STR EXAM TEACHERS OF
TOMORROW WITH VERIFIED
ANSWERS
h01. hAccording hto hfindings hin hthe hReport hof hthe hNational hLiteracy hPanel hon
hLanguage-Minority hChildren hand hYouth hwhich hof hthe hfollowing hcurricular
hadjustments hwould hmost heffectively hsupport hthe hliteracy hdevelopment hof
hEnglish hlearners hwith hrespect hto htext hcomprehension? h- hcorrect hanswers h-
integrating hcomprehensive horal hlanguage hinstruction hwith hliteracy hinstruction
02. hWhich hof hthe hfollowing hactions hby helementary hschool hteachers hin hthe
hearly hgrades hwould hbest hdemonstrate hunderstanding hthat hdecoding hand
hencoding hare hreciprocal hskills hthat hdevelop hsynchronously hduring hthe hearly
hstages hof hreading hdevelopment? h- hcorrect hanswers h-creating hregular
hopportunities hfor hstudents hto happly hnew hsyllable hpatterns hin htheir hdaily
hwritings hthat hhave hbeen hexplicitly htaught hduring hphonics hinstruction.
03. hA hteacher hwould hlike hto hhelp hstudents hidentify htheir hliteracy hskills hand
hstrengths has hpart hof han hassets-based happroach hto hliteracy hinstruction. hWhich
hof hthe hfollowing hteacher hactions his hconsistent hwith hthis htype hof happroach? h-
,hcorrect hanswers h-Providing hstudents hwith hexplicit hfeedback habout hwhat hthey
halready hknow hand hare hable hto hdo hwell hand hhelping hthem huse hthis
hinformation hto hestablish hrealistic hyet hchallenging hlearning hgoals.
04. hA hschool hdistrict hin hTexas hhas hadopted hthe hMulti-Tiered hSystems hof
hSupport h(MTSS) hmodel hof hinstruction hin htheir hK-3 hliteracy hprogram hwhich
hincludes ha hcore hreading hprogram h(Tier h1) hsupplemental hinstruction h(Tier h2)
hand hintensive hinstruction h(Tier h3) hInstructional hgrouping hin hTier h2 his hrestricted
hto hfive hor hfewer hstudents. hThis hlimitation henhances hthe heffectiveness hof
hliteracy hinstruction hfor hthe hstudents hprimarily hby: h- hcorrect hanswers h-Providing
hstudents hwith hincreased hopportunities hto hpractice hdeveloping hskills hwith
hteacher hfeedback.
05. hA hsecond-grade hstudent hhas hbeen hidentified hwith hdysgraphia hbut hdoes
hnot hhave hdifficulty hwith hdecoding hor hencoding. hWhich hof hthe hfollowing
happroaches hto hinstruction hwould hbe hmost heffective hin hpromoting hthe hstudent's
hdevelopment hwith hrespect hto hthe hidentified harea hof hneed? h- hcorrect hanswers
h-Providing hthe hstudent hwith hexplicit hinstruction hin hletter hformation hand
hfrequent, hshort, hguided-practice hsessions hto hbuild hthe hstudent's hhandwriting
hfluency hand hautomaticity hin hletter hmemory hand hformation.
06. hIn hwhich hline hin hthe htable hbelow his hthe hunderlined hportion hof hthe
hexample hword haccurately hmatched hto hthe hphonics hterm hthat his hused hto
hdescribe hthat hphonics helement?
Line hPhonics hTerm hExample hword
h1 hblend hthey
h2 hdigraph hfactor
h3 hdiphthong hpower
h4 htrigraph hscrap h- hcorrect hanswers h-Line h3
07. hUse hthe hinformation hbelow hto hanswer hthe htwo hquestions hthat hfollow.
