TExES Science of Teaching Reading
(STR) (293)|54 Exam Questions and
Answers
A second-grade class is halfway through a class novel. The teacher is
designing a formative assessment to determine each student's ability to
make a prediction. Which of the following approaches should the teacher
take when designing the assessment? - -have students guess what happens
next in the text and provide support with text evidence
- A kindergarten teacher is planning to read the book Pete the Cat: Five
Little Pumpkins, by James Dean, to the class and ask some text-dependent
questions. The teacher has several English Language Learners in the
classroom and wants to ask developmentally appropriate questions. In the
book, five pumpkins sit on a gate, fly in the air, and trick or treat, among
other fall activities. The book talks about each pumpkin, from number one to
number five, and each one's unique characteristics. At the end of the story,
the pumpkins are shown walking away from the reader, ready to have fun.
On one page of the text, the pumpkins are scared because the wind has
blown out the candles. The picture in the book shows just the pumpkins'
scared eyes and the lights out all around them. The teacher says, "All we can
see are the pumpkins' eyes. How do you think they are feeling right now?" A
student answers, "Sad. It dark." This respons - -intermediate
- A kindergarten teacher is planning to read the book Pete the Cat: Five
Little Pumpkins, by James Dean, to the class and ask some text-dependent
questions. The teacher has several English Language Learners in the
classroom and wants to ask developmentally appropriate questions. In the
book, five pumpkins sit on a gate, fly in the air, and trick or treat, among
other fall activities. The book talks about each pumpkin, from number one to
number five, and each one's unique characteristics. At the end of the story,
the pumpkins are shown walking away from the reader, ready to have fun.
The teacher turns to the page in the book where the pumpkins are flying and
says, "What are the pumpkins doing?" When calling on students, the teacher
should expect a student with a beginning level of oral language proficiency
to respond by: - -Pointing to the flying pumpkin in the book while the
teacher holds it open
- A third-grade class contains students at various levels of English language
proficiency. Some have been learning English for less than a year. This week,
the teacher has been conducting read alouds featuring biographies as part of
a unit on book genres. So far, the teacher has read from the following
, biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman.
However, next week, the teacher plans to incorporate excerpts from
biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick
another person of interest, conduct research, and complete the organizer
below:
After the organizers are complete, the teacher tells students to take the
information they have learned and form a paragraph summarizing the most
important aspects of their research. At a later date, students will revise and
edit their paragraphs with a peer and then read them aloud individually to
the class.
The teacher notices some - -Provide the students with sentence stems to
guide their writing
- A third-grade class contains students at various levels of English language
proficiency. Some have been learning English for less than a year. This week,
the teacher has been conducting read alouds featuring biographies as part of
a unit on book genres. So far, the teacher has read from the following
biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman.
However, next week, the teacher plans to incorporate excerpts from
biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick
another person of interest, conduct research, and complete the organizer
below:
After the organizers are complete, the teacher tells students to take the
information they have learned and form a paragraph summarizing the most
important aspects of their research. At a later date, students will revise and
edit their paragraphs with a peer and then read them aloud individually to
the class.
By including biographies - -Including culturally relevant texts in the
curriculum
- A first-grade teacher would like to model metacognitive reading strategies
with her students. Which of the following activities would be best for the
teacher to implement to accomplish this goal? - -Conducting a think aloud in
which the teacher reads the text orally, stopping along the way to ask
questions and model making predicting
- Over the course of the semester, a first-grade teacher has been reading
fiction and non-fiction texts with students about the natural world. The words
rocks, soil, water, streams, lakes, ocean, and wind have come up often in the
texts. A recent science experiment asked students to describe the sizes,
colors, and textures of different types of soil they gathered from a recent
nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles,
and frogs after talking about the life cycle of a frog. They discussed the
terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the
(STR) (293)|54 Exam Questions and
Answers
A second-grade class is halfway through a class novel. The teacher is
designing a formative assessment to determine each student's ability to
make a prediction. Which of the following approaches should the teacher
take when designing the assessment? - -have students guess what happens
next in the text and provide support with text evidence
- A kindergarten teacher is planning to read the book Pete the Cat: Five
Little Pumpkins, by James Dean, to the class and ask some text-dependent
questions. The teacher has several English Language Learners in the
classroom and wants to ask developmentally appropriate questions. In the
book, five pumpkins sit on a gate, fly in the air, and trick or treat, among
other fall activities. The book talks about each pumpkin, from number one to
number five, and each one's unique characteristics. At the end of the story,
the pumpkins are shown walking away from the reader, ready to have fun.
