STR 293 EXAM / SCIENCE OF
TEACHING READING 293 EXAM
QUESTIONS AND ANSWERS 2026
- 2027
A new student, Raven, has arrived in Mrs. Allan's first-grade class.
Mrs. Allan administers various diagnostic tests to establish
Mrs. Allan starts Raven on some independent activities to build letter-
sound correspondence. Raven is given a set of sight word flashcards
to take home and practice. Raven practices identifying and isolating
phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see
whether or not Raven is making progress. This time Raven reads at 29
words per minute and Mrs. Allan notices that Raven self-corrected
sight word errors two or three times, something she did not do before.
While she has improved in speed and accuracy, her reading is still
choppy and lacks expression.
In addition to these classroom activities, Mrs. Allan should also
include what activity to improve Raven's accuracy and speed? -
ANSWERS-choral or repeated readings using a grade-level text
A new student, Raven, has arrived in Mrs. Allan's first-grade class.
Mrs. Allan administers various diagnostic tests to establish Raven's
current skill level, including a timed reading.
,Mrs. Allan starts Raven on some independent activities to build letter-
sound correspondence. Raven is given a set of sight word flashcards
to take home and practice. Raven practices identifying and isolating
phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see
whether or not Raven is making progress. This time Raven reads at 29
words per minute and Mrs. Allan notices that Raven self-corrected
sight word errors two or three times, something she did not do before.
While she has improved in speed and accuracy, her reading is still
choppy and lacks expression.
In order to meet first-grade fluency benchmarks, Raven should be
reading: - ANSWERS-connected texts with improving accuracy and
speed.
Mrs. Albertson has a new ELL student arriving in her class next week.
Mrs. Albertson spends some time researching what cognates exist
between the two languages. She reads a bit on typical grammatical
structures and cultural norms that might be new or different for the
student. Mrs. Albertson finds images from the student's culture that
are relevant to the classroom setting and prints a photo along with the
word in both languages to post around the room.
All of these strategies are beneficial for helping ELL students acquire
a second language because they - ANSWERS-build on the student's
prior knowledge and language skills to make connections with
English, making it easier for the student to master the English
concepts.
A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
,vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
Which chart or organizer would be most beneficial for the class to
complete in order to achieve this goal? - ANSWERS-a Somebody-
Wanted-But-So-Then chart
A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
By choosing this text, the teacher is demonstrating her understanding
of - ANSWERS-the need to mirror the diversity of her classroom in
her text choices.
, A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
In what additional way could the teacher scaffold this activity that
would benefit her students who are in the intermediate stage of
English language proficiency in the area of writing? - ANSWERS-
allowing the students to deliver their summaries verbally to the
teacher
An elementary class is using Elkonin boxes to work on phonemic
awareness skills. The teacher instructs the students to put a chip in the
box for each phoneme in the word. The teacher says a word out loud
at the front of the room and then pauses for students to complete their
boxes. During the activity, she notices students making the two
mistakes shown below. SHY CHOP
These Elkonin box responses show that the students are struggling
with - ANSWERS-identifying consonant digraphs as one sound
As part of systematic and explicit reading instruction, teachers should
be sure to do which of the following to ensure that students do not fall
behind or develop severe reading difficulties? - ANSWERS-
TEACHING READING 293 EXAM
QUESTIONS AND ANSWERS 2026
- 2027
A new student, Raven, has arrived in Mrs. Allan's first-grade class.
Mrs. Allan administers various diagnostic tests to establish
Mrs. Allan starts Raven on some independent activities to build letter-
sound correspondence. Raven is given a set of sight word flashcards
to take home and practice. Raven practices identifying and isolating
phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see
whether or not Raven is making progress. This time Raven reads at 29
words per minute and Mrs. Allan notices that Raven self-corrected
sight word errors two or three times, something she did not do before.
While she has improved in speed and accuracy, her reading is still
choppy and lacks expression.
In addition to these classroom activities, Mrs. Allan should also
include what activity to improve Raven's accuracy and speed? -
ANSWERS-choral or repeated readings using a grade-level text
A new student, Raven, has arrived in Mrs. Allan's first-grade class.
Mrs. Allan administers various diagnostic tests to establish Raven's
current skill level, including a timed reading.
,Mrs. Allan starts Raven on some independent activities to build letter-
sound correspondence. Raven is given a set of sight word flashcards
to take home and practice. Raven practices identifying and isolating
phonemes both independently and with a small group.
After a week, Mrs. Allan administers another timed reading to see
whether or not Raven is making progress. This time Raven reads at 29
words per minute and Mrs. Allan notices that Raven self-corrected
sight word errors two or three times, something she did not do before.
While she has improved in speed and accuracy, her reading is still
choppy and lacks expression.
In order to meet first-grade fluency benchmarks, Raven should be
reading: - ANSWERS-connected texts with improving accuracy and
speed.
Mrs. Albertson has a new ELL student arriving in her class next week.
Mrs. Albertson spends some time researching what cognates exist
between the two languages. She reads a bit on typical grammatical
structures and cultural norms that might be new or different for the
student. Mrs. Albertson finds images from the student's culture that
are relevant to the classroom setting and prints a photo along with the
word in both languages to post around the room.
All of these strategies are beneficial for helping ELL students acquire
a second language because they - ANSWERS-build on the student's
prior knowledge and language skills to make connections with
English, making it easier for the student to master the English
concepts.
A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
,vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
Which chart or organizer would be most beneficial for the class to
complete in order to achieve this goal? - ANSWERS-a Somebody-
Wanted-But-So-Then chart
A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
By choosing this text, the teacher is demonstrating her understanding
of - ANSWERS-the need to mirror the diversity of her classroom in
her text choices.
, A classroom with multiple Spanish-speaking English language
learners is working on literary analysis. The class reads aloud a short
story in which the main character, Lisa, visits Mexico while on
vacation. Lisa struggles to fit in at first because she does not speak
Spanish. Over the course of the book, she learns new words and
phrases to use during her trip.
During and after reading, the class discusses various aspects of the
text and answers general comprehension questions posed by the
teacher. One area the teacher wants to focus on is generating a well-
constructed summary of the story. The teacher provides a graphic
organizer for students to complete as a whole group before writing the
actual summary.
In what additional way could the teacher scaffold this activity that
would benefit her students who are in the intermediate stage of
English language proficiency in the area of writing? - ANSWERS-
allowing the students to deliver their summaries verbally to the
teacher
An elementary class is using Elkonin boxes to work on phonemic
awareness skills. The teacher instructs the students to put a chip in the
box for each phoneme in the word. The teacher says a word out loud
at the front of the room and then pauses for students to complete their
boxes. During the activity, she notices students making the two
mistakes shown below. SHY CHOP
These Elkonin box responses show that the students are struggling
with - ANSWERS-identifying consonant digraphs as one sound
As part of systematic and explicit reading instruction, teachers should
be sure to do which of the following to ensure that students do not fall
behind or develop severe reading difficulties? - ANSWERS-