hStudents hin ha hthird-grade hclass hhave hbeen hstudying hways hin hwhich hEarth's
hsurface his halways hchanging. hAs hthe hculminating hproject hstudents hchoose ha
htopic hthat hthey hwould hlike hto hlearn hmore habout h(e.g. hvolcanic heruptions
hearthquakes hlandslides hfloods) hand hestablish ha hresearch hgroup hfocused hon
hthat htopic. hThe hstudents hin heach hgroup hgenerate hquestions hto hfocus htheir
hresearch hread ha hvariety hof htexts hto hgather hinformation hrelated hto htheir
hquestions hand hengage hin hfocused hdiscussions hof hthe htexts hbased hon htheir
hquestions. hThe hteacher's hrole his hto hsupport hthe hgroups hby hhelping hthem
hgather ha hrange hof hprint hand hdigital hinformational htexts hrelated hto htheir
hchosen htopic hmodeling hnorms hfor hequitable hdiscussions hand hmonitoring heach
hgroup's htask hprogress hto hensure hgroup hmembers hstay hfocused.
In hwhich hof hthe hfollowing hways hcan hthe hteacher hbest hfoster hthe hstudents h-
hcorrect hanswers h-by hproviding hstudents' hwith ha hrubric hwith hwhich hthey hcan
hself-evaluate htheir htext hanalysis
08. hSeveral hresearch hgroups hinclude hstudents hwith ha hdiverse hrange hof
hreading hskills. hThe hteacher hwants hto hdifferentiate hinstruction hfor hstudents hin
, ha hway hthat hwill halso hstrengthen htheir hcapacity hfor hreading hmore hcomplex
htext. hWhich hof hthe hfollowing happroaches hbest haligns hwith hresearch-based
hbest hpractices hto haccomplish hthis hpurpose? h- hcorrect hanswers h-providing ha
hset hof htexts hrepresenting ha hrange hof htext-complexity hlevels hand hinteractive
hformats, hand hallowing hstudent hto hwork hcollaboratively hto hread hthe htexts.
09. hA hkindergarten hteacher hregularly hhas hstudents hwrite hand hdraw hin htheir
hjournals hin hresponse hto han hopen-ended hprompt. hDuring hthese hwriting
hsessions hthe hteacher hcirculates hamong hstudents hasks hthem hto hread haloud
hwhat hthey hhave hwritten hand hdocuments htheir hperformance hwith hanecdotal
hnotes hin ha hteacher hrecord. h
This htype hof hinformal hassessment hstrategy hwould hbe hmost happropriate hto huse
hfor hwhich hof hthe hfollowing hinstructional hpurposes? h- hcorrect hanswers h-
observing hindividual hstudent's hdevelopment hin hvarious hdimensions hof hliteracy
hover htime.
10. hWhich hof hthe hfollowing hwriting hsamples hprovides hevidence hthat hthe
hstudent his hbeginning hto hdevelop hunderstanding hof hthe halphabetic hprinciple? h
KLD
"Casey hloves hDancing"
ABCDEF
"Those hare hletters"
MIA
"I hwrite hmy hname!"
T hLo hLE hO
"The hdog hwent hhome" h- hcorrect hanswers h-KLD
"Casey hloves hDancing"
11. hWhen hplanning hassessments hto hmeasure hstudents' hcomprehension hof
hliterary htexts han helementary hschool hteacher hselects ha hvariety hof hpassages
hfrom ha hrange hof hcultures hincluding hthose hthat hreflect hthe hdiverse hcultural
hexperiences hof hthe hstudents. hThe hteacher halso hconsiders hstudents' hfamiliarity
hwith hcultural hcontent hwhen hevaluating hstudents' hresponses hto htexts. hThe
hteacher's hactions hbest hdemonstrate hthe himportance hof htaking hwhich hof hthe
hfollowing hfactors hinto hconsideration hwhen hselecting htexts hfor hassessments? h-
hcorrect hanswers h-A hreader's hcultural hbackground hknowledge hcan hbe han
himportant hfactor haffecting htheir hcomprehension hof ha hliterary htext.
12. hWhich hof hthe hfollowing hstatements hidentifies ha hcharacteristic hof hcriterion-
referenced htests hthat hin hgeneral hmakes hthem hunsuitable hfor huse has ha
hformative hassessment hof hfoundational hreading hskills? h- hcorrect hanswers h-
While hcriterion hreferenced hassessment hcan hmeasure hstudents hmastery hof
htarget hskills, hthey hprovide hlittle hinformation habout hthe hextent hof hstudents hskill
hdevelopment htoward hmastery.
