STR Practice Questions Correct
Questions And Answers
A first-grade class has recently finished reading the story The Three Little Pigs. After
reading, the teacher asks students to complete the organizer below with their table
partners (Somebody, wanted, but, so, then, complete sentence).After completing the
organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the
wolf wanted to blow them down."
The teacher then says, "So, then what happened?"
By asking this follow-up question, the teacher is furthering the student's oral language
development by:
A.)requiring the student to use the specific conjunctions "so" and "then" in a verbal
response.
B.) prompting the student to support an opinion with textual evidence.
C.) asking the student to verbally articulate a concise summary of the story.
D.) showing the student how to form a more grammatically complex sentence.Correct
Answers c
After completing the organizer, the teacher asks several students to share the sentence
they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the
wolf wanted to blow them down."
The teacher then says, "So, then what happened?"
The teacher brings in several building materials (toothpicks, marshmallows, tape, toilet
paper rolls) for the students to use to construct their own mini-houses. Students then
put their mini-houses in front of a fan to see how they would hold up against a "big bad
wolf." After their house goes in front of the fan, students use a chart to record what they
used to build their house and how the materials behaved in front of the fan. After every
student has participated, the teacher holds a class discussion comparing and
contrasting which materials built the best house and why. These class activities help the
students:
A.)develop their metacognitive skills asCorrect Answers c
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:
A.)offering a complete sentence as well as an explanation of the events on the page.
B.) pointing tCorrect Answers B
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
responseCorrect Answers B
Which list of words would best be described as tier one vocabulary words?
A.)car, chair, boat
B.)curve, calm, rhyme
C.) surprise, worried, uncomfortable
D.) decimal, horizontal, exponentCorrect Answers A
A prekindergarten teacher meets with small groups of students on a regular basis.
During one small group lesson, the teacher reads an alphabet book focused on the
letter p. Then, the teacher shows a set of flashcards of words that begin with the letter
p. The teacher shows the first card, which has the letter p written in the upper left hand
corner, a picture of a pig in the center, and the word pig written at the bottom. The
teacher says "p," makes the /p/ sound, and says "pig" while pointing to the picture.
Then, each student is invited to repeat the same sounds individually while looking at the
card. This activity helps students learn which of the following developmental reading
concepts?
A.) the alphabetic principle
B.) how to utilize text features
C.) the directionality of print
D.) how to memorize sight wordsCorrect Answers A
A group of second-grade students has moved from the full alphabetic phase to the
consolidated alphabetic phase. To help students read words accurately in this new
phase, the teacher should focus on which of the following?
, A.) helping students take their knowledge of grapheme-phoneme blends and use them
to read larger units of language
B.) helping students automatically recognize high-frequency words they did not master
in earlier phases
C.) helping students sound out unfamiliar words using the phonemic awareness skills
they have learned
D.) helping students use context clues to determine how to pronounce and define words
they do not recognizeCorrect Answers A
A third-grade teacher is introducing a unit on plants. Part of the unit plan calls for
students to read complex texts on the topic, many of which contain unfamiliar
vocabulary words. The teacher takes the students on a nature walk to sketch several
types of plants and talk about their favorite ones. The teacher also takes the class out to
the school vegetable garden to discuss the differences and similarities between the
different plants. These pre-reading activities will help the students:
A.) determine what they know, would like to know, and what they learned about plants.
B.) identify expository text structures as they read.
C.) gain additional background knowledge before reading the texts.
D.) write more complete summaries of the texts after reading.Correct Answers C
A group of second-grade students has recently mastered identifying and decoding
words containing VC patterns, such as -ow and -ar. The teacher would like to provide
enrichment in the next area of phonics instruction while other students in the class
continue working on VC patterns. Which of the following skills would come next on the
continuum of word-reading skills described in the second grade Texas Essential
Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)?
A.) identify and decode words containing VCe patterns
B.) begin instruction in high-frequency words with 4 letters or more
C.) identify and decode words containing the CVC pattern
D) use known word patterns to increase their reading rateCorrect Answers A
A first-grade teacher is planning a series of phonics lessons. Before beginning the
lessons, the teacher administers a pre-test to each student on the skills that will be
covered. After the lessons, the teacher administers a post-test to each student. The
following is an example of one student's assessment.
