STR (CERTIFY TEACHER) EXAM
QUESTIONS AND ANSWERS 2026
- 2027
Mr. Sanders is a third grade teacher. His class includes:
10 students who read on grade level
5 students who read above grade level
6 students who read below grade level
5 English learners who have varying proficiency levels in listening,
speaking, reading, and writing
Mr. Sanders is preparing to begin teaching a new science unit that
focuses on changes to Earth's surface. Since this is the first time that
students will encounter this information during instruction, Mr.
Sanders plans to incorporate several lessons that build students'
background knowledge through reading. To meet the different
learning needs of students in his class, which THREE of the following
instructional strategies use differentiated instruction appropriately?
Select all that apply. - ANSWERS-A. Mr. Sanders reads a passage
from the science textbook aloud and asks different types of questions
before, during, and after reading.
B. Mr. Sanders provides students with multiple texts written on
different levels for an instructional topic.
,D. Mr. Sanders reads a passage from the science textbook aloud.
While reading, Mr. Sanders stops at pre-determined places in the text
and uses think-alouds to discuss information that was read.
Students in a middle school class frequently use Venn diagrams to
clarify their understanding of informational texts. To assess a student's
comprehension of a passage about comets and meteoroids, the teacher
asks the student to use facts from the text to complete a Venn diagram.
This strategy is likely to be particularly useful in helping the teacher
evaluate the student's ability to — - ANSWERS-organize textual
information by analyzing similarities and differences.
Mr. Austin is planning a reading lesson for his first grade students.
The lesson objective is the recognition of characteristics and
structures of informational texts. Which of the following skills would
be most appropriate for Mr. Austin to address? - ANSWERS-
recognizing the central idea and supporting evidence
Mrs. Hightower is a second grade teacher. Mrs. Hightower knows her
students' learning needs are diverse, so she incorporates differentiated
instructional approaches into her daily lesson plans. Below is an
excerpt of an upcoming science lesson plan that focuses on how to
analyze informational text.
1. Provide students with a copy of an informational text passage about
science safety
2. Ask students to ____
3. Show students different visuals that represent science safety
to_______
,4. While reading, stop frequently and ask _____
5. After reading, engage students in completing - ANSWERS-2.
Preview the text
3. make connections with prior knowledge
4. different types of questions
5. a graphic organizer
Which TWO of the following are examples of informal assessment
techniques and tools that a teacher may use to monitor a student's
comprehension of informational texts? Select all that apply. -
ANSWERS-B. Ask the student questions about basic ideas from a
newspaper article they read. Use anecdotal notes to document student
responses.
C. Ask the student to read a passage that describes a major historical
event. Have them complete a graphic organizer to create a chronology
of events.
A sixth grade teacher has assigned a novel study to the students in
second period. The students were placed in cooperative groups of 5
and assigned a novel written by the same author. Each group is
expected to read and discuss the assigned novel.
The students in each cooperative group are expected to discuss the
book they had been assigned. The goal of discussion, as an
instructional strategy, is which of the following? - ANSWERS-
Student-led discussions help students understand and interpret
literature.
, According to the Texas Prekindergarten Guidelines, each school
district that has a district-wide enrollment of 20 or more ELLs in any
language classification in the same grade level must offer a bilingual
education program by offering dual language instruction in
prekindergarten through the elementary grades, using one of the
following four bilingual program models:
Transitional bilingual/early exit
Transitional bilingual/late exit
Dual language immersion/two-way
Dual language immersion/one-way
Read the following characteristic of one of the programs and then
select which one it pertains to:
Half of the class is proficient in a foreign language, while the other
half is proficient in English. Students of opposing languages are
encouraged to work together in learning each other's language. -
ANSWERS-dual language immersion/two-way
Students that are in the pre-reading stage or pre-alphabetic stage
would be categorized as which of the following? - ANSWERS-
emergent
Read the following developmental accomplishments of literacy
acquisition by a student, and then select which age(s) these
accomplishments would fall under for a skilled reader.
