STR CERTIFY TEACHER FINAL PAPER 2026
QUESTIONS WITH ANSWERS GRADED A+
◉ Mr. Lathan's fourth-grade social studies students are engaged in the
following activity:
Each student is assigned a reading buddy.
Each buddy reads a section from the social studies text aloud while the
other listens.
After the reader finishes, the listener asks questions focused on the
reading which both then discuss.
After the discussion, the listener briefly summarizes, out loud, what the
section was about.
How would this activity tend to improve students' comprehension skills?
Answer: It would improve students' engagement with the text and
increase their comprehension.
◉ A teacher works with English learners at various levels of language
proficiency. Which of the following strategies provides language support
for ELs during classroom instruction? Select all that apply.. Answer: A.
visuals which illustrate complex concepts
B. access to content word lists
C. cooperative learning activities
,D. sentence stems
◉ When teaching language minority students English, which proficiency
area is often overlooked in the classroom? Answer: oral proficiency
◉ Between which ages do children typically show rapid growth in
literacy, as they experiment with writing by forming scribbles, random
strings of letters, and letter-like forms? Answer: 3-4
◉ Mrs. Doyle often groups her students for reading instruction based on
their instructional reading levels. She notices, though, that several of her
students from different groups are struggling with using the same
strategies. Which of the following is the best next step for Mrs. Doyle to
take? Answer: Form new short-term groups based on strategy use.
◉ The following is an example of a behavior from a prekindergarten
student (around 48 months of age):
The child relates experiences from a field trip, using specific words to
describe what she saw and did, such as naming the tools the firefighter
uses.
Select from the following examples of instructional strategies that
accurately supports the above behavior.. Answer: The teacher provides
and reads to children a variety of concept-related books.
,◉ A student receiving Tier II instruction has received various
interventions to improve decoding skills for an extended period of time,
but the interventions have not seemed helpful. What might the teacher
do next? Answer: The teacher should recommend the child receive Tier
III interventions.
◉ A middle school teacher uses a knowledge rating chart to informally
assess vocabulary knowledge. Students self-assess their knowledge of
the words before and after the vocabulary study. If students know the
word, they should be able to use it correctly. If they have heard of it,
they may or may not understand the word well. If they don't know it, this
is a word absent from their vocabulary. Illustrated below is one students
self-assessment.
The knowledge rating chart described above is likely to promote
students' reading proficiency primarily by helping students —. Answer:
evaluate their own understanding of words and to monitor their
vocabulary growth.
◉ Which of the following steps is the LEAST beneficial for helping
English learners prepare to take a standardized test? Answer: Spend the
majority of class time on practice tests.
◉ Miss Charles is reviewing the standardized reading test results for her
students. Which of the following statements best reflects what she
should consider as she reviews the results for her English learners?
Answer: Standardized tests in English often do not reflect the true
content knowledge of English learners.
, ◉ Ms. Wosniak is helping her first-grade students learn how to identify
and produce rhyming word pairs. Which of the following would NOT be
an opportunity for Ms. Wosniak to assess student progress with this
skill? Answer: Chorally read a book with rhyming words and let students
chime in on the rhyming parts.
◉ Mr. Clampett notices that Tamekah is often leaving off suffixes when
she reads. He provides direct instruction and practice on noticing and
applying suffixes to words when reading. Which of the following would
provide the most appropriate assessment for Mr. Clampett to determine
if Tamekah has learned and is applying this skill? Answer: Listen to
Tamekah read a passage that has several words with suffixes in it.
◉ A second-grade student reads slowly and has trouble decoding words
like also and over. The student most likely —. Answer: needs practice
sight words.
◉ Miss Andres has administered the Texas Primary Reading Inventory
(TPRI) to her first-grade students. The results of this screening show that
several of her students are at risk for reading difficulties. What is the
next best step for Miss Andres to take with these students? Answer:
Supplementary instruction should be provided for these students.
