STR Exam verified answered to pass 2023

STR Exam verified answered to pass 2023Which of the following practices by a prekindergarten teacher best reflects an assets-based approach to reading instruction? planning instruction in various areas of reading using continually adjusted flexible groupings according to each child's current assessed knowledge and skills Assest-based approach to reading instruction Focuses on what children know rather than what they do not know A first-grade student has been identified as having dyslexia and has begun intervention. Which of the following approaches to instruction would be most effective to enhance the student's reading development? providing the student with systematic, explicit multimodal instruction in all the essential, evidence-based components of reading A third-grade teacher frequently uses an online application at the end of a lesson that allows the teacher to post a small task or question for students on the classroom computer. For example, after a lesson on prefixes, the teacher posts three base words and asks students to change the meaning of each word by adding an appropriate prefix from the lesson. Throughout the day, students post their individual responses for the teacher to review. In this scenario, the teacher is using technology for which of the following assessment purposes? Formative assessment purpose of formative Assessment the purpose of a formative assessment is to obtain information about what students have learned and are able to do following instruction At the beginning of the school year, a first-grade teacher conducts a brief screening assessment in which the teacher asks small groups of students to spell four CVC words and one word with a consonant blend (e.g., bag, hen, sit, mop, slug). In addition to providing the teacher with information about students' knowledge of letter-sound correspondences, this type of assessment would also provide information about students' development in which of the following other areas related to emergent reading? Phonemic awareness A prekindergarten teacher is preparing an introductory lesson focused on isolating/identifying the initial sound in spoken words for a small group of children whose informal assessments indicate that they are ready to learn this skill. The group includes an English learner. Which of the following instructional supports would best promote the English learner's success in achieving the instructional goal of this lesson? selecting stimulus words for the lesson that have sounds common to both English and the English learner's home language As part of an informal assessment of students' phonemic awareness skills, a kindergarten teacher meets with individual students and says, "We're going to play a word game. I'm going to say a word that you know. When you hear it, I want you to say each sound in the word in the right order. For example, if I say fan, you should say IăQ." The teacher then helps the student practice the procedure using the practice words in, sat, and top. After meeting with each student, the teacher reviews students' performance and notices that several students performed similarly on the assessment. A representative sample of their assessment results is shown below. identifying and matching the initial, medial, and final sounds of words represented by pictures A kindergarten teacher is planning instruction for a small group of students who have mastered the letter-sound relationships for the consonants m, s, t, and p and for the short-vowel sound of the letter a. The students also consistently spell words using both initial and final consonant sounds in their daily writing. Given this information, which of the following instructional activities would be most appropriate for the teacher to use with these students to promote their transition to the next step along the continuum of development of knowledge and skills related to the alphabetic principle? introducing the students to early decodable texts featuring known letter-sound relationships and modeling how to sound out the words A prekindergarten teacher is planning instruction in letter-sound relationships for a group of beginning-level English learners who have begun identifying and naming the letters of the alphabet. Which of the following strategies would likely be most effective to apply with this group of children? employing articulatory feedback to help the children discover English letter-sounds that are not in their home language and learn how to pronounce them A second-grade teacher frequently uses the strategy of phoneme-grapheme mapping as part of phonics instruction. The teacher selects target words from a phonics lesson and creates sound boxes corresponding to the words. The teacher then helps students write the target words in the sound boxes, making sure that students map each sound of a word to a single box. Examples of sound boxes from two different phonics lessons are shown below. the importance of utilizing the reciprocity between decoding and encoding to reinforce phonics instruction A kindergarten teacher reads a decodable text about cats with a small group of students and then incorporates the content of the text into an interactive writing lesson. First, the teacher has students orally generate several sentences that relate to the actions of the cat in the story. The teacher then says, "Those are great sentences. Help me write them on the chart paper." For each decodable word in a sentence, the teacher pauses to prompt the students to listen to the sounds of the word and use their knowledge of the letter-sound correspondences that they practiced in the decodable text to identify which letter the teacher should write next. This scenario best demonstrates the teacher's awareness of which of the following concepts related to students' development of beginning reading skills? the importance of applying newly taught phonics elements to writing A first-grade teacher would like to incorporate instruction in morphemes for students who have mastered reading and spelling closed- and open-syllable words. Which of the following skills is best aligned with both the teacher's goal and the continuum of word-reading skills described in the first-grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)? decoding and identifying the meaning of words with the inflectional endings -s, -es, and -ed A second-grade student scores well above the 50th percentile benchmark for fluency on the midyear benchmark assessment. However, the teacher notes that the student reads the text word-by-word in a choppy, disjointed manner and has difficulty answering comprehension questions afterward. Which of the following strategies would be most important for the teacher to include in an intervention designed to address the student's assessed needs? engaging in oral reading following teacher modeling using texts that are phrase-cued to approximate speech . Several students in a first-grade class have progressed from the partial-alphabetic phase of word-reading development to the full-alphabetic phase. Which of the following instructional activities would be most appropriate for promoting these students' word-reading accuracy and automaticity? having the students practice reading simple closed-syllable words in isolation and in decodable texts Before assigning students a new science or social studies text, a third-grade teacher introduces important Tier Three terms from the text. As part of the introduction, the teacher leads students in applying morphemic analysis skills to the words and also discusses new concepts related to the words. The teacher's actions best reflect an understanding of which of the following factors that can disrupt reading fluency and affect comprehension? unfamiliarity with a text's content Which of the following sets of words would be most appropriate to categorize as Tier Two words? arrange, observe, predict A third-grade English learner has grade-level decoding skills and scores around the grade-level benchmark for words correct per minute on oral reading fluency