STR Practice Exam 2 Questions And
Answers
A
R
U
LA
C
O
D
,A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher
spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes
whether the word is read correctly or not. Then the teacher swaps out a tile to create a new
word and the process repeats. Students are assessed on how well they can read the new CVC
words with a goal of 25 words correct.
A
Based on the skill being assessed, this teacher most likely teaches which grade level? - ANS
kindergarten
R
The ability to recognize that new words are created when letters are changed, added, or deleted
is a benchmark associated with kindergarten-level students.
A second-grade student is reading from a text and comes across the following sentence.
U
"I'd go outside, but it's raining cats and dogs!"
LA
He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher
replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the
illustration to take a guess what that might mean. The student reviews the illustration showing a
heavy rain and asks, "It means there is a lot of rain?"
Based on this ex - ANS advanced
C
Beginning to understand and explore literal and figurative meanings of words is an example of
what can be expected of an advanced reader.
O
Every Monday students in a first-grade class are asked to write about a topic of their choice.
The teacher informally reviews these journals as a way to assess her student's progress with
certain orthographic or grammatical concepts. A student writes the following sentence.
D
We got ice creem and spended time at the bech.
Based on this writing sample, this student is most likely in which stage of spelling development?
precommunicative
semiphonetic
conventional
,transitional - ANS transitional
Transitional students can spell many words correctly, but still struggle with irregular spellings.
Based on this student's errors, he is likely in the transitional stage.
A veteran teacher has been asked by the principal to adjust his curriculum to include more
multicultural literature and diverse authors. When choosing multicultural literature for the
classroom, the teacher should look for texts that:
are reflective of the cultural makeup of his students while also offering new experiences of
A
different, underrepresented cultures.
provide a sampling of all cultures in the world so that the class can experience as much diversity
R
as possible.
mirror the diversit - ANS are reflective of the cultural makeup of his students while also
offering new experiences of different, underrepresented cultures.
U
Students come to texts with background knowledge when the multicultural literature matches
their lives, but finding an appropriate balance between familiar and new is important for helping
LA
students grow as readers and citizens of the world.
A third-grade teacher groups students together to discuss the nonfiction article they just
finished. The teacher provides a list of discussion questions for the students to answer. As she
walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the
students are not engaging critically in this discussion. She wants to encourage her students to
C
participate in more academic conversations about their reading. Which of the following would
best promote this goal?
Mode - ANS Post a list of sentence starters on the wall for students to reference.
O
Providing sentence starters and encouraging students to use them while discussing academic
texts is one way to achieve this goal.
D
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
Currently, the word lists include the terms:
habitat
, marsh
tundra
extinction
pollute
co - ANS Create a word web linking these terms to words the students already know and
understand.
Breaking down complex vocabulary through a semantic map or word web helps students build
connections between the new term and those they already know.
Project images of the words and ask students to add a drawing to their vocabulary notebooks.
A
Because tier three words are content-specific, students may not have any background
knowledge to apply to the term. Showing photos when possible gives students a visual clue for
R
the word's meaning which is beneficial when learning tier three terms.
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
U
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
LA
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
C
pollute
con - ANS practice defining a word using background knowledge, context, and word
morphology, not solely through finding the definition in a dictionary.
O
Using prior knowledge and word analysis skills to define a word is more useful in the long run
than exclusively looking up and memorizing dictionary definitions. The teacher is allowing
students to practice these skills through this handout.
D
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
Currently, the word lists include the terms:
habitat
marsh
Answers
A
R
U
LA
C
O
D
,A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher
spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes
whether the word is read correctly or not. Then the teacher swaps out a tile to create a new
word and the process repeats. Students are assessed on how well they can read the new CVC
words with a goal of 25 words correct.
A
Based on the skill being assessed, this teacher most likely teaches which grade level? - ANS
kindergarten
R
The ability to recognize that new words are created when letters are changed, added, or deleted
is a benchmark associated with kindergarten-level students.
A second-grade student is reading from a text and comes across the following sentence.
U
"I'd go outside, but it's raining cats and dogs!"
LA
He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher
replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the
illustration to take a guess what that might mean. The student reviews the illustration showing a
heavy rain and asks, "It means there is a lot of rain?"
Based on this ex - ANS advanced
C
Beginning to understand and explore literal and figurative meanings of words is an example of
what can be expected of an advanced reader.
O
Every Monday students in a first-grade class are asked to write about a topic of their choice.
The teacher informally reviews these journals as a way to assess her student's progress with
certain orthographic or grammatical concepts. A student writes the following sentence.
D
We got ice creem and spended time at the bech.
Based on this writing sample, this student is most likely in which stage of spelling development?
precommunicative
semiphonetic
conventional
,transitional - ANS transitional
Transitional students can spell many words correctly, but still struggle with irregular spellings.
Based on this student's errors, he is likely in the transitional stage.
A veteran teacher has been asked by the principal to adjust his curriculum to include more
multicultural literature and diverse authors. When choosing multicultural literature for the
classroom, the teacher should look for texts that:
are reflective of the cultural makeup of his students while also offering new experiences of
A
different, underrepresented cultures.
provide a sampling of all cultures in the world so that the class can experience as much diversity
R
as possible.
mirror the diversit - ANS are reflective of the cultural makeup of his students while also
offering new experiences of different, underrepresented cultures.
U
Students come to texts with background knowledge when the multicultural literature matches
their lives, but finding an appropriate balance between familiar and new is important for helping
LA
students grow as readers and citizens of the world.
A third-grade teacher groups students together to discuss the nonfiction article they just
finished. The teacher provides a list of discussion questions for the students to answer. As she
walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the
students are not engaging critically in this discussion. She wants to encourage her students to
C
participate in more academic conversations about their reading. Which of the following would
best promote this goal?
Mode - ANS Post a list of sentence starters on the wall for students to reference.
O
Providing sentence starters and encouraging students to use them while discussing academic
texts is one way to achieve this goal.
D
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
Currently, the word lists include the terms:
habitat
, marsh
tundra
extinction
pollute
co - ANS Create a word web linking these terms to words the students already know and
understand.
Breaking down complex vocabulary through a semantic map or word web helps students build
connections between the new term and those they already know.
Project images of the words and ask students to add a drawing to their vocabulary notebooks.
A
Because tier three words are content-specific, students may not have any background
knowledge to apply to the term. Showing photos when possible gives students a visual clue for
R
the word's meaning which is beneficial when learning tier three terms.
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
U
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
LA
Currently, the word lists include the terms:
habitat
marsh
tundra
extinction
C
pollute
con - ANS practice defining a word using background knowledge, context, and word
morphology, not solely through finding the definition in a dictionary.
O
Using prior knowledge and word analysis skills to define a word is more useful in the long run
than exclusively looking up and memorizing dictionary definitions. The teacher is allowing
students to practice these skills through this handout.
D
A third-grade class is working on a cross-curricular project focused on protecting natural
environments. The students are reading about various local and national ecosystems, the
challenges facing the survival of these areas, and ways humans can work together to protect
these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary
words on a specific section of the whiteboard.
Currently, the word lists include the terms:
habitat
marsh
