STR Representative Exam

Question 6 1 out of 1 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?

CHART Selected Answer: Line 3 DIPHTHONG

Question 41 1 out of 1 points 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 phonies 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.

QUESTION 80 1 out of 1 points Selected Answer

Prompting the student to describe the characters internal and external traits based on what the character says and does

QUESTION 86 1 out of 1 points Use the information below to answer the two questions that follow. A third-grade teacher plans to use a whole-class read-aloud of the text Frida Kahlo and Her Animalitos by Monica Brown to guide students in an exploration of narrative nonfiction. Following is an excerpt from the text. CHART Which of the following statements would be most appropriate for the teacher to include as part of instruction in this type of nonfiction text structure?

Selected Answer "You should read this type of book from beginning to end, the same way you read fiction.

Question 34 1 out of 1 points 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?

Selected Answer: encouraging the children to ask questions about details of the story conveyed in the illustration and text

Question 73 1 out of 1 points During the process of creating the chart, the teacher models which of the following research-based strategies that students can apply to their own reading?

Selected Answer: engaging in focused rereading of a text for deeper understanding

Question 88 1 out of 1 points As part of a cross-curricular unit on weather, a prekindergarten teacher conducts a whole-class read-aloud of an informational text about seasons. To promote children's ability to apply information from the book, the teacher sets up a center with seasonal clothing and accessories. The teacher selects items specifically mentioned in the book and encourages the children to categorize the items by season. The teacher could best assess the children's ability to apply information from the book by observing the children in the center and asking individuals to:

Selected Answer: explain the reasons why they sorted the items the way they did.

Question 58 1 out of 1 points Use the information below to answer the four questions that follow. Several times a year, a second-grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). The December CFS chart is shown below. Letters of the alphabet are used to identify the 26 students in the class CHART This type of fluency assessment best provides a measure of students':

Selected Answer: general ability to read grade level material

Question 57 1 out of 1 points 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?

Selected Answer: having individual students segment sequentially each of the sounds in four- and five-sound words (e.g., space, branch, slump) presented orally by the teacher

Question 37 1 out of 1 points Which of the following strategies for engaging students with the letter cards would be most appropriate for the teacher to use to promote students' understanding of the alphabetic principle?

Selected Answer: having pairs small groups of students listen carefully as the teacher says a cvc word ( eg. sit) slowly several times and then place the appropriate letter card corresponding to each sound of the word in a pocket chart in the correct sequence.

Question 30 1 out of 1 points 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?

Selected 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

Question 72 1 out of 1 points Use the information below to answer the three questions that follow. Before students in a second-grade class read a challenging informational text about animal and plant life in the Sonoran Desert, the teacher reads aloud a picture book about the seasons of the Sonoran Desert and shows students a short documentary about birds and other organisms that live in a saguaro cactus. The teacher then constructs the chart below with students. The teacher lists information the students recall from the picture book and documentary in the left column and interpretations the students make in the right column. When students suggest an interpretation, the teacher encourages them to identify parts of the book and/or documentary that relate to their ideas. The teacher then rereads the section(s) and/or replays the scene(s) to help the students clarify their ideas. The class's completed chart is shown below. CHART The teacher's actions best demonstrate understanding of which of the following concepts related to the development of reading comprehension?

Selected Answer: the importance of helping students accumulate background knowledge to support their making inferences from texts

Question 20 1 out of 1 points 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?

Selected Answer: A child whose home language is english primarily uses gestures and some unintelligible words to communicate

Question 22 1 out of 1 point When reading story books aloud to the class a first-grade teacher pauses regularly to think aloud about the text and illustrations and to speculate about information suggested by, but not explicitly included in, the narrative. For example, the teacher speculates about a character's feelings at a key moment in the story, given what the reader learned about the character in an earlier part of the book. According to research, participating in this type of listening activity contributes to students' ongoing development in reading comprehension primarily in which of the following ways?

Selected Answer: by facilitating students' understanding of narrative text structure and development of inference skills for narrative text

Question 14 1 out of 1 points 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)

Selected 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

Question 8 1 out of 1 points 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?

SelectedAnswer: providing a set of texts representing a range of text-complexity levels and interactive formats, and allowing students to work collaboratively to read the text

Question 3 1 out of 1 points 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?

SelectedAnswer: 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

Question 65 1 out of 1 points 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?

