STR Exam Study Guide for Multiple
Choice (Graded A)
A third-grade teacher is working to improve student motivation in her classroom.
Overall, her students tend to work hard when she provides extrinsic motivations, but she
would like them to be more intrinsically motivated. Which of the following would be the
least effective strategy to increase intrinsic motivation among her students? - Answers -
keeping a log of all assessment scores in their notebook
While students begin developing skills related to fluency very early on, a certain level of
reading ability is necessary to begin formally assessing and tracking fluency. According
to the grade-level TEKS, when are students expected to be improving speed and
fluency, reading connected text, and using context clues to sound out unfamiliar words?
- Answers -first grade
A teacher is planning a phonics lesson for her class of third graders. Based on the
TEKS for English Language Arts and Reading, which of the following skills is most likely
to be the focus of this phonics lesson? - Answers -the sound-spelling pattern that occurs
in words like, thought, tough, through, cough, and bought
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
Which of the following elements could the teacher add to the lesson in order to support
student understanding of print concepts? - Answers -Holding the book up so that it is
visible to the students, the teacher points to the words as she reads them aloud.
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
,Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
The students in the scenario most likely have already demonstrated proficiency in: -
Answers -syllable segmentation
alphabetic principal
decoding skills
structural analysis
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
The students in the scenario most likely have already demonstrated proficiency in: -
Answers -synthetic phonics approach
analogy based phonic approach
XXXXspelling based approach
sigh word approach
A third-grade teacher's class is made of students from many different cultures and
includes several English language learners. While choosing texts for the class, she is
careful to choose materials that are culturally responsive and expose students to a
diverse selection of texts. Which of the following represents a positive way to
incorporate culturally responsive reading instruction into her classroom? - Answers -
XXXAlways provide multiple text options so students can choose texts that they relate
to.
Whenever a tex contains something culturally insensitive discuss it ahead of time
choose text that would be culturally. responsive for majority
choose texts with universal themes in common
A second-grade teacher is going to have a 1:1 ratio of students to tablets in her
classroom for the first time. Which of the following is not an example of an appropriate
way to use this new technology access in support of literacy skills? - Answers -increase
the variety of reading materials by replacing classroom libraries with digital libraries
A third-grade teacher plans a lesson that begins with each student independently
reading the same text, followed by a writing activity completed in partner sets, and ends
with a class discussion about the text and their writing. The teacher checks in with
, students throughout all parts of the lesson then collects their writing to score with a
rubric. This lesson would be best described as an example of: - Answers -small group
instruction
XXX differentiation
integration of language skills
an informal assessment
A first-grade teacher is planning homogeneous small group instruction using guided
reading texts. Which reading level should she consider when selecting the fiction and
nonfiction texts? - Answers -a variety of reading levels
frustrational reading level
instructional reading level
XXXindependent reading level
A third-grade teacher prepares a lesson in which she provides students with the
following lists of words:
List 1
undo
untrue
unwell
unfinished
List 2
revise
redo
revisit
replay
List 3
happily
friendly
mysteriously
angrily
List 4
helpless
needless
spotless
harmless
Choice (Graded A)
A third-grade teacher is working to improve student motivation in her classroom.
Overall, her students tend to work hard when she provides extrinsic motivations, but she
would like them to be more intrinsically motivated. Which of the following would be the
least effective strategy to increase intrinsic motivation among her students? - Answers -
keeping a log of all assessment scores in their notebook
While students begin developing skills related to fluency very early on, a certain level of
reading ability is necessary to begin formally assessing and tracking fluency. According
to the grade-level TEKS, when are students expected to be improving speed and
fluency, reading connected text, and using context clues to sound out unfamiliar words?
- Answers -first grade
A teacher is planning a phonics lesson for her class of third graders. Based on the
TEKS for English Language Arts and Reading, which of the following skills is most likely
to be the focus of this phonics lesson? - Answers -the sound-spelling pattern that occurs
in words like, thought, tough, through, cough, and bought
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
Which of the following elements could the teacher add to the lesson in order to support
student understanding of print concepts? - Answers -Holding the book up so that it is
visible to the students, the teacher points to the words as she reads them aloud.
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
,Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
The students in the scenario most likely have already demonstrated proficiency in: -
Answers -syllable segmentation
alphabetic principal
decoding skills
structural analysis
Working with a small group of kindergarteners, a teacher reads aloud a short book that
is written using repetitive language and mostly decodable CVC words. Next, the teacher
writes down the following examples of rhyming words that were in the book.
cat
hat
sat
Using this set as an example, the teacher explains that the reader can use the pattern
established by the rhymes from the book to decode the words "pat" and "mat." She then
writes the word, "rat" and asks for a volunteer to read the word aloud.
The students in the scenario most likely have already demonstrated proficiency in: -
Answers -synthetic phonics approach
analogy based phonic approach
XXXXspelling based approach
sigh word approach
A third-grade teacher's class is made of students from many different cultures and
includes several English language learners. While choosing texts for the class, she is
careful to choose materials that are culturally responsive and expose students to a
diverse selection of texts. Which of the following represents a positive way to
incorporate culturally responsive reading instruction into her classroom? - Answers -
XXXAlways provide multiple text options so students can choose texts that they relate
to.
Whenever a tex contains something culturally insensitive discuss it ahead of time
choose text that would be culturally. responsive for majority
choose texts with universal themes in common
A second-grade teacher is going to have a 1:1 ratio of students to tablets in her
classroom for the first time. Which of the following is not an example of an appropriate
way to use this new technology access in support of literacy skills? - Answers -increase
the variety of reading materials by replacing classroom libraries with digital libraries
A third-grade teacher plans a lesson that begins with each student independently
reading the same text, followed by a writing activity completed in partner sets, and ends
with a class discussion about the text and their writing. The teacher checks in with
, students throughout all parts of the lesson then collects their writing to score with a
rubric. This lesson would be best described as an example of: - Answers -small group
instruction
XXX differentiation
integration of language skills
an informal assessment
A first-grade teacher is planning homogeneous small group instruction using guided
reading texts. Which reading level should she consider when selecting the fiction and
nonfiction texts? - Answers -a variety of reading levels
frustrational reading level
instructional reading level
XXXindependent reading level
A third-grade teacher prepares a lesson in which she provides students with the
following lists of words:
List 1
undo
untrue
unwell
unfinished
List 2
revise
redo
revisit
replay
List 3
happily
friendly
mysteriously
angrily
List 4
helpless
needless
spotless
harmless