◉ Mrs. Ramirez facilitated oral language development during small
group interactions with her students. She was deliberate about her word
QUESTIONS WITH ANSWERS GRADED A+
◉ Mr. Lathan's fourth-grade social studies students are engaged in the
following activity:
Each student is assigned a reading buddy.
Each buddy reads a section from the social studies text aloud while the
other listens.
After the reader finishes, the listener asks questions focused on the
reading which both then discuss.
After the discussion, the listener briefly summarizes, out loud, what the
section was about.
How would this activity tend to improve students' comprehension skills?
Answer: It would improve students' engagement with the text and
increase their comprehension.
◉ A teacher works with English learners at various levels of language
proficiency. Which of the following strategies provides language support
for ELs during classroom instruction? Select all that apply.. Answer: A.
visuals which illustrate complex concepts
B. access to content word lists
C. cooperative learning activities
,D. sentence stems
◉ When teaching language minority students English, which proficiency
area is often overlooked in the classroom? Answer: oral proficiency
◉ Between which ages do children typically show rapid growth in
literacy, as they experiment with writing by forming scribbles, random
strings of letters, and letter-like forms? Answer: 3-4
◉ Mrs. Doyle often groups her students for reading instruction based on
their instructional reading levels. She notices, though, that several of her
students from different groups are struggling with using the same
strategies. Which of the following is the best next step for Mrs. Doyle to
take? Answer: Form new short-term groups based on strategy use.
◉ The following is an example of a behavior from a prekindergarten
student (around 48 months of age):
The child relates experiences from a field trip, using specific words to
describe what she saw and did, such as naming the tools the firefighter
uses.
Select from the following examples of instructional strategies that
accurately supports the above behavior.. Answer: The teacher provides
and reads to children a variety of concept-related books.
,◉ A student receiving Tier II instruction has received various
interventions to improve decoding skills for an extended period of time,
but the interventions have not seemed helpful. What might the teacher
do next? Answer: The teacher should recommend the child receive Tier
III interventions.
◉ A middle school teacher uses a knowledge rating chart to informally
assess vocabulary knowledge. Students self-assess their knowledge of
the words before and after the vocabulary study. If students know the
word, they should be able to use it correctly. If they have heard of it,
they may or may not understand the word well. If they don't know it, this
is a word absent from their vocabulary. Illustrated below is one students
self-assessment.
The knowledge rating chart described above is likely to promote
students' reading proficiency primarily by helping students —. Answer:
evaluate their own understanding of words and to monitor their
vocabulary growth.
◉ Which of the following steps is the LEAST beneficial for helping
English learners prepare to take a standardized test? Answer: Spend the
majority of class time on practice tests.
◉ Miss Charles is reviewing the standardized reading test results for her
students. Which of the following statements best reflects what she
should consider as she reviews the results for her English learners?
Answer: Standardized tests in English often do not reflect the true
content knowledge of English learners.
, ◉ Ms. Wosniak is helping her first-grade students learn how to identify
and produce rhyming word pairs. Which of the following would NOT be
an opportunity for Ms. Wosniak to assess student progress with this
skill? Answer: Chorally read a book with rhyming words and let students
chime in on the rhyming parts.
◉ Mr. Clampett notices that Tamekah is often leaving off suffixes when
she reads. He provides direct instruction and practice on noticing and
applying suffixes to words when reading. Which of the following would
provide the most appropriate assessment for Mr. Clampett to determine
if Tamekah has learned and is applying this skill? Answer: Listen to
Tamekah read a passage that has several words with suffixes in it.
◉ A second-grade student reads slowly and has trouble decoding words
like also and over. The student most likely —. Answer: needs practice
sight words.
◉ Miss Andres has administered the Texas Primary Reading Inventory
(TPRI) to her first-grade students. The results of this screening show that
several of her students are at risk for reading difficulties. What is the
next best step for Miss Andres to take with these students? Answer:
Supplementary instruction should be provided for these students.
◉ Mrs. Ramirez facilitated oral language development during small
group interactions with her students. She was deliberate about her word
