SHELBY'S PRACTICE STR EXAM
QUESTIONS AND ANSWERS 2026
VERIFIED.
Letter recognition and alphabetic principle - ANS A prekindergarten teacher reads a big book
aloud to her class. The book emphasizes alliteration, with many words starting with the letter B.
As she reads, she uses a pointer to follow along in the text. Read the following excerpt from the
book:
The big brown bear began each day with a big, hearty breakfast.
After reading the book, the teacher points to the better "b" and asks her class what letter it is.
Next, she asks her class what sound the letter makes. Which of the following skills is this teacher
assessing in this activity?
fables - ANS A second-grade teacher is planning a genre study. She includes the following
texts in her plans:
The Tortoise and the Hare
The Lion and the Mouse
The Ants and the Grasshopper
After reading each text, the students will determine the moral of the story.
This lesson plan uses texts that teach moral lessons and have animals as the main characters.
The genre focus of this lesson would most accurately be described as...
express an opinion supported by accurate information - ANS A first-grade teacher regularly
assesses students' oral language skills. Based on the TEKS oral language guidelines, which of the
following is not a skill that her first graders should be expected to become proficient in this
year?
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,Ask her students to stop while reading at two different points in the text to make predictions. -
ANS A third-grade teacher is preparing a reading activity for her class. She has selected a
variety of nonfiction texts about various historical figures, and she has ensured that there are
texts available at the different reading levels represented in her class. While all of the class will
participate in this activity, it will be assigned through the students' reading groups and include
small group discussion. The teacher plans to have all students complete a KWL chart.
The teacher has already included a KWL chart to support comprehension but wants to make
sure pre-reading, during reading, and after reading comprehension activities are all included.
Which of the following activities does the teacher need to add to this lesson plan in order to
make sure the students have a pre-reading, during reading, and after reading activity to
complete?
Do you think this person made a big impact on our world? Why or why not? - ANS A third-
grade teacher is preparing a reading activity for her class. She has selected a variety of
nonfiction texts about various historical figures, and she has ensured that there are texts
available at the different reading levels represented in her class. While all of the class will
participate in this activity, it will be assigned through the students' reading groups and include
small group discussion. The teacher plans to have all students complete a KWL chart.
After completing their before, during, and after reading activities, the teacher plans to assess
their comprehension of the text. Which of the following questions she should ask if she would
like to assess their evaluative comprehension?
facilitating the development of a class concept map - ANS During a team meeting, the
teachers brainstorm reading comprehension activities that could be applicable to an upcoming
unit in social studies. When considering the characteristics of the curriculum, which of the
following strategies is the least likely to be applicable to Social Studies?
phonological awareness - ANS A teacher introduces a game to a small group of kindergarten
students. In the game, one member of the group will begin by saying a word and the rest of the
group will take turns sharing words that rhyme.
Which of the following best describes the focus of this lesson?
synonyms - ANS With the goal of improving her student's vocabulary and reading
comprehension, a second-grade teacher is planning a lesson to teach her students about the
relationships between words. She writes the words enormous, huge, and large on the board.
What type of word relationship is she going to cover first?
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, increase the difficulty of their independent reading - ANS Following the second reading
fluency assessment of the school year, a third-grade teacher noticed that a few of her students
have shown no or very little fluency growth from the first assessment nine weeks before. Which
of the following would be the least effective way to support their fluency development?
improving fluency - ANS Based on research into early reading development, focus on which
of the following has the greatest impact on reading development in children grades K-4?
ability to comprehend texts
ability to read fluently - ANS A teacher arranges a parent meeting to discuss some observed
vocabulary challenges. The teacher tells the parents that the student does not recognize
common instructional language used by the teacher in the classroom. Based on the teacher's
observations, the student is significantly below the 3,000 to 4,000 words that children her age
are generally expected to understand by the end of the school year. The teacher feels strongly
that they should make a deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's vocabulary development within
the classroom and the process to determine whether further intervention is necessary. Finally,
the group discusses ways for the parents to support their child from home.
The teacher expresses concerns about how the student's limited vocabulary will impact reading
development. Which of the following two reading skills is the teacher likely concerned about in
relation to the student's vocabulary?
Select all answers that apply.
first grade - ANS A teacher arranges a parent meeting to discuss some observed vocabulary
challenges. The teacher tells the parents that the student does not recognize common
instructional language used by the teacher in the classroom. Based on the teacher's
observations, the student is significantly below the 3,000 to 4,000 words that children her age
are generally expected to understand by the end of the school year. The teacher feels strongly
that they should make a deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's vocabulary development within
the classroom and the process to determine whether further intervention is necessary. Finally,
the group discusses ways for the parents to support their child from home.
@COPYRIGHT ALL RIGHTS RESERVED PAGE 3 OF 23
QUESTIONS AND ANSWERS 2026
VERIFIED.