TOMORROW WITH VERIFIED
ANSWERS
h01. hAccording hto hfindings hin hthe hReport hof hthe hNational hLiteracy hPanel hon
hLanguage-Minority hChildren hand hYouth hwhich hof hthe hfollowing hcurricular
hadjustments hwould hmost heffectively hsupport hthe hliteracy hdevelopment hof
hEnglish hlearners hwith hrespect hto htext hcomprehension? h- hcorrect hanswers h-
integrating hcomprehensive horal hlanguage hinstruction hwith hliteracy hinstruction
02. hWhich hof hthe hfollowing hactions hby helementary hschool hteachers hin hthe
hearly hgrades hwould hbest hdemonstrate hunderstanding hthat hdecoding hand
hencoding hare hreciprocal hskills hthat hdevelop hsynchronously hduring hthe hearly
hstages hof hreading hdevelopment? h- hcorrect hanswers h-creating hregular
hopportunities hfor hstudents hto happly hnew hsyllable hpatterns hin htheir hdaily
hwritings hthat hhave hbeen hexplicitly htaught hduring hphonics hinstruction.
03. hA hteacher hwould hlike hto hhelp hstudents hidentify htheir hliteracy hskills hand
hstrengths has hpart hof han hassets-based happroach hto hliteracy hinstruction. hWhich
hof hthe hfollowing hteacher hactions his hconsistent hwith hthis htype hof happroach? h-
,hcorrect hanswers h-Providing hstudents hwith hexplicit hfeedback habout hwhat hthey
halready hknow hand hare hable hto hdo hwell hand hhelping hthem huse hthis
hinformation hto hestablish hrealistic hyet hchallenging hlearning hgoals.
04. hA hschool hdistrict hin hTexas hhas hadopted hthe hMulti-Tiered hSystems hof
hSupport h(MTSS) hmodel hof hinstruction hin htheir hK-3 hliteracy hprogram hwhich
hincludes ha hcore hreading hprogram h(Tier h1) hsupplemental hinstruction h(Tier h2)
hand hintensive hinstruction h(Tier h3) hInstructional hgrouping hin hTier h2 his hrestricted
hto hfive hor hfewer hstudents. hThis hlimitation henhances hthe heffectiveness hof
hliteracy hinstruction hfor hthe hstudents hprimarily hby: h- hcorrect hanswers h-Providing
hstudents hwith hincreased hopportunities hto hpractice hdeveloping hskills hwith
hteacher hfeedback.
05. hA hsecond-grade hstudent hhas hbeen hidentified hwith hdysgraphia hbut hdoes
hnot hhave hdifficulty hwith hdecoding hor hencoding. hWhich hof hthe hfollowing
happroaches hto hinstruction hwould hbe hmost heffective hin hpromoting hthe hstudent's
hdevelopment hwith hrespect hto hthe hidentified harea hof hneed? h- hcorrect hanswers
h-Providing hthe hstudent hwith hexplicit hinstruction hin hletter hformation hand
hfrequent, hshort, hguided-practice hsessions hto hbuild hthe hstudent's hhandwriting
hfluency hand hautomaticity hin hletter hmemory hand hformation.
06. hIn hwhich hline hin hthe htable hbelow his hthe hunderlined hportion hof hthe
hexample hword haccurately hmatched hto hthe hphonics hterm hthat his hused hto
hdescribe hthat hphonics helement?
Line hPhonics hTerm hExample hword
h1 hblend hthey
h2 hdigraph hfactor
h3 hdiphthong hpower
h4 htrigraph hscrap h- hcorrect hanswers h-Line h3
07. hUse hthe hinformation hbelow hto hanswer hthe htwo hquestions hthat hfollow.
