Str Practice Exam With Correct And
Certified Answers
While cpreparing cliteracy cdevelopment clessons cfor cher ckindergarten cstudents, cthe
cteacher cis cconsidering chow cshe cwill cneed cto cdifferentiate cher cinstruction cin corder
cto csupport cELL cstudents cin cclass. cWhich cof cthe cfollowing crepresents ca cway cin
cwhich can cELL's chome clanguage ccould ccause clanguage cinterference cfor cthese
clearners?
letter cand csound ccorrespondence
punctuation
print cdirectionality
all cof cthe cabove c- cCORRECT✅✅all cof cthe cabove
A cteacher cintroduces ca cgame cto ca csmall cgroup cof ckindergarten cstudents. cIn cthe
cgame, cone cmember cof cthe cgroup cwill cbegin cby csaying ca cword cand cthe crest cof
cthe cgroup cwill ctake cturns csharing cwords cthat crhyme.
Which cof cthe cfollowing cbest cdescribes cthe cfocus cof cthis clesson?
oral clanguage cskills
vocabulary cdevelopment
phonological cawareness
alphabetic cprinciple c- cCORRECT✅✅phonological cawareness
A cthird-grade cteacher cis cpreparing ca creading clesson cfor cher cclass. cWhich cof cthe
cfollowing cbest cdemonstrates cthe cteacher's cuse cof casset-based cinstruction?
providing cpre-reading cscaffolding cactivities cfor ctexts cwith cunfamiliar csubjects
pre-teaching cvocabulary cfor cstruggling cstudents cprior cto creading cthe ctext cas ca
cgroup
using creading clevels cassessed cat cthe cbeginning cof cthe cyear cto cform cthe creading
cgroups cthat cwill cbe cused cfor cthe cduration cof cthe cschool cyear
providing ctext coptions cthat crepresent cthe cdiversity cof cthe cclass c-
cCORRECT✅✅providing ctext coptions cthat crepresent cthe cdiversity cof cthe cclass
A cthird-grade cteacher cis cworking cto cdetermine cthe ccomplexity cof ca ctext cthat cshe
cwould clike cto cuse cfor ca cclass cassessment. cTo cdo cthis, cshe cwill cconsider cthe cthree
caspects cof ctext ccomplexity. cWhich cof cthe cthree caspects cof ctext ccomplexity cinclude
cthe ctext's cmeaning cor cpurpose, cstructure, clanguage cconventionality cand cclarity, cand
cknowledge cdemands?
quantitative cmeasures
reader cconsiderations
qualitative cmeasures
task cconsiderations c- cCORRECT✅✅qualitative cmeasures
, A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
In caddition cto cthe ctheme, cthe cteacher cwould clike cto cincorporate canother cliterary
canalysis cskill cinto ctheir cdiscussion cof cthe cbook. cBased con cTEKS cfor cEnglish
cLanguage cArts cand cReading, cwhich cof cthe cfollowing crepresents ca ccharacteristic cor
cstructure cof cliterature c- cCORRECT✅✅How cdoes cthe csetting cinfluence cthe cplot cof
cthe cstory?
A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
In corder cto csupport ctheir ccomprehension cof cthe ctext, cthe cteacher cplans cto cpre-
teach csome cwords cfrom cthe ctext cthat cmay cbe cunfamiliar cto csome cstudents. cShe
cincludes cthe cfollowing cwords:
perplexed
engineer
dismayed
eaves
Which cof cthe cfollowing cactivities cwould cbest c- cCORRECT✅✅Working cwith ca
cpartner, cthe cstudents cwill clook cup cthe cdefinition cof ceach cword, cdiscuss cthe
cmeaning, cuse cit cin ca csentence, cand crepresent cit cwith ca cpicture.
A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
Certified Answers
While cpreparing cliteracy cdevelopment clessons cfor cher ckindergarten cstudents, cthe
cteacher cis cconsidering chow cshe cwill cneed cto cdifferentiate cher cinstruction cin corder
cto csupport cELL cstudents cin cclass. cWhich cof cthe cfollowing crepresents ca cway cin
cwhich can cELL's chome clanguage ccould ccause clanguage cinterference cfor cthese
clearners?
letter cand csound ccorrespondence
punctuation
print cdirectionality
all cof cthe cabove c- cCORRECT✅✅all cof cthe cabove
A cteacher cintroduces ca cgame cto ca csmall cgroup cof ckindergarten cstudents. cIn cthe
cgame, cone cmember cof cthe cgroup cwill cbegin cby csaying ca cword cand cthe crest cof
cthe cgroup cwill ctake cturns csharing cwords cthat crhyme.
