STR Exam Practice |Questions with 100%
Correct Answers
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 best describes this type of phonics lesson?
synthetic phonics approach
sight word approach
analogy-based phonics approach
spelling-based phonics approach - ✔️✔️analogy-based phonics approach
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?
Holding the book up so that it is visible to the students, the teacher points to the words as she
reads them aloud.
Before beginning to read, the teacher reads aloud the title and asks the students what the book
might be about.
Before beginning to read, the teacher asks students what they alrea - ✔️✔️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:
the alphabetic principle.
structural analysis.
decoding skills.
syllable segmentation. - ✔️✔️the alphabetic principle
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 explains to the parents that part of the motivation to intervene early on is rel -
✔️✔️initial reading success tends to make later success more likely, while initial deficit may make
continued progress increasingly more difficult
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 readin -
✔️✔️ability to comprehend texts
ability to read fluently
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.
Correct Answers
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 best describes this type of phonics lesson?
synthetic phonics approach
sight word approach
analogy-based phonics approach
spelling-based phonics approach - ✔️✔️analogy-based phonics approach
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?
Holding the book up so that it is visible to the students, the teacher points to the words as she
reads them aloud.
Before beginning to read, the teacher reads aloud the title and asks the students what the book
might be about.
Before beginning to read, the teacher asks students what they alrea - ✔️✔️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:
the alphabetic principle.
structural analysis.
decoding skills.
syllable segmentation. - ✔️✔️the alphabetic principle
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 explains to the parents that part of the motivation to intervene early on is rel -
✔️✔️initial reading success tends to make later success more likely, while initial deficit may make
continued progress increasingly more difficult
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 readin -
✔️✔️ability to comprehend texts
ability to read fluently
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.
