STR Exam QUESTIONS WITH CORRECT AND
VERIFIED ANSWERS.
A beginning reader often writes letters and numbers facing the wrong direction during writing activities
in class. Which of these strategies would best help this student learn to form his letters more
accurately?
Have the student say each word as he writes in his journal and encourage him to check his work at the
end.
Provide the student with a copy of the alphabet when he writes, as well as a list of frequently misspelled
words.
Provide the student with copies of another student's work so he can see how he is forming words
incorrectly.
Have the student practice tracing letters in a workbook in which the steps for forming each letter are
notated. - CORRECT ANSWER✅✅✅Have the student practice tracing letters in a workbook in which
the steps for forming each letter are notated.
A classroom has a mix of students with varied home languages and English dialects. In order to best help
students learn inflectional word endings (such as -ed), the teacher should have the students:
complete a word sort categorizing inflected words by their pronunciation.
read decodable texts that use verbs with and without inflectional endings.
write sentences using all forms of a verb (write, wrote, written) to practice irregular endings.
,separate into groups based on home language and practice adding and removing morphemes from root
words. - CORRECT ANSWER✅✅✅complete a word sort categorizing inflected words by their
pronunciation.
A few weeks into the school year, Mr. Kim notices that a couple of his students are unwilling to
participate in classroom discussions and seem to be checked out most of the day. In order to help these
students succeed, Mr. Kim should:
relocate the student's desks in the room to the front of the class so they have fewer distractions
competing for attention.
call the students' parents to see if this behavior is unusual.
send students to the guidance counselor to discuss why they don't want to participate.
attempt various motivational techniques to discover if the students are intrinsically or extrinsically
motivated. - CORRECT ANSWER✅✅✅attempt various motivational techniques to discover if the
students are intrinsically or extrinsically motivated.
A first-grade classroom has a small number of ELL students. All of the students are able to identify all
English phonemes and have begun to recognize high-frequency words and sight words in connected
text, but, as expected, they still struggle with reading speed and accuracy, especially with words that
must be decoded. The teacher pulls the students into a small group and presents them with sentence
trees like the one below.
We
We ran
We ran to
We ran to the
We ran to the red
We ran to the red slide.
Reading from sentence trees like this will benefit these ELL students because:
,they can read one new word at a time per line, and rereading the same words in each line will help them
read the whole sentence faster.
they can practice reading sight words in context instead of in isolation.
they can see the progression of words that form a complete sentence and thought.
they can use the practiced final line to communica - CORRECT ANSWER✅✅✅they can read one new
word at a time per line, and rereading the same words in each line will help them read the whole
sentence faster.
A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in
isolation. What is the next step the teacher should take to provide her students with systematic phonics
instruction?
Assess progress on which letter sounds students have mastered and which she needs to reteach.
Begin teaching students irregular words that begin with the letters she has been teaching.
Provide students the opportunity to read decodable texts containing the phonics skills she has been
teaching.
Introduce the idea of chunking letters together to make one sound in order to help with decoding. -
CORRECT ANSWER✅✅✅Provide students the opportunity to read decodable texts containing the
phonics skills she has been teaching.
A first-grade student had struggled with decoding skills that were impacting her ability to read and
understand grade level texts. While the student's decoding skills have significantly improved, the
teacher has not seen the same improvement in her reading comprehension. When she reads aloud, her
reading is choppy and disconnected. Which of the following activities would likely be the most impactful
to build upon the student's improved decoding skills and support similar improvements in reading
comprehension?
, increased sight word exposure in reading, and expectations for using new words in her writing
frequent practice reading aloud of both familiar and unfamiliar texts
increased independent, silent reading of new texts that are written at her reading level
building confidence through exposure to texts below her reading level - CORRECT
ANSWER✅✅✅frequent practice reading aloud of both familiar and unfamiliar texts
A first-grade student is reading aloud from a picture book. He gets to the following sentence and pauses
at the underlined word.
The boy has a soccer ball. He plays with his friends.
The student looks ahead to the rest of the sentence and scans the photo on the page. He thinks to
himself, "What does the boy have? It's black and white. A soccer ball!" Then he says "soccer" aloud and
continues reading.
The student is using what word identification strategy to decode the unfamiliar word?
miscue analysis
morpheme analysis
phonemic analysis
contextual analysis - CORRECT ANSWER✅✅✅contextual analysis
A first-grade student read the following sentence:
"I was scared of the dog, but it retreated into the house when its owner called."
The student was unfamiliar with the word "retreated" but used its placement with the sentence to help
understand the sentence as a whole. What type of cue did the student use?
pragmatic
semantic
graphophonic
syntactic - CORRECT ANSWER✅✅✅syntactic
VERIFIED ANSWERS.
