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STR Practice Exam with correct Answers
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STR Practice Exam with correct Answers
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STR Practice Exam with correct AnswersWhich of the following practices by a prekindergarten teacher best reflects an assets-
based approach to reading instruction? - Answers -A. planning instruction in various
areas of reading using continually adjusted flexible groupings according to each child's
current assessed knowledge and skills
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? - Answers -D. providing 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? - Answers -A. formative assessment
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? - Answers -C. phonemic 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? - Answers -
A. selecting 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
f/ă/n." 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.
Given the information provided, which of the following student activities would be most
appropriate for the teacher to include when planning differentiated instruction to
promote the students' growth in phonemic awareness? - Answers -A. identifying 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? - Answers -B.
introducing 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? - Answers -C. employing 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.
Sample sound boxes for one group of students:
Using this activity in the context of phonics lessons best demonstrates the teacher's
understanding of which of the following key concepts related to beginning reading
instruction? - Answers -C. the 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
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