Pre-Test Word List
Student Reads
Post-Test Word List
Student Reads
shop
hop
thin
tin
Questions And Answers
A first-grade class has recently finished reading the story The Three Little Pigs. After
reading, the teacher asks students to complete the organizer below with their table
partners (Somebody, wanted, but, so, then, complete sentence).After completing the
organizer, the teacher asks several students to share the sentence they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the
wolf wanted to blow them down."
The teacher then says, "So, then what happened?"
By asking this follow-up question, the teacher is furthering the student's oral language
development by:
A.)requiring the student to use the specific conjunctions "so" and "then" in a verbal
response.
B.) prompting the student to support an opinion with textual evidence.
C.) asking the student to verbally articulate a concise summary of the story.
D.) showing the student how to form a more grammatically complex sentence.Correct
Answers c
After completing the organizer, the teacher asks several students to share the sentence
they wrote.
One student shares the following sentence: "The pigs wanted to build houses but the
wolf wanted to blow them down."
The teacher then says, "So, then what happened?"
The teacher brings in several building materials (toothpicks, marshmallows, tape, toilet
paper rolls) for the students to use to construct their own mini-houses. Students then
put their mini-houses in front of a fan to see how they would hold up against a "big bad
wolf." After their house goes in front of the fan, students use a chart to record what they
used to build their house and how the materials behaved in front of the fan. After every
student has participated, the teacher holds a class discussion comparing and
contrasting which materials built the best house and why. These class activities help the
students:
A.)develop their metacognitive skills asCorrect Answers c
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:
A.)offering a complete sentence as well as an explanation of the events on the page.
B.) pointing tCorrect Answers B
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
responseCorrect Answers B
Which list of words would best be described as tier one vocabulary words?
A.)car, chair, boat
B.)curve, calm, rhyme
C.) surprise, worried, uncomfortable
D.) decimal, horizontal, exponentCorrect Answers A
A prekindergarten teacher meets with small groups of students on a regular basis.
During one small group lesson, the teacher reads an alphabet book focused on the
letter p. Then, the teacher shows a set of flashcards of words that begin with the letter
p. The teacher shows the first card, which has the letter p written in the upper left hand
corner, a picture of a pig in the center, and the word pig written at the bottom. The
teacher says "p," makes the /p/ sound, and says "pig" while pointing to the picture.
Then, each student is invited to repeat the same sounds individually while looking at the
card. This activity helps students learn which of the following developmental reading
concepts?
A.) the alphabetic principle
B.) how to utilize text features
C.) the directionality of print
D.) how to memorize sight wordsCorrect Answers A
A group of second-grade students has moved from the full alphabetic phase to the
consolidated alphabetic phase. To help students read words accurately in this new
phase, the teacher should focus on which of the following?
, A.) helping students take their knowledge of grapheme-phoneme blends and use them
to read larger units of language
B.) helping students automatically recognize high-frequency words they did not master
in earlier phases
C.) helping students sound out unfamiliar words using the phonemic awareness skills
they have learned
D.) helping students use context clues to determine how to pronounce and define words
they do not recognizeCorrect Answers A
A third-grade teacher is introducing a unit on plants. Part of the unit plan calls for
students to read complex texts on the topic, many of which contain unfamiliar
vocabulary words. The teacher takes the students on a nature walk to sketch several
types of plants and talk about their favorite ones. The teacher also takes the class out to
the school vegetable garden to discuss the differences and similarities between the
different plants. These pre-reading activities will help the students:
A.) determine what they know, would like to know, and what they learned about plants.
B.) identify expository text structures as they read.
C.) gain additional background knowledge before reading the texts.
D.) write more complete summaries of the texts after reading.Correct Answers C
A group of second-grade students has recently mastered identifying and decoding
words containing VC patterns, such as -ow and -ar. The teacher would like to provide
enrichment in the next area of phonics instruction while other students in the class
continue working on VC patterns. Which of the following skills would come next on the
continuum of word-reading skills described in the second grade Texas Essential
Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)?
A.) identify and decode words containing VCe patterns
B.) begin instruction in high-frequency words with 4 letters or more
C.) identify and decode words containing the CVC pattern
D) use known word patterns to increase their reading rateCorrect Answers A
A first-grade teacher is planning a series of phonics lessons. Before beginning the
lessons, the teacher administers a pre-test to each student on the skills that will be
covered. After the lessons, the teacher administers a post-test to each student. The
following is an example of one student's assessment.
Pre-Test Word List
Student Reads
Post-Test Word List
Student Reads
shop
hop
thin
tin
