STR CERTIFICATION SCRIPT 2026
QUESTIONS WITH SOLUTIONS GRADED A+
◍ Foundational Reading Skills.
Answer: phonemic awareness skills, phonics skills, recognition of
high-frequency words, syllabication skills, morphemic analysis skills,
automaticity, reading fluency
◍ Phonemic awareness needs (evidence).
Answer: Student does not accurately segment words by each individual
phonemeExample - segmenting frog as f-o-g instead of f-r-o-g
◍ Phonemic awareness needs (strategies).
Answer: - Teacher modeling and scaffolded guided practice- Elkonin boxes
◍ Phonics support needs (evidence).
Answer: Student does not associate the correct sound with letter or letter
combinationExamples - mispronouncing consonant sounds, vowel sounds
(short or long), blends, or digraphs
◍ Phonics support needs (strategies).
Answer: - Word sorts- Explicit phonics instruction (ex. - in a text, cover
parts of words with targeted phonics patterns with a sticky note and prompt
students to determine what letters are covered based on the sound(s) heard
in the word)
◍ sight word automaticity needs (evidence).
Answer: Student does not recognize high-frequency grade-level words that
do not follow standard phonics rules (of, was, the, said, etc.)
◍ sight word automaticity needs (strategies).
Answer: - Practice with flashcards (students can have their own personal set
based on sight word assessment)- Provide word walls- Practice reading in
, context (sight words underlined in simple sentences)
◍ decoding multisyllabic words (evidence).
Answer: Student pronounces only part of a multisyllabic word
correctlyExamples - Student pronounces "mistake" as "missake," or
vocalizes the first "r" sound in "surprise."
◍ decoding multisyllabic words (strategies).
Answer: - Teach student syllabication and the 6 syllable types (open, closed,
vowel digraph/diphthong, r-controlled, VCe, final -le)-Use foldables, cut
and paste activities, and syllable sorts-Teach students how to recognize and
annotate words according to their syllable type
◍ Decoding multisyllabic words with roots and affixes (evidence).
Answer: Student leaves off or mispronounces prefixes or suffixes in
wordsExamples - Student pronouncing "biggest" as "biggs," or a student
omitting a word part, saying, "bad" instead of "badly."
◍ Decoding multisyllabic words with roots and affixes (strategies).
Answer: - Review morphology (word formation) and proper
pronunciation-Create a word part tree with students for common terms-Have
students create their own words (real or fake) using word parts
◍ general good teaching strategy for word identification.
Answer: isolate specific skill the student needs and provide repeated practice
◍ Needs related to word analysis.
Answer: phonemic awareness skills, phonics support, sight word
automaticity, decoding multisyllabic words, and decoding multisyllabic
words with roots and affixes
◍ needs related to fluency.
Answer: improve accuracy, use appropriate speed, and improve prosody
◍ improve accuracy needs (evidence).
Answer: Student mispronounces words or has other miscues, such as
insertions, omissions, or substitutions while reading
QUESTIONS WITH SOLUTIONS GRADED A+
◍ Foundational Reading Skills.
Answer: phonemic awareness skills, phonics skills, recognition of
high-frequency words, syllabication skills, morphemic analysis skills,
automaticity, reading fluency
◍ Phonemic awareness needs (evidence).
Answer: Student does not accurately segment words by each individual
phonemeExample - segmenting frog as f-o-g instead of f-r-o-g
◍ Phonemic awareness needs (strategies).
Answer: - Teacher modeling and scaffolded guided practice- Elkonin boxes
◍ Phonics support needs (evidence).
Answer: Student does not associate the correct sound with letter or letter
combinationExamples - mispronouncing consonant sounds, vowel sounds
(short or long), blends, or digraphs
◍ Phonics support needs (strategies).
Answer: - Word sorts- Explicit phonics instruction (ex. - in a text, cover
parts of words with targeted phonics patterns with a sticky note and prompt
students to determine what letters are covered based on the sound(s) heard
in the word)
◍ sight word automaticity needs (evidence).
Answer: Student does not recognize high-frequency grade-level words that
do not follow standard phonics rules (of, was, the, said, etc.)
◍ sight word automaticity needs (strategies).
Answer: - Practice with flashcards (students can have their own personal set
based on sight word assessment)- Provide word walls- Practice reading in
, context (sight words underlined in simple sentences)
◍ decoding multisyllabic words (evidence).
Answer: Student pronounces only part of a multisyllabic word
correctlyExamples - Student pronounces "mistake" as "missake," or
vocalizes the first "r" sound in "surprise."
◍ decoding multisyllabic words (strategies).
Answer: - Teach student syllabication and the 6 syllable types (open, closed,
vowel digraph/diphthong, r-controlled, VCe, final -le)-Use foldables, cut
and paste activities, and syllable sorts-Teach students how to recognize and
annotate words according to their syllable type
◍ Decoding multisyllabic words with roots and affixes (evidence).
Answer: Student leaves off or mispronounces prefixes or suffixes in
wordsExamples - Student pronouncing "biggest" as "biggs," or a student
omitting a word part, saying, "bad" instead of "badly."
◍ Decoding multisyllabic words with roots and affixes (strategies).
Answer: - Review morphology (word formation) and proper
pronunciation-Create a word part tree with students for common terms-Have
students create their own words (real or fake) using word parts
◍ general good teaching strategy for word identification.
Answer: isolate specific skill the student needs and provide repeated practice
◍ Needs related to word analysis.
Answer: phonemic awareness skills, phonics support, sight word
automaticity, decoding multisyllabic words, and decoding multisyllabic
words with roots and affixes
◍ needs related to fluency.
Answer: improve accuracy, use appropriate speed, and improve prosody
◍ improve accuracy needs (evidence).
Answer: Student mispronounces words or has other miscues, such as
insertions, omissions, or substitutions while reading
