STR Practice Questions with 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 as - CORRECT 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 t - CORRECT 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 response - CORRECT 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, exponent - CORRECT 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 words - CORRECT 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 |\ |\ |\ |\ |\
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 as - CORRECT 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 t - CORRECT 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 response - CORRECT 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, exponent - CORRECT 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 words - CORRECT 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 |\ |\ |\ |\ |\