Which cof cthe cfollowing cbest cdescribes cthe cfocus cof cthis clesson?
oral clanguage cskills
vocabulary cdevelopment
phonological cawareness
alphabetic cprinciple c- cCORRECT✅✅phonological cawareness
A cthird-grade cteacher cis cpreparing ca creading clesson cfor cher cclass. cWhich cof cthe
cfollowing cbest cdemonstrates cthe cteacher's cuse cof casset-based cinstruction?
providing cpre-reading cscaffolding cactivities cfor ctexts cwith cunfamiliar csubjects
pre-teaching cvocabulary cfor cstruggling cstudents cprior cto creading cthe ctext cas ca
cgroup
using creading clevels cassessed cat cthe cbeginning cof cthe cyear cto cform cthe creading
cgroups cthat cwill cbe cused cfor cthe cduration cof cthe cschool cyear
providing ctext coptions cthat crepresent cthe cdiversity cof cthe cclass c-
cCORRECT✅✅providing ctext coptions cthat crepresent cthe cdiversity cof cthe cclass
A cthird-grade cteacher cis cworking cto cdetermine cthe ccomplexity cof ca ctext cthat cshe
cwould clike cto cuse cfor ca cclass cassessment. cTo cdo cthis, cshe cwill cconsider cthe cthree
caspects cof ctext ccomplexity. cWhich cof cthe cthree caspects cof ctext ccomplexity cinclude
cthe ctext's cmeaning cor cpurpose, cstructure, clanguage cconventionality cand cclarity, cand
cknowledge cdemands?
quantitative cmeasures
reader cconsiderations
qualitative cmeasures
task cconsiderations c- cCORRECT✅✅qualitative cmeasures
, A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
In caddition cto cthe ctheme, cthe cteacher cwould clike cto cincorporate canother cliterary
canalysis cskill cinto ctheir cdiscussion cof cthe cbook. cBased con cTEKS cfor cEnglish
cLanguage cArts cand cReading, cwhich cof cthe cfollowing crepresents ca ccharacteristic cor
cstructure cof cliterature c- cCORRECT✅✅How cdoes cthe csetting cinfluence cthe cplot cof
cthe cstory?
A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
In corder cto csupport ctheir ccomprehension cof cthe ctext, cthe cteacher cplans cto cpre-
teach csome cwords cfrom cthe ctext cthat cmay cbe cunfamiliar cto csome cstudents. cShe
cincludes cthe cfollowing cwords:
perplexed
engineer
dismayed
eaves
Which cof cthe cfollowing cactivities cwould cbest c- cCORRECT✅✅Working cwith ca
cpartner, cthe cstudents cwill clook cup cthe cdefinition cof ceach cword, cdiscuss cthe
cmeaning, cuse cit cin ca csentence, cand crepresent cit cwith ca cpicture.
A cthird-grade cteacher cis cplanning ca clesson con cthemes cusing ca cbook cabout ca clittle
cgirl cthat cwants cto cbe can cengineer. cShe cwill canchor cthe clesson cwith ca cread caloud
cand cfacilitate cvarious cactivities cthat crelate cback cto cthe cstory. cIn cthe cstory, cthe
cyoung cgirl cfaces ca cmixture cof cobstacles cthat cinvolve cinventions cthat cfail, cperceived
clack cof csupport cfrom cthose caround cher, cand cnot cfeeling cconfident cin cherself,
cbefore cultimately crealizing cthat cfailures care call ca cpart cof clearning.
After creading cthe cbook caloud, cthe cteacher cwill cuse cthe cstory cto cintroduce cthe
cconcept cof ctheme. cTogether, cthe cclass cwill cdiscuss cwhat cmessage cthe cauthor cwas
ctrying cto chelp cthe cstudents clearn.