A beginning reader often writes letters and numbers facing the wrong direction during writing activities
in class. Which of these strategies would best help this student learn to form his letters more
accurately?
Have the student say each word as he writes in his journal and encourage him to check his work at the
end.
Provide the student with a copy of the alphabet when he writes, as well as a list of frequently misspelled
words.
Provide the student with copies of another student's work so he can see how he is forming words
incorrectly.
Have the student practice tracing letters in a workbook in which the steps for forming each letter are
notated. - CORRECT ANSWER✅✅✅Have the student practice tracing letters in a workbook in which
the steps for forming each letter are notated.
A classroom has a mix of students with varied home languages and English dialects. In order to best help
students learn inflectional word endings (such as -ed), the teacher should have the students:
complete a word sort categorizing inflected words by their pronunciation.
read decodable texts that use verbs with and without inflectional endings.
write sentences using all forms of a verb (write, wrote, written) to practice irregular endings.
,separate into groups based on home language and practice adding and removing morphemes from root
words. - CORRECT ANSWER✅✅✅complete a word sort categorizing inflected words by their
pronunciation.
A few weeks into the school year, Mr. Kim notices that a couple of his students are unwilling to
participate in classroom discussions and seem to be checked out most of the day. In order to help these
students succeed, Mr. Kim should:
relocate the student's desks in the room to the front of the class so they have fewer distractions
competing for attention.
call the students' parents to see if this behavior is unusual.
send students to the guidance counselor to discuss why they don't want to participate.
attempt various motivational techniques to discover if the students are intrinsically or extrinsically
motivated. - CORRECT ANSWER✅✅✅attempt various motivational techniques to discover if the
students are intrinsically or extrinsically motivated.
A first-grade classroom has a small number of ELL students. All of the students are able to identify all
English phonemes and have begun to recognize high-frequency words and sight words in connected
text, but, as expected, they still struggle with reading speed and accuracy, especially with words that
must be decoded. The teacher pulls the students into a small group and presents them with sentence
trees like the one below.
We
We ran
We ran to
We ran to the
We ran to the red
We ran to the red slide.
Reading from sentence trees like this will benefit these ELL students because:
,they can read one new word at a time per line, and rereading the same words in each line will help them
read the whole sentence faster.
they can practice reading sight words in context instead of in isolation.
they can see the progression of words that form a complete sentence and thought.
they can use the practiced final line to communica - CORRECT ANSWER✅✅✅they can read one new
word at a time per line, and rereading the same words in each line will help them read the whole
sentence faster.
A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in
isolation. What is the next step the teacher should take to provide her students with systematic phonics
instruction?
Assess progress on which letter sounds students have mastered and which she needs to reteach.
Begin teaching students irregular words that begin with the letters she has been teaching.
Provide students the opportunity to read decodable texts containing the phonics skills she has been
teaching.
Introduce the idea of chunking letters together to make one sound in order to help with decoding. -
CORRECT ANSWER✅✅✅Provide students the opportunity to read decodable texts containing the
phonics skills she has been teaching.
A first-grade student had struggled with decoding skills that were impacting her ability to read and
understand grade level texts. While the student's decoding skills have significantly improved, the
teacher has not seen the same improvement in her reading comprehension. When she reads aloud, her
reading is choppy and disconnected. Which of the following activities would likely be the most impactful
to build upon the student's improved decoding skills and support similar improvements in reading
comprehension?
, increased sight word exposure in reading, and expectations for using new words in her writing
frequent practice reading aloud of both familiar and unfamiliar texts
increased independent, silent reading of new texts that are written at her reading level
building confidence through exposure to texts below her reading level - CORRECT
ANSWER✅✅✅frequent practice reading aloud of both familiar and unfamiliar texts
A first-grade student is reading aloud from a picture book. He gets to the following sentence and pauses
at the underlined word.
The boy has a soccer ball. He plays with his friends.
The student looks ahead to the rest of the sentence and scans the photo on the page. He thinks to
himself, "What does the boy have? It's black and white. A soccer ball!" Then he says "soccer" aloud and
continues reading.
The student is using what word identification strategy to decode the unfamiliar word?
miscue analysis
morpheme analysis
phonemic analysis
contextual analysis - CORRECT ANSWER✅✅✅contextual analysis
A first-grade student read the following sentence:
"I was scared of the dog, but it retreated into the house when its owner called."
The student was unfamiliar with the word "retreated" but used its placement with the sentence to help
understand the sentence as a whole. What type of cue did the student use?
pragmatic
semantic
graphophonic
syntactic - CORRECT ANSWER✅✅✅syntactic