Selected Answer Discussing how the content of nature can be used as a clue to connect due to its meaning in the text.

Question 27 1 out of 1 points 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?

Selected Answer: Placing a block to represent each word or syllable as it is stated

Question 87 1 out of 1 points The teacher wants to assess students' ability to draw conclusions about the importance of specific events in Kahlo's life. Which of the following journal prompts would best achieve this goal?

Selected Answer: What do we learn about Frida's personality in this section of the text? What evidence in the text supports your answer?

Question 53 1 out of 1 points 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?

Selected Answer: open syllables

Question 10 O out of 1 points Which of the following writing samples provides evidence that the student is beginning to develop understanding of the alphabetic principle?

Selected Answer: ABCDEF("'Those are letters!") IT IS NOT "MIA" I WROTE MY NAME

Question 1 O out of 1 points 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?

Selected Answer: using multimodal techniques to teach emergent literacy skills

QUESTIONS 42 1 out of 1 points 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?

Selected answer: sorting word with an -ed inflection according to the common pronunciation of -ed

Question 16 1 out of 1 points 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 written retelling of the story How could the teacher best improve the intervention to make it more effective in promoting the students' capacity to produce more syntactically and cognitively complex oral and written language?

SelectedAnswer: 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

Question 48 1 out of 1 points Use the information below to answer the three questions that follow. A second-grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. The teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. CHART Which of the following generalizations about English orthography, observed during this inquiry, would be most effective in promoting students' accurate spelling of words with these spelling patterns?

Selected Answer Some vowel team spelling (e.g au ou) do not typically end a word or syllable

Question 38 O out of 1 points A student with limited previous formal schooling enters a kindergarten class midyear. While results of the universal screening indicate that the student has not yet learned to recognize or name the letters of the alphabet, the student demonstrates good phonological awareness skills and advanced oral vocabulary development. Given the findings of convergent, scientifically based reading research with respect to the development of alphabet knowledge, the teacher should plan instruction for this student that is

Selected Answer. designed to build on developed strengths and integrates instruction addressing gaps in alphabet knowledge gradually in the context of classroom instruction.

Question 61 1 out of 1 points Which of the following strategies would be most beneficial for the teacher to use during the CFS to ensure that the data collected provide a measure of individual students' fluency development across all fluency indicators?

Selected Answer: Assigning scores for accuracy and prosodic elements such as expression and phrasing

Question 69 1 out of 1 points 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?

Selected Answer: Associating new or unfamiliar words with words from their own cultural and family backgrounds promotes students' vocabulary development.

Question 71 1 out of 1 points A second-grade teacher has established the routine of introducing and defining new target vocabulary words during reading instruction, providing examples for the words' use in multiple contexts, and supporting students in using the words. Which of the following extension activities would be most appropriate for the teacher to add to the routine to address the needs of a small group of gifted and talented students in the class?

Selected Answer: Creating their own analogies for the vocabulary words to deepen understanding of word meanings

Question 43 O out of 1 points 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?

Selected Answer: Decoding and spelling words with the silent - e pattern for all five vowels

Question 39 1 out of 1 points A kindergarten class includes an intermediate-level English learner with emergent-literacy experiences in the student's non-alphabetic home language, Which of the following statements points to an aspect of the student's home language experience that would be most important for the teacher to consider when planning instruction in the alphabetic principle for this student?

Selected Answer: English learners whose home language is non-alphabetic have likely developed phonemic awareness to a lesser degree than speakers of alphabetic languages, which may inhibit them from making speech-to-print connections.

Question 28 1 out of 1 points 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?

Selected Answer: Identifying component phonemes in spoken words prepares students to sound out and spell familiar words in print.

Question 54 1 out of 1 points 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?

Selected Answer: Isolating and reading any prefix or suffix in an unfamiliar word before attempting to read the rest of the word

Question 90 1 out of 1 points A third-grade teacher notices during text-based discussions and on informal assessments that several students continue to have difficulty distinguishing facts from opinions when reading informational texts. The teacher provides the following small-group lesson on facts and opinions as part of differentiated instruction for these students. 1. As a pre-assessment, say a sentence and ask the students to write down whether they think it is a fact or opinion. Do not disclose the answer to students.) 2. Provide an explicit explanation of a fact and an opinion. 3. Identify words that often provide a clue that a statement is an opinion. 5. Practice identifying statements as facts or opinions. 6. Write sentences that are facts and sentences that are opinions. 7. As a post-assessment, say the same sentence as was said in the pre-assessment, and ask students to write down whether it is a fact or an opinion. Have them explain their reasoning. 8. Review the sentence and discuss. Which of the following strategies would best complete the small-group lesson structure as step 4?

