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STR Exam questions and answers graded A+ 2024/2025
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STR Exam questions and answers graded A+ 2024/2025
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STR ExamWhich of the following practices by a prekindergarten teacher best reflects an assets-based
approach to reading instruction? - ANSplanning instruction in various areas of reading using
continually adjusted flexible groupings according to each child's current assessed knowledge
and skills
Assest-based approach to reading instruction - ANSFocuses on what children know rather than
what they do not know
A first-grade student has been identified as having dyslexia and has begun intervention. Which
of the following approaches to instruction would be most effective to enhance the student's
reading development? - ANSproviding the student with systematic, explicit multimodal
instruction in all the essential, evidence-based components of reading
A third-grade teacher frequently uses an online application at the end of a lesson that allows the
teacher to post a small task or question for students on the classroom computer. For example,
after a lesson on prefixes, the teacher posts three base words and asks students to change the
meaning of each word by adding an appropriate prefix from the lesson. Throughout the day,
students post their individual responses for the teacher to review. In this scenario, the teacher is
using technology for which of the following assessment purposes? - ANSFormative assessment
purpose of formative Assessment - ANSthe purpose of a formative assessment is to obtain
information about what students have learned and are able to do following instruction
At the beginning of the school year, a first-grade teacher conducts a brief screening assessment
in which the teacher asks small groups of students to spell four CVC words and one word with a
consonant blend (e.g., bag, hen, sit, mop, slug). In addition to providing the teacher with
information about students' knowledge of letter-sound correspondences, this type of
assessment would also provide information about students' development in which of the
following other areas related to emergent reading? - ANSPhonemic awareness
A prekindergarten teacher is preparing an introductory lesson focused on isolating/identifying
the initial sound in spoken words for a small group of children whose informal assessments
indicate that they are ready to learn this skill. The group includes an English learner. Which of
the following instructional supports would best promote the English learner's success in
achieving the instructional goal of this lesson? - ANSselecting stimulus words for the lesson that
have sounds common to both English and the English learner's home language
As part of an informal assessment of students' phonemic awareness skills, a kindergarten
teacher meets with individual students and says, "We're going to play a word game. I'm going to
say a word that you know. When you hear it, I want you to say each sound in the word in the
, right order. For example, if I say fan, you should say IăQ." The teacher then helps the student
practice the procedure using the practice words in, sat, and top. After meeting with each
student, the teacher reviews students' performance and notices that several students performed
similarly on the assessment. A representative sample of their assessment results is shown
below. - ANSidentifying and matching the initial, medial, and final sounds of words represented
by pictures
A kindergarten teacher is planning instruction for a small group of students who have mastered
the letter-sound relationships for the consonants m, s, t, and p and for the short-vowel sound of
the letter a. The students also consistently spell words using both initial and final consonant
sounds in their daily writing. Given this information, which of the following instructional activities
would be most appropriate for the teacher to use with these students to promote their transition
to the next step along the continuum of development of knowledge and skills related to the
alphabetic principle? - ANSintroducing the students to early decodable texts featuring known
letter-sound relationships and modeling how to sound out the words
A prekindergarten teacher is planning instruction in letter-sound relationships for a group of
beginning-level English learners who have begun identifying and naming the letters of the
alphabet. Which of the following strategies would likely be most effective to apply with this group
of children? - ANSemploying articulatory feedback to help the children discover English
letter-sounds that are not in their home language and learn how to pronounce them
A second-grade teacher frequently uses the strategy of phoneme-grapheme mapping as part of
phonics instruction. The teacher selects target words from a phonics lesson and creates sound
boxes corresponding to the words. The teacher then helps students write the target words in the
sound boxes, making sure that students map each sound of a word to a single box. Examples of
sound boxes from two different phonics lessons are shown below. - ANSthe importance of
utilizing the reciprocity between decoding and encoding to reinforce phonics instruction
A kindergarten teacher reads a decodable text about cats with a small group of students and
then incorporates the content of the text into an interactive writing lesson. First, the teacher has
students orally generate several sentences that relate to the actions of the cat in the story. The
teacher then says, "Those are great sentences. Help me write them on the chart paper." For
each decodable word in a sentence, the teacher pauses to prompt the students to listen to the
sounds of the word and use their knowledge of the letter-sound correspondences that they
practiced in the decodable text to identify which letter the teacher should write next. This
scenario best demonstrates the teacher's awareness of which of the following concepts related
to students' development of beginning reading skills? - ANSthe importance of applying newly
taught phonics elements to writing
A first-grade teacher would like to incorporate instruction in morphemes for students who have
mastered reading and spelling closed- and open-syllable words. Which of the following skills is
best aligned with both the teacher's goal and the continuum of word-reading skills described in
the first-grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and
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