measures. However, the student's text comprehension is mixed. The student comprehends some literary and informational texts with ease, yet struggles with others. Given this evidence, when the student is having difficulty with a text, the teacher's best initial response should be to: talk with the student to informally assess the extent of the student's background knowledge about the text's topic or setting Students in a second-grade class will be reading a complex informational text about ants as part of a science unit focused on comparing the ways living organisms depend on one another. Prior to the reading, the teacher plans to show students a video depicting activities in ant colonies and to share a picture book about ants. The teacher's actions best demonstrate understanding of which of the following factors affecting reading comprehension? the role of background knowledge .A third-grade class includes several English learners who represent a variety of home languages and English language proficiency levels. Some of the students are beginning readers in English. The teacher collects folktales from several countries to use for whole-class read-alouds and during small-group reading instruction. Which of the following statements accurately describes a feature of folktales and why that feature makes the genre especially well-suited for students in a multilingual, multicultural classroom? Folktale themes tend to be universal, so students are likely to have the necessary schema to comprehend them Text: Making a Bird Feeder. Materials: one two-foot piece of string, one pinecone, honey, seeds, two bowls, one coat hanger Instructions: Step 1: Get the materials together. Step 2: Tie the string to the top and bottom of the pinecone.(Pausing) Hmm, I wonder why the instructions say to tie the string at each end? I'm going to keep reading and see. Step 3: Pour honey in one bowl and seeds into the other bowl. 4: Hold the string at each end, dip the pinecone in the honey, and then dip it in the seeds.(Pausing) Oh! Now I know why the instructions say to tie the string to each end! If I didn't, I think I would get honey all over my hands, and they would become sticky. Step 5: Tie each pinecone birdfeeder to a coat hanger until you are ready to hang them outside to attract bird friends. Which of the following text analysis skills does the teacher model during this think-aloud? drawing conclusions about information in a text A kindergarten teacher reads aloud the big book The Little Yellow Chicken's House by Joy Cowley to a small group of students. In the story, the main character has to make a decision as to whether or not his friends should come into the warm cozy house he built to get out of the rain, since they refused his requests for help during construction of the house. The teacher has the students orally rehearse their opinion as to whether or not the unhelpful characters should be allowed into the house. The teacher asks the students to include in their responses the reason for their opinion. As each student tells an opinion, the teacher holds up a sign that says "because" to prompt students to add to their responses. promoting students' use of sentences and grammatical structures of increasing complexity the teacher brings in a variety of building materials mentioned in the story The Little Yellow Chicken's House (e.g., straw, wood, stones) for the students to describe, sort, and categorize. The teacher also asks the students to describe how the character used the materials in his house. The teacher's actions best demonstrate attention to which of the following instructional goals? developing oral language expression The teacher's practices in this scenario best demonstrate which of the following key principles of effective vocabulary instruction for prekindergarten children as described in the Texas Prekindergarten Guidelines? creating ways for young children to interact with and use new vocabulary in meaningful contexts The extension of the activity best demonstrates the teacher's understanding of which of the following key factors affecting vocabulary development in prekindergarten children? the role of families in supporting and reinforcing young children's vocabulary development During the second reading of the text, the teacher would like to focus students' attention on analyzing the author's craft. How can the teacher best achieve this goal? by discussing how the text is constructed (e.g., who narrates the text; the use of dialogue, word choice, and diary structure) After the third reading of the text, the teacher has students discuss whether the goldfish was happier when it was once again alone in a fishbowl or when it rejoined the other creatures in a large fish tank. The students must work with a partner to locate support from the text and illustrations for their claim. Conducting this type of collaborative conversation as part of a focused-rereading protocol benefits students' understanding of a complex text primarily by encouraging students to co-construct meaning using evidence from the text A first-grade teacher provides reading instruction that is systematic and explicit and emphasizes both foundational reading skills and various dimensions of comprehension. According to research in preventing reading difficulties, which of the following additional actions would be most important for the teacher to take to ensure that reading instruction addresses all students' reading needs? assessing students' reading development regularly to implement timely and effective instructional responses when a delay is apparent At the beginning of the school year, a kindergarten teacher determines that some students have had limited prior formal and informal literacy experiences. To accelerate these students' reading development, which of the following strategies would be most appropriate for the teacher to emphasize? engaging the students in interactive read-alouds using predictable big books that feature rhyming words to promote their development of concepts of print, phonological awareness, and knowledge of text structure A second-grade teacher periodically conducts reading interest surveys with individual students. The teacher could best use the results of these assessments for which of the following instructional purposes? assisting students in selecting books for independent reading time 1. The teacher leads children in clapping the syllables of each classmate's name. 2. The teacher helps children count how many syllables they hear in their classmates' names. 3. The teacher has children with the same number of syllables in their names stand up and clap their classmates' names as a group. build phonological sensitivity by attending to the phonological structure of meaningful words such as names. A kindergarten teacher meets with individual students and asks them to point to the words in the text of a familiar nursery rhyme as the teacher and student read the nursery rhyme aloud together. Some students demonstrate understanding of the directionality of print by sweeping their finger as they "read," but they are not able to accurately point to the individual words. Other students who readily associate letters with sounds use this understanding to guide their finger as they point to a word that starts with the sound they hear at the beginning of the spoken word. The second group of students clearly try to match their speech to the print as they say the words. The teacher can best use the results of this informal assessment to determine which students are able to: apply key concepts related to the alphabetic principle. A third-grade teacher reviews data on the literacy skills of several beginning-level English learners who did not attend school prior to moving to the United States. The teacher wants to plan appropriate small-group reading instruction for the students. Which of the following types of text would best meet the reading development needs of English learners who are at an emergent stage of English language development and at the pre-alphabetic phase of word reading? predictable text