TEXES STR Verified Questions And Answers With
Complete Solutions
A first-grade class has recently finished reading the story The Three Little Pigs. After reading, the teacher asks
students to complete the organizer below with their table partners.
-----------------------
Somebody:
-----------------------
Wanted:
-----------------------
But:
-----------------------
So:
-----------------------
Then:
-----------------------
Complete sentence:
-----------------------
After completing the organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them
down."
The teacher then says, "So, then what happened?"
The teacher brings in several building materials (toothpicks, marshmallows, tape, toilet paper rolls) for the
students to use to construct their own mini-houses. Students then put their mini-houses in front of a fan to see
how they would hold up against a ANS D. develop their oral language skills as they discuss the results of
the experiment. [Why?: Students are developing their oral language skills while comparing and contrasting the
materials used and why or why not they were effective in the experiment. PAY ATTENTION TO GRADE
LEVEL]
A first-grade class has recently finished reading the story The Three Little Pigs. After reading, the teacher asks
students to complete the organizer below with their table partners.
,---------------------
Somebody:
---------------------
Wanted:
---------------------
But:
---------------------
So:
---------------------
Then:
---------------------
Complete sentence:
---------------------
After completing the organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them
down."
The teacher then says, "So, then what happened?"
By asking this follow-up question, the teacher is furthering the student's oral language development by:
A. showing the student how to form a more grammatically complex sentence.
B. asking the student to verbally articulate a concise summary of the story.
C. prompting ANS B. asking the student to verbally articulate a concise summary of the story.
A kindergarten teacher is working on isolating initial phonemes with a small group of students. Two of the
students are English Language Learners whose native language is Spanish. Which of the following approaches
should the teacher take while working with these students?
A. teach the chosen words as sight words before isolating the initial phonemes
B. choose words with common Spanish and English cognates
C. give these two students an alternative activity identifying letters of the alphabet
, D. conduct a group activity on consonant blends and digraphs ANS B. choose words with common
Spanish and English cognates [Why?: It is much easier for students to begin by learning the sounds in English
that are the same as in their native language, Spanish. This gives students a good foundation of sounds to build
on as they develop their phonemic awareness skills.]
A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are
as follows:
Passage Assessment Level: Early third grade
Accuracy rate: 93%
Error rate: 1:10 (an average of 1 error for every 10 words read)
Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors)
After examining these results, the teacher conferences with the student privately. Below is a transcript of their
conference.
Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word
add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were
thinking about the story events, and that helped you fill in the right word. Let's take a look at another word
(pointing to the word set in the passage). You read let. Let's read the first letter. What is it?
Student: It's s. I see! It says set! ANS A. provide small group instruction to this student and other peers
working on self-monitoring strategies
Which list of words would best be described as tier one vocabulary words?
A. urprise, worried, uncomfortable
B. decimal, horizontal, exponent
C. curve, calm, rhyme
D. car, chair, boat ANS D. car, chair, boat [Why?: These are examples of tier one vocabulary words
because they are ubiquitous, occurring across content areas and situations.]
Complete Solutions
A first-grade class has recently finished reading the story The Three Little Pigs. After reading, the teacher asks
students to complete the organizer below with their table partners.
-----------------------
Somebody:
-----------------------
Wanted:
-----------------------
But:
-----------------------
So:
-----------------------
Then:
-----------------------
Complete sentence:
-----------------------
After completing the organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them
down."
The teacher then says, "So, then what happened?"
The teacher brings in several building materials (toothpicks, marshmallows, tape, toilet paper rolls) for the
students to use to construct their own mini-houses. Students then put their mini-houses in front of a fan to see
how they would hold up against a ANS D. develop their oral language skills as they discuss the results of
the experiment. [Why?: Students are developing their oral language skills while comparing and contrasting the
materials used and why or why not they were effective in the experiment. PAY ATTENTION TO GRADE
LEVEL]
A first-grade class has recently finished reading the story The Three Little Pigs. After reading, the teacher asks
students to complete the organizer below with their table partners.
,---------------------
Somebody:
---------------------
Wanted:
---------------------
But:
---------------------
So:
---------------------
Then:
---------------------
Complete sentence:
---------------------
After completing the organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the wolf wanted to blow them
down."
The teacher then says, "So, then what happened?"
By asking this follow-up question, the teacher is furthering the student's oral language development by:
A. showing the student how to form a more grammatically complex sentence.
B. asking the student to verbally articulate a concise summary of the story.
C. prompting ANS B. asking the student to verbally articulate a concise summary of the story.
A kindergarten teacher is working on isolating initial phonemes with a small group of students. Two of the
students are English Language Learners whose native language is Spanish. Which of the following approaches
should the teacher take while working with these students?
A. teach the chosen words as sight words before isolating the initial phonemes
B. choose words with common Spanish and English cognates
C. give these two students an alternative activity identifying letters of the alphabet
, D. conduct a group activity on consonant blends and digraphs ANS B. choose words with common
Spanish and English cognates [Why?: It is much easier for students to begin by learning the sounds in English
that are the same as in their native language, Spanish. This gives students a good foundation of sounds to build
on as they develop their phonemic awareness skills.]
A third-grade teacher is looking over the results of a student's oral reading fluency assessment. The results are
as follows:
Passage Assessment Level: Early third grade
Accuracy rate: 93%
Error rate: 1:10 (an average of 1 error for every 10 words read)
Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors)
After examining these results, the teacher conferences with the student privately. Below is a transcript of their
conference.
Teacher: While you were reading, I noticed you used some good reading strategies. When you read the word
add instead of ask, you made a face because it didn't sound right and reread it correctly. I could tell you were
thinking about the story events, and that helped you fill in the right word. Let's take a look at another word
(pointing to the word set in the passage). You read let. Let's read the first letter. What is it?
Student: It's s. I see! It says set! ANS A. provide small group instruction to this student and other peers
working on self-monitoring strategies
Which list of words would best be described as tier one vocabulary words?
A. urprise, worried, uncomfortable
B. decimal, horizontal, exponent
C. curve, calm, rhyme
D. car, chair, boat ANS D. car, chair, boat [Why?: These are examples of tier one vocabulary words
because they are ubiquitous, occurring across content areas and situations.]
