wrong. The illustrations and text describe the cause-and-effect nature of events. The teacher prompts students to identify either the cause or the effect on the page.
On page 7, the child is sad to see that her dog has escaped the backyard because she left the gate open. The illustration shows the fence with the gate open, a leash and dog bowl, and a sad child. The teacher asks, "Why is the child sad now?" A student answers, "Someone left door open, so now no dog. It runs away and make kid sad."
This student's response indicates a child in which category of language proficiency? ✔✔beginning
A kindergarten classroom has a mixture of English language learners and native speakers. The classroom is reading from a large-print short story during circle time. The text tells the story of a child's day, but things keep going wrong. The illustrations and text describe the cause-and-effect nature of events. The teacher prompts students to identify either the cause or the effect on the page. When calling on students in the intermediate stage of oral language proficiency to identify the
cause or effect, the teacher can expect the students to be able to: ✔✔answer using a simple or
incomplete sentence.
All of the following assessments would be beneficial for a teacher to use when helping students
choose independent reading books except: ✔✔a pseudoword assessment.
A student who is typically a strong reader and specifically loves to read fiction narratives struggles more with content specific informative texts. The teacher regularly implements pre-reading and during-reading activities for the class as a whole, but which of the following strategies would be the most helpful for this specific student when reading the more challenging informative texts?
✔✔decrease reading rate
Which of the following pairs of words are homophones? ✔✔phase and faze
A kindergarten teacher gives a spelling pretest to her students. One student turns in the following list of words. Which of the following mini-lessons should the teacher present to address this
student's spelling difficulties? ✔✔Vowel Digraphs
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. Which chart or organizer would be most beneficial for the class to complete in order to achieve
this goal? ✔✔a plot diagram
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. 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
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