On one page of the text, the pumpkins are scared because the wind has
blown out the candles. The picture in the book shows just the pumpkins'
scared eyes and the lights out all around them. The teacher says, "All we can
see are the pumpkins' eyes. How do you think they are feeling right now?" A
student answers, "Sad. It dark." This respons - -intermediate
- A kindergarten teacher is planning to read the book Pete the Cat: Five
Little Pumpkins, by James Dean, to the class and ask some text-dependent
questions. The teacher has several English Language Learners in the
classroom and wants to ask developmentally appropriate questions. In the
book, five pumpkins sit on a gate, fly in the air, and trick or treat, among
other fall activities. The book talks about each pumpkin, from number one to
number five, and each one's unique characteristics. At the end of the story,
the pumpkins are shown walking away from the reader, ready to have fun.
The teacher turns to the page in the book where the pumpkins are flying and
says, "What are the pumpkins doing?" When calling on students, the teacher
should expect a student with a beginning level of oral language proficiency
to respond by: - -Pointing to the flying pumpkin in the book while the
teacher holds it open
- A third-grade class contains students at various levels of English language
proficiency. Some have been learning English for less than a year. This week,
the teacher has been conducting read alouds featuring biographies as part of
a unit on book genres. So far, the teacher has read from the following
, biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman.
However, next week, the teacher plans to incorporate excerpts from
biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick
another person of interest, conduct research, and complete the organizer
below:
After the organizers are complete, the teacher tells students to take the
information they have learned and form a paragraph summarizing the most
important aspects of their research. At a later date, students will revise and
edit their paragraphs with a peer and then read them aloud individually to
the class.
The teacher notices some - -Provide the students with sentence stems to
guide their writing
- A third-grade class contains students at various levels of English language
proficiency. Some have been learning English for less than a year. This week,
the teacher has been conducting read alouds featuring biographies as part of
a unit on book genres. So far, the teacher has read from the following
biographies: Abraham Lincoln, Martin Luther King, and Harriet Tubman.
However, next week, the teacher plans to incorporate excerpts from
biographies on Caesar Chavez and Frida Kahlo. Then, the students will pick
another person of interest, conduct research, and complete the organizer
below:
After the organizers are complete, the teacher tells students to take the
information they have learned and form a paragraph summarizing the most
important aspects of their research. At a later date, students will revise and
edit their paragraphs with a peer and then read them aloud individually to
the class.
By including biographies - -Including culturally relevant texts in the
curriculum
- A first-grade teacher would like to model metacognitive reading strategies
with her students. Which of the following activities would be best for the
teacher to implement to accomplish this goal? - -Conducting a think aloud in
which the teacher reads the text orally, stopping along the way to ask
questions and model making predicting
- Over the course of the semester, a first-grade teacher has been reading
fiction and non-fiction texts with students about the natural world. The words
rocks, soil, water, streams, lakes, ocean, and wind have come up often in the
texts. A recent science experiment asked students to describe the sizes,
colors, and textures of different types of soil they gathered from a recent
nature walk. The class walks to a nearby lake to look for frog eggs, tadpoles,
and frogs after talking about the life cycle of a frog. They discussed the
terms eggs, tadpole, gills, toad, frog, and leap. As part of each activity, the