QUESTIONS AND ANSWERS 2026
- 2027
Mr. Sanders is a third grade teacher. His class includes:
10 students who read on grade level
5 students who read above grade level
6 students who read below grade level
5 English learners who have varying proficiency levels in listening,
speaking, reading, and writing
Mr. Sanders is preparing to begin teaching a new science unit that
focuses on changes to Earth's surface. Since this is the first time that
students will encounter this information during instruction, Mr.
Sanders plans to incorporate several lessons that build students'
background knowledge through reading. To meet the different
learning needs of students in his class, which THREE of the following
instructional strategies use differentiated instruction appropriately?
Select all that apply. - ANSWERS-A. Mr. Sanders reads a passage
from the science textbook aloud and asks different types of questions
before, during, and after reading.
B. Mr. Sanders provides students with multiple texts written on
different levels for an instructional topic.
,D. Mr. Sanders reads a passage from the science textbook aloud.
While reading, Mr. Sanders stops at pre-determined places in the text
and uses think-alouds to discuss information that was read.
Students in a middle school class frequently use Venn diagrams to
clarify their understanding of informational texts. To assess a student's
comprehension of a passage about comets and meteoroids, the teacher
asks the student to use facts from the text to complete a Venn diagram.
This strategy is likely to be particularly useful in helping the teacher
evaluate the student's ability to — - ANSWERS-organize textual
information by analyzing similarities and differences.
Mr. Austin is planning a reading lesson for his first grade students.
The lesson objective is the recognition of characteristics and
structures of informational texts. Which of the following skills would
be most appropriate for Mr. Austin to address? - ANSWERS-
recognizing the central idea and supporting evidence
Mrs. Hightower is a second grade teacher. Mrs. Hightower knows her
students' learning needs are diverse, so she incorporates differentiated
instructional approaches into her daily lesson plans. Below is an
excerpt of an upcoming science lesson plan that focuses on how to
analyze informational text.
1. Provide students with a copy of an informational text passage about
science safety
2. Ask students to ____
3. Show students different visuals that represent science safety
to_______
,4. While reading, stop frequently and ask _____
5. After reading, engage students in completing - ANSWERS-2.
Preview the text
3. make connections with prior knowledge
4. different types of questions
5. a graphic organizer
Which TWO of the following are examples of informal assessment
techniques and tools that a teacher may use to monitor a student's
comprehension of informational texts? Select all that apply. -
ANSWERS-B. Ask the student questions about basic ideas from a
newspaper article they read. Use anecdotal notes to document student
responses.
C. Ask the student to read a passage that describes a major historical
event. Have them complete a graphic organizer to create a chronology
of events.
A sixth grade teacher has assigned a novel study to the students in
second period. The students were placed in cooperative groups of 5
and assigned a novel written by the same author. Each group is
expected to read and discuss the assigned novel.
The students in each cooperative group are expected to discuss the
book they had been assigned. The goal of discussion, as an
instructional strategy, is which of the following? - ANSWERS-
Student-led discussions help students understand and interpret
literature.
, According to the Texas Prekindergarten Guidelines, each school
district that has a district-wide enrollment of 20 or more ELLs in any
language classification in the same grade level must offer a bilingual
education program by offering dual language instruction in
prekindergarten through the elementary grades, using one of the
following four bilingual program models:
Transitional bilingual/early exit
Transitional bilingual/late exit
Dual language immersion/two-way
Dual language immersion/one-way
Read the following characteristic of one of the programs and then
select which one it pertains to:
Half of the class is proficient in a foreign language, while the other
half is proficient in English. Students of opposing languages are
encouraged to work together in learning each other's language. -
ANSWERS-dual language immersion/two-way
Students that are in the pre-reading stage or pre-alphabetic stage
would be categorized as which of the following? - ANSWERS-
emergent
Read the following developmental accomplishments of literacy
acquisition by a student, and then select which age(s) these
accomplishments would fall under for a skilled reader.