Selected Answer: Model how to analyze a statement to determine if it is a fact or an opinion.

Question 70 1 out of 1 points 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 thematically related to an upcoming content-area unit. In keeping with evidence-based best practice, which of the following instructional protocols would be most effective for the teacher to use with these texts to promote the students' academic vocabulary development and support their overall literacy development?

Selected Answer: Providing a variety of writing, reading, and oral language experiences that focus on the texts content and promote the students concept development and use of key general academic and content specific words from the texts

Question 46 1 out of 1 points 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 make word-reading errors that change the meaning of a text. They only rarely make self-corrections. While continuing to build the students' phonics and fluency skills, the teacher would also like to make the students accountable for comprehension. Which of the following approaches would best address this goal?

Selected Answer: Providing students with direct instruction in cross checking words during decoding, deciding if they make sense and applying other decoding strategies when they do not

Question 81 1 out of 1 points 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

Selected Answer: Providing the students with explicit instruction in elaborating techniques including using sentence frames and brainstorming appropriate vocabulary.

Question 64 1 out of 1 points 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?

Selected 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

Question 23 1 out of 1 points A kindergarten teacher conducts parent/guardian curriculum sessions with translators available for parents/guardians whose primary language is not English. In one session, the teacher discusses evidence-based home practices that support students' literacy development. Which of the following recommendations would be most appropriate to communicate to families whose home language is not English?

Selected Answer: Sharing with a young child learning English various stories, songs, and word fames in the home language contributes to the child's literacy development in English.

Question 32 1 out of 1 points 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 PICTURE WITH BLANKET 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?

Selected Answer: Show me where I should begin on these pages

Question 83 1 out of 1 points 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?

Selected Answer: Students need to identify author biases that may have an impact on a text's meaning.

Question 77 1 out of 1 points 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?

Selected Answer: The author uses figurative language frequently throughout the book.

Question 67 1 out of 1 points 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?

Selected Answer: The student uses a range of strategies to learn unfâmiliar Tier Three vocabulary words.

Question 82 1 out of 1 points 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?

Selected Answer: Using the spiraling content and increasing rigor of the TEKS across grade levels to plan small group instruction the cumulatively deppens students understanding of and competence in specific analysis skills

Question 33 1 out of 1 points 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?

Selected Answer: a teacher think-aloud during an interactive reading lesson about the use of end punctuation and capitalization

Question 75 1 out of 1 points 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:

Selected Answer: acquisition of grade-level academic language and vocabulary.

Question 50 O out of 1 points At the end of the lesson, the teacher would like to plan an informal assessment to monitor students' progress in the phonics elements au / aw and ou / ow. Which of the following assessment approaches is most likely to demonstrate that students have mastered these elements?

Selected Answer: administering an oral word-pattern survey that assesses skill in reading these vowel patterns in the context of the full range of grade-level vowel patterns IT IS ALSO NOT Administering a written spelling assessment with multisyllabic words that contain the target vowel patterns (e.g cowbell, awful pauper )

Question 60 1 out of 1 points The teacher would like to ensure that all students in the class receive instruction that addresses their specific learning strengths and needs. To develop an appropriate differentiation plan for student A, which of the following steps should the teacher take first?

Selected Answer: asking text-based questions to ascertain if the student's reading rate compromises comprehension

Question 25 O out of 1 point Use the information below to answer the three questions that follow. A prekindergarten teacher reads aloud the story Big Al by Andrew Clements and wants to extend the vocabulary from the book into phonological awareness: The teacher plans activities to address different skills along the phonological awareness continuum. Some of the activities are described below but are not necessarily listed in developmental sequence. • Repeating and counting words in sentences from the book: Children repeat a sentence and then count the words. • Syllable deletion: Children delete a part of a compound word from the story (e.g., "Say fisherman without man" ["fisher"]). Initial sound deletion: Children delete the initial sound of a word from the story (e.g., "Say sad. Take off /s/. What is left?" 'ad"]). • Onset and rime: Children blend the initial consonants) of a word with the part of a word that contains the vowel after the teacher says the two part in a segmented fashion (e.g., "Listen to this slow way I can say a word. Guess my word and say it fast: [/b/, [ump] ]." L'bump']) Counting the syllables of selected vocabulary words from the book (e.g., clumsy [2], sharp [1], entangled [3]). For the onset/rime activity, which of the following sets of words from the story would allow the teacher the best opportunity to stretch out the words' onset to support the children's ability to perceive it?

