TExES Science of Teaching Reading |!| |!| |!| |!| |!|
(STR) (293) Quiz 2 with verified |!| |!| |!| |!| |!| |!|
detailed solutions |!|
A kindergarten class has been working to learn all the letters and their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
corresponding sounds and will later learn about types of syllables and how
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
those syllable types can affect the sounds letters make. Students who are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
not progressing as planned through the lessons on letter-to-sound
|!| |!| |!| |!| |!| |!| |!| |!| |!|
correspondence most likely need differentiation in the form of: |!| |!| |!| |!| |!| |!| |!| |!|
A - scaffolding.
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B - complexity.
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C - background knowledge.
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D - pacing. - correct answer✔✔pacing.
|!| |!| |!| |!| |!|
These students most likely need more time to practice and memorize the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sounds each letter makes. |!| |!| |!|
A second-grade teacher has the long-term goal for their students to read
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
grade-level texts with sufficient accuracy and fluency to support
|!| |!| |!| |!| |!| |!| |!| |!| |!|
comprehension, a state learning standard. Which of the following is not an|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
example of a short-term goal that would serve as a scaffold for this long-
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
term goal? |!|
A - recognizing and understanding the meanings of five new prefixes
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B - distinguishing long vowel sounds from short vowel sounds
|!| |!| |!| |!| |!| |!| |!| |!| |!|
C - increasing student reading levels by one grade level
|!| |!| |!| |!| |!| |!| |!| |!| |!|
D - recognizing text features associated with informational texts - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔C
, Increasing all student reading levels by one grade level would also be a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
long-term goal. It would be slightly different than the goal stated in the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
question because students will be starting from a variety of reading levels.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
What impact should the results of ongoing assessments have on
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instructional plans? |!|
A - The results should influence plans for the same unit in the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
school year. |!|
B - They should only change future plans if the upcoming plans are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
directly related. |!|
C - They should not affect immediate plans, as the skills are unlikely to be
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
related.
D - They should change upcoming plans if goals are not met. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔D
Ongoing assessments are designed to affect future instructional plans. If
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the desired results have not yet been met, the teacher should change the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instructional plans to better meet the students' needs. |!| |!| |!| |!| |!| |!| |!|
A kindergarten teacher has implemented reading instruction to help
|!| |!| |!| |!| |!| |!| |!| |!| |!|
students master the basics of phonological awareness, phonics, and print
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
awareness. Instruction is systematic and explicit, and the teacher presents
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
skills in an order consistent with the developmental reading continuum. To
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
best meet the instructional needs of each student throughout the year, the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
teacher should:
|!| |!|
A - provide uniform instruction to everyone in the class to provide equal
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
learning opportunities. |!|
B - frequently assess each student's reading development and adjust
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instruction accordingly. |!|
(STR) (293) Quiz 2 with verified |!| |!| |!| |!| |!| |!|
detailed solutions |!|
A kindergarten class has been working to learn all the letters and their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
corresponding sounds and will later learn about types of syllables and how
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
those syllable types can affect the sounds letters make. Students who are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
not progressing as planned through the lessons on letter-to-sound
|!| |!| |!| |!| |!| |!| |!| |!| |!|
correspondence most likely need differentiation in the form of: |!| |!| |!| |!| |!| |!| |!| |!|
A - scaffolding.
|!| |!|
B - complexity.
|!| |!|
C - background knowledge.
|!| |!| |!|
D - pacing. - correct answer✔✔pacing.
|!| |!| |!| |!| |!|
These students most likely need more time to practice and memorize the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sounds each letter makes. |!| |!| |!|
A second-grade teacher has the long-term goal for their students to read
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
grade-level texts with sufficient accuracy and fluency to support
|!| |!| |!| |!| |!| |!| |!| |!| |!|
comprehension, a state learning standard. Which of the following is not an|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
example of a short-term goal that would serve as a scaffold for this long-
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
term goal? |!|
A - recognizing and understanding the meanings of five new prefixes
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B - distinguishing long vowel sounds from short vowel sounds
|!| |!| |!| |!| |!| |!| |!| |!| |!|
C - increasing student reading levels by one grade level
|!| |!| |!| |!| |!| |!| |!| |!| |!|
D - recognizing text features associated with informational texts - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔C
, Increasing all student reading levels by one grade level would also be a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
long-term goal. It would be slightly different than the goal stated in the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
question because students will be starting from a variety of reading levels.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
What impact should the results of ongoing assessments have on
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instructional plans? |!|
A - The results should influence plans for the same unit in the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
school year. |!|
B - They should only change future plans if the upcoming plans are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
directly related. |!|
C - They should not affect immediate plans, as the skills are unlikely to be
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
related.
D - They should change upcoming plans if goals are not met. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔D
Ongoing assessments are designed to affect future instructional plans. If
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the desired results have not yet been met, the teacher should change the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instructional plans to better meet the students' needs. |!| |!| |!| |!| |!| |!| |!|
A kindergarten teacher has implemented reading instruction to help
|!| |!| |!| |!| |!| |!| |!| |!| |!|
students master the basics of phonological awareness, phonics, and print
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
awareness. Instruction is systematic and explicit, and the teacher presents
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
skills in an order consistent with the developmental reading continuum. To
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
best meet the instructional needs of each student throughout the year, the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
teacher should:
|!| |!|
A - provide uniform instruction to everyone in the class to provide equal
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
learning opportunities. |!|
B - frequently assess each student's reading development and adjust
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
instruction accordingly. |!|