hStudents hin ha hthird-grade hclass hhave hbeen hstudying hways hin hwhich hEarth's
hsurface his halways hchanging. hAs hthe hculminating hproject hstudents hchoose ha
htopic hthat hthey hwould hlike hto hlearn hmore habout h(e.g. hvolcanic heruptions
hearthquakes hlandslides hfloods) hand hestablish ha hresearch hgroup hfocused hon
hthat htopic. hThe hstudents hin heach hgroup hgenerate hquestions hto hfocus htheir
hresearch hread ha hvariety hof htexts hto hgather hinformation hrelated hto htheir
hquestions hand hengage hin hfocused hdiscussions hof hthe htexts hbased hon htheir
hquestions. hThe hteacher's hrole his hto hsupport hthe hgroups hby hhelping hthem
hgather ha hrange hof hprint hand hdigital hinformational htexts hrelated hto htheir
hchosen htopic hmodeling hnorms hfor hequitable hdiscussions hand hmonitoring heach
hgroup's htask hprogress hto hensure hgroup hmembers hstay hfocused.
In hwhich hof hthe hfollowing hways hcan hthe hteacher hbest hfoster hthe hstudents h-
hcorrect hanswers h-by hproviding hstudents' hwith ha hrubric hwith hwhich hthey hcan
hself-evaluate htheir htext hanalysis
08. hSeveral hresearch hgroups hinclude hstudents hwith ha hdiverse hrange hof
hreading hskills. hThe hteacher hwants hto hdifferentiate hinstruction hfor hstudents hin
, ha hway hthat hwill halso hstrengthen htheir hcapacity hfor hreading hmore hcomplex
htext. hWhich hof hthe hfollowing happroaches hbest haligns hwith hresearch-based
hbest hpractices hto haccomplish hthis hpurpose? h- hcorrect hanswers h-providing ha
hset hof htexts hrepresenting ha hrange hof htext-complexity hlevels hand hinteractive
hformats, hand hallowing hstudent hto hwork hcollaboratively hto hread hthe htexts.
09. hA hkindergarten hteacher hregularly hhas hstudents hwrite hand hdraw hin htheir
hjournals hin hresponse hto han hopen-ended hprompt. hDuring hthese hwriting
hsessions hthe hteacher hcirculates hamong hstudents hasks hthem hto hread haloud
hwhat hthey hhave hwritten hand hdocuments htheir hperformance hwith hanecdotal
hnotes hin ha hteacher hrecord. h
This htype hof hinformal hassessment hstrategy hwould hbe hmost happropriate hto huse
hfor hwhich hof hthe hfollowing hinstructional hpurposes? h- hcorrect hanswers h-
observing hindividual hstudent's hdevelopment hin hvarious hdimensions hof hliteracy
hover htime.
10. hWhich hof hthe hfollowing hwriting hsamples hprovides hevidence hthat hthe
hstudent his hbeginning hto hdevelop hunderstanding hof hthe halphabetic hprinciple? h
KLD
"Casey hloves hDancing"
ABCDEF
"Those hare hletters"
MIA
"I hwrite hmy hname!"
T hLo hLE hO
"The hdog hwent hhome" h- hcorrect hanswers h-KLD
"Casey hloves hDancing"
11. hWhen hplanning hassessments hto hmeasure hstudents' hcomprehension hof
hliterary htexts han helementary hschool hteacher hselects ha hvariety hof hpassages
hfrom ha hrange hof hcultures hincluding hthose hthat hreflect hthe hdiverse hcultural
hexperiences hof hthe hstudents. hThe hteacher halso hconsiders hstudents' hfamiliarity
hwith hcultural hcontent hwhen hevaluating hstudents' hresponses hto htexts. hThe
hteacher's hactions hbest hdemonstrate hthe himportance hof htaking hwhich hof hthe
hfollowing hfactors hinto hconsideration hwhen hselecting htexts hfor hassessments? h-
hcorrect hanswers h-A hreader's hcultural hbackground hknowledge hcan hbe han
himportant hfactor haffecting htheir hcomprehension hof ha hliterary htext.
12. hWhich hof hthe hfollowing hstatements hidentifies ha hcharacteristic hof hcriterion-
referenced htests hthat hin hgeneral hmakes hthem hunsuitable hfor huse has ha
hformative hassessment hof hfoundational hreading hskills? h- hcorrect hanswers h-
While hcriterion hreferenced hassessment hcan hmeasure hstudents hmastery hof
htarget hskills, hthey hprovide hlittle hinformation habout hthe hextent hof hstudents hskill
hdevelopment htoward hmastery.