Selected Answer: blame, plant

Question 31 1 out of 1 points 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?

Selected 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

Question 76 1 out of 1 points 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?

Selected Answer: decoding skills

Question 44 O out of 1 points 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 ?alls 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:

Selected Answer: developing students metalinguistic awareness of base-word changes associated with the addition of an inflectional suffix.

Question 45 O out of 1 points 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?

Selected Answer: generating a list of simple, rhyming words, or word families, that include the most common homographic words

Question 40 O out of 1 points A first-grade teacher implements differentiated, small-group phonics instruction that includes explicit, sequential instruction in phonics elements and teacher-supported practice reading decodable text. Which of the following assessment strategies would best provide data directly related to students' ability to apply the content of small-group lessons to unfamiliar text?

Selected Answer: having individual students read aloud a word list from a standardized informal reading inventory, and then noting correct responses IT IS ALSO NOT Administering a grade level oral reading fluency assessment to individual students and then calculating words correct per minute

Question 74 1 out of 1 points How can the teacher best differentiate the activity for a student identified with dyslexia in the class in order to scaffold the student's participation in the sharing of information gained from the read-aloud and documentary and to reinforce the student's learning of the new content?

Selected Answer: having the student visually represent what the student learned in quick-sketches and then helping the student map appropriate language to the drawings

Question 89 O out of 1 points As part of a science unit focused on the components of soil, a first-grade teacher plans to read aloud the informational picture book Dirt: The Scoop on Soil by Natalie Myra Rosinsky. The teacher wants to promote students' critical thinking about the text. Which of the following strategies would be most appropriate and effective in supporting the teacher's goal?

Selected Answer: helping students make connections between the text and their personal experiences IT IS ALSO NOT Modeling how to identify key details in the text as it is being read

Question 24 1 out of 1 points A teacher observes that several students in the class make the same grammatical errors when speaking or writing and that the errors are typical of the students' language variety. The teacher wants to differentiate oral language instruction for this group of students to extend their English language skills and improve their ability to comprehend and produce academic oral language and writing. Which of the following approaches would be most appropriate for the teacher to use with these students?

Selected Answer: helping the students understand the distinction between everyday language and the language used in school and texts, and systematic teaching them unfamiliar grammatical constructions

Question 26 1 out of 1 point: 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?

Selected Answer: initial sound deletion

Question 29 1 out of 1 points 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?

Selected Answer: leading the students in chorally repeating a list of multisyllabic words read aloud by the teacher and clapping for each syllable

Question 66 1 out of 1 points 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?

Selected Answer: locating clues in the text that explain or clarify the meaning of the word

Question 62 1 out of 1 points A second-grade teacher examines students' results on the TPRI measure for reading rate and prosody. Several students in the class received reading rate scores at the 75th percentile and prosody rubric scores of two (out of four). The teacher wants to develop differentiated activities for students that reflect their performance on both component measures of reading fluency. Which of the following student activities is most likely to benefit the students with the fluency profile described?

Selected Answer: preparing for and performing readers theater scripts using assisted reading and repeated reading

Question 49 1 out of 1 points Teaching students to spell syllable types they are learning to read promotes students' ongoing literacy development primarily by:

Selected Answer: promoting students' automatic decoding of both common and less common sound-spelling patterns.

Question 59 1 out of 1 points Which of the following interventions would be most appropriate for the teacher to use to promote the fluency development of students T through Z, who performed below the 25th percentile benchmark on the assessment?

Selected Answer: providing targeted instruction to improve decoding accuracy and automaticity

Question 47 1 out of 1 points A second-grade beginning-level English learner consistently omits the inflection -s when reading aloud or spelling regular plural nouns in English (e.g., the student reads the sentence "We saw many people riding bikes in the park" as "We saw many people riding bike in the park"). The teacher verifies that the student understands the concept of plural and then conducts research on the student's home language. The teacher determines that in the student's home language plurals are not conveyed with an affix. Which of the following strategies for differentiating instruction would likely be most effective in addressing the student's needs?