Letter recognition and alphabetic principle - ANS A prekindergarten teacher reads a big book
aloud to her class. The book emphasizes alliteration, with many words starting with the letter B.
As she reads, she uses a pointer to follow along in the text. Read the following excerpt from the
book:
The big brown bear began each day with a big, hearty breakfast.
After reading the book, the teacher points to the better "b" and asks her class what letter it is.
Next, she asks her class what sound the letter makes. Which of the following skills is this teacher
assessing in this activity?
fables - ANS A second-grade teacher is planning a genre study. She includes the following
texts in her plans:
The Tortoise and the Hare
The Lion and the Mouse
The Ants and the Grasshopper
After reading each text, the students will determine the moral of the story.
This lesson plan uses texts that teach moral lessons and have animals as the main characters.
The genre focus of this lesson would most accurately be described as...
express an opinion supported by accurate information - ANS A first-grade teacher regularly
assesses students' oral language skills. Based on the TEKS oral language guidelines, which of the
following is not a skill that her first graders should be expected to become proficient in this
year?
@COPYRIGHT ALL RIGHTS RESERVED PAGE 1 OF 23
,Ask her students to stop while reading at two different points in the text to make predictions. -
ANS A third-grade teacher is preparing a reading activity for her class. She has selected a
variety of nonfiction texts about various historical figures, and she has ensured that there are
texts available at the different reading levels represented in her class. While all of the class will
participate in this activity, it will be assigned through the students' reading groups and include
small group discussion. The teacher plans to have all students complete a KWL chart.
The teacher has already included a KWL chart to support comprehension but wants to make
sure pre-reading, during reading, and after reading comprehension activities are all included.
Which of the following activities does the teacher need to add to this lesson plan in order to
make sure the students have a pre-reading, during reading, and after reading activity to
complete?
Do you think this person made a big impact on our world? Why or why not? - ANS A third-
grade teacher is preparing a reading activity for her class. She has selected a variety of
nonfiction texts about various historical figures, and she has ensured that there are texts
available at the different reading levels represented in her class. While all of the class will
participate in this activity, it will be assigned through the students' reading groups and include
small group discussion. The teacher plans to have all students complete a KWL chart.
After completing their before, during, and after reading activities, the teacher plans to assess
their comprehension of the text. Which of the following questions she should ask if she would
like to assess their evaluative comprehension?
facilitating the development of a class concept map - ANS During a team meeting, the
teachers brainstorm reading comprehension activities that could be applicable to an upcoming
unit in social studies. When considering the characteristics of the curriculum, which of the
following strategies is the least likely to be applicable to Social Studies?
phonological awareness - ANS A teacher introduces a game to a small group of kindergarten
students. In the game, one member of the group will begin by saying a word and the rest of the
group will take turns sharing words that rhyme.
Which of the following best describes the focus of this lesson?
synonyms - ANS With the goal of improving her student's vocabulary and reading
comprehension, a second-grade teacher is planning a lesson to teach her students about the
relationships between words. She writes the words enormous, huge, and large on the board.
What type of word relationship is she going to cover first?
@COPYRIGHT ALL RIGHTS RESERVED PAGE 2 OF 23
, increase the difficulty of their independent reading - ANS Following the second reading
fluency assessment of the school year, a third-grade teacher noticed that a few of her students
have shown no or very little fluency growth from the first assessment nine weeks before. Which
of the following would be the least effective way to support their fluency development?
improving fluency - ANS Based on research into early reading development, focus on which
of the following has the greatest impact on reading development in children grades K-4?
ability to comprehend texts
ability to read fluently - ANS A teacher arranges a parent meeting to discuss some observed
vocabulary challenges. The teacher tells the parents that the student does not recognize
common instructional language used by the teacher in the classroom. Based on the teacher's
observations, the student is significantly below the 3,000 to 4,000 words that children her age
are generally expected to understand by the end of the school year. The teacher feels strongly
that they should make a deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's vocabulary development within
the classroom and the process to determine whether further intervention is necessary. Finally,
the group discusses ways for the parents to support their child from home.
The teacher expresses concerns about how the student's limited vocabulary will impact reading
development. Which of the following two reading skills is the teacher likely concerned about in
relation to the student's vocabulary?
Select all answers that apply.
first grade - ANS A teacher arranges a parent meeting to discuss some observed vocabulary
challenges. The teacher tells the parents that the student does not recognize common
instructional language used by the teacher in the classroom. Based on the teacher's
observations, the student is significantly below the 3,000 to 4,000 words that children her age
are generally expected to understand by the end of the school year. The teacher feels strongly
that they should make a deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's vocabulary development within
the classroom and the process to determine whether further intervention is necessary. Finally,
the group discusses ways for the parents to support their child from home.
@COPYRIGHT ALL RIGHTS RESERVED PAGE 3 OF 23