Selected Answer: providing the student with explicit instruction in regular and irregular plurals and frequent opportunities to use the inflection in reading writing, listening, and speaking

Question 36 1 out of 1 points Which of the following strategies for differentiating this activity would be most appropriate to use with a student who is not able to identify many letters of the alphabet fluently?

Selected Answer: reducing the number of different letters the student is asked to distinguish in a single sort

Question 63 O out of 1 points 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?

Selected Answer: repeating and memorizing chants led by the teacher during circle time

Question 55 1 out of 1 points 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?

Selected Answer: reteaching syllable division skills and common afixes systematically using both isolated words and appropriate-level connected text

Question 78 1 out of 1 points 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?

Selected 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

Question 52 O out of 1 points 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:

Selected Answer: using pictures and movement to increase students' word consciousness.

Question 35 1 out of 1 points 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. When creating the card decks, which of the following guidelines would be most important for the teacher to follow in order to enhance students' development of letter recognition?

Selected Answer: using various common fonts and both lowercase and uppercase versions of each letter

Question 68 1 out of 1 points 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?

Selected Answer: varying levels of English learners' use of cognates as a learning strategy

Question 85 1 out of 1 points The teacher uses the excerpt as one source for words for explicit vocabulary instruction and/or word study for the week. Which of the following words from the excerpt would be most appropriate to select for explicit instruction with beginning-level English learners in the class but would not likely need to be explicitly taught to students whose home language is English?

Selected Answer: whole

Question 11 1 out of 1 points When planning assessments to measure students' comprehension of literary texts an elementary school teacher selects a variety of passages from a range of cultures including those that reflect the diverse cultural experiences of the students. The teacher also considers students' familiarity with cultural content when evaluating students' responses to texts. The teacher's actions best demonstrate the importance of taking which of the following factors into consideration when selecting texts for assessments?

Selected Answer: A reader's cultural background knowledge can be an important factor affecting their comprehension of a literary text.

Question 15 1 out of 1 points 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?

Selected 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)

Question 19 1 out of 1 points 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?

Selected Answer: Use prepositions (e.g in on) to convey spatial relationship

Question 12 1 out of 1 points Which of the following statements identifies a characteristic of criterion-referenced tests that in general makes them unsuitable for use as a formative assessment of foundational reading skills?

Selected Answer: While criterion referenced assessment can measure students mastery of target skills, they provide little information about the extent of students skill development toward mastery.

Question 7 1 out of 1 points 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 feelings of self-efficacy as readers in the context of the research projects?

Selected Answer: by providing students with a rubric with which they can self-evaluate their text analysis

Question 18 1 out of 1 points 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?

Selected 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

Question 2 1 out of 1 points 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?

Selected Answer: creating regular opportunities for students to apply new syllable patterns in their daily writing that have been explicitly taught during phonics instruction

Question 17 1 out of 1 points 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?

Selected 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

Question 13 1 out of 1 points A second-grade student demonstrates grade-level oral reading fluency but is reluctant to participate in post-reading discussions and frequently exhibits comprehension difficulty when answering questions about assigned literary texts. The teacher would like to better understand the student's process of constructing meaning from text. Which of the following assessment procedures administered individually would be most effective for the teacher to use?

Selected Answer: having the student read aloud a short narrative text and then retell the story in the student's own words

Question 9 1 out of 1 points Use the information below to answer the two questions that follow. 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?

Selected Answer: observing individual students' development in various dimensions of literacy over time

Question 4 1 out of 1 points 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:

Selected Answer: providing students with increased opportunities to practice developing skills with teacher feedback.

Question 21 1 out of 1 points 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:

Selected Answer: scaffolding students' participation in academic conversations with sentence frames appropriate to the setting.

Question 5 1 out of 1 points 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?

Selected 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

Question 51 O out of 1 points 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. CHART 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?

Selected Answer; When syllables end in a consonant, the vowel sound is short.

QUESTION 84 1 out of 1 points Which of the following text based questions would be most appropriate for the teacher to use to promote students inferential comprehension related to the text

Selected answer What prevents the penguins from going off to sea to feed when they egg sit?

Question 56 1 out of 1 points 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?

SelectedAnswer: 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.

QUESTION 79 1 out of 1 points 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 uses the following rubric to evaluate the students' responses. CHART Given these assessment results, the student would likely benefit most from explicit instruction focused on which of the following strategies?

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