STR Practice Exam 2 ALL SOLUTION LATEST 2023 EDITION 100% CORRECT GUARANTEED GRADE A+

A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes whether the word is read correctly or not. Then the teacher swaps out a tile to create a new word and the process repeats. Students are assessed on how well they can read the new CVC words with a goal of 25 words correct. Based on the skill being assessed, this teacher most likely teaches which grade level? prekindergarten kindergarten first grade second grade kindergarten The ability to recognize that new words are created when letters are changed, added, or deleted is a benchmark associated with kindergarten-level students. A second-grade student is reading from a text and comes across the following sentence. "I'd go outside, but it's raining cats and dogs!" He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the illustration to take a guess what that might mean. The student reviews the illustration showing a heavy rain and asks, "It means there is a lot of rain?" Based on this example, this student is likely in which stage of reading proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-High advanced Beginning to understand and explore literal and figurative meanings of words is an example of what can be expected of an advanced reader. Every Monday students in a first-grade class are asked to write about a topic of their choice. The teacher informally reviews these journals as a way to assess her student's progress with certain orthographic or grammatical concepts. A student writes the following sentence. We got ice creem and spended time at the bech. Based on this writing sample, this student is most likely in which stage of spelling development? precommunicative semiphonetic conventional transitional transitional Transitional students can spell many words correctly, but still struggle with irregular spellings. Based on this student's errors, he is likely in the transitional stage. A veteran teacher has been asked by the principal to adjust his curriculum to include more multicultural literature and diverse authors. When choosing multicultural literature for the classroom, the teacher should look for texts that: are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. provide a sampling of all cultures in the world so that the class can experience as much diversity as possible. mirror the diversity in his classroom exactly, excluding cultures or ethnicities that are not currently represented by students in the class. stereotypically represent a culture so that students get a quick, easy-to-understand view of unfamiliar lifestyles. are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. Students come to texts with background knowledge when the multicultural literature matches their lives, but finding an appropriate balance between familiar and new is important for helping students grow as readers and citizens of the world. A third-grade teacher groups students together to discuss the nonfiction article they just finished. The teacher provides a list of discussion questions for the students to answer. As she walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the students are not engaging critically in this discussion. She wants to encourage her students to participate in more academic conversations about their reading. Which of the following would best promote this goal? Model thinking-aloud about a text while reading to the class. Model annotation strategies and provide time for students to practice annotating a text before discussion. Provide students with graphic organizers to record notes and key information on. Post a list of sentence starters on the wall for students to reference. Post a list of sentence starters on the wall for students to reference. Providing sentence starters and encouraging students to use them while discussing academic texts is one way to achieve this goal. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Most of the words on this list are tier three vocabulary words. Once students have written the terms in their notebooks, the teacher holds a discussion on each term. She reads the example sentence from the articles, points out any context clues present, and works with the class to create a working definition of the term. Which activities would most benefit student's learning and retention of these tier three terms? Select all answers that apply. Create a word web linking these terms to words the students already know and understand. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Give students a second example sentence to include in their vocabulary notebooks. Provide the definition and ask students to write it in their vocabulary notebooks. Create a word web linking these terms to words the students already know and understand. Breaking down complex vocabulary through a semantic map or word web helps students build connections between the new term and those they already know. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Because tier three words are content-specific, students may not have any background knowledge to apply to the term. Showing photos when possible gives students a visual clue for the word's meaning which is beneficial when learning tier three terms. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: By asking students to complete the provided handout, the teacher is demonstrating her understanding that in order internalize new vocabulary words, a student needs: practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. knowledge of a word's denotation and connotation, origins, and related words to fully comprehend a word's meaning. opportunities to interact with the word authentically via reading, writing, and speaking after learning its definition. rote memorization activities enhanced by graphic organizers and writing assignments. practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. Using prior knowledge and word analysis skills to define a word is more useful in the long run than exclusively looking up and memorizing dictionary definitions. The teacher is allowing students to practice these skills through this handout. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Once the word list hits five or more new terms, the teacher calls everyone's attention to the board for a whole-class review of the words. Students are asked to write the words on a new page in the vocabulary section of their class journal. In order to facilitate the student's ability to use print resources while researching, the students should be required to: organize the word list in alphabetical order. rank the words based on frequency of use. underline or highlight any root words and include that root's definition in the entry. color-code the list based on part of speech. organize the word list in alphabetical order. Students should be able to alphabetize words to the third letter in order to help them when using printed reference materials. Practicing alphabetizing vocabulary lists is one way to teach this skill. The following is a conversation heard between two first-grade students during recess. Student A: Hey! Want to play tag? Student B: Sí. Run now? Student A: Do you want to be it first, or should I? Student B: I not sure... Student A: I'll be the tagger first. You go that way! Quick, run fast! Student B: Okay, I go! Based on student B's speech, she is most likely in which stage of speaking proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-high intermediate This student is able to be understood by student A, but makes mistakes with verb tense and still speaks in short sentences, indicating she is likely in the intermediate stage of speaking. 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. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while 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: connected text with correct prosody and speed. read complex texts fluently. high-frequency words, including sight words. connected texts with improving accuracy and speed. connected texts with improving accuracy and speed. A first-grade student should be able to read connected texts and continually improve her speed and fluency as reading skills progress. 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. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while 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. Based on the progress Raven has made, Mrs. Allan should: incorporate Reader's Theatre and books on tape to Raven's weekly activities. continue the current course of teaching and reassess Raven in another week. spend more time working on sight word recognition. require Raven to read silently to herself. incorporate Reader's Theatre and books on tape to Raven's weekly activities. Since Mrs. Allan notes that Raven's prosody is lacking, she will benefit from activities that emphasize reading with emotion. Audiobooks will serve as a model and reader's theatre will allow her to practice this skill. 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. She determines that Raven is a non-automatic reader. During this assessment, she only read at a rate of 25 words per minute. Raven is able to converse with ease, but she lacks the same confidence while 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 addition to these classroom activities, Mrs. Allan should also include what activity to improve Raven's accuracy and speed? instruction on irregular spellings and pronunciations review of punctuation guidelines and their effect on prosody independent reading assignments using an above-grade-level text choral or repeated readings using a grade-level text choral or repeated readings using a grade-level text Repeated reading of the same text helps build fluency in non-automatic readers. Mrs. Allan can introduce repeated readings in a variety of ways to benefit her non-automatic readers. After students developed a strong sense of morphological awareness, a teacher plays a word game where students use prefixes and suffixes they know to create new words. The teacher provides students with manipulatives, some of which have prefixes or suffixes while others have words/roots. Students are allowed to create as many new words as they'd like and are asked to provide a definition of the term. This activity helps promote a student's word consciousness by: providing students with a list of possible synonyms to use while speaking and writing in the future. showing students that individual words combine to create sentences. introducing students to new vocabulary words authentically. using a low-stakes word game to allow students to see connections between real words as they create fake words. using a low-stakes word game to allow students to see connections between real words as they create fake words. As students manipulate the word cards to create new words and their definitions, they can reinforce their understanding of the affixes used and the meanings of the root words. Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. Ms. Holden calls students to her desk individually. On the table is a set of alphabet tiles, some with uppercase and some lowercase. In order to assess the student's mastery of the alphabetic principle, Ms. Holden would: ask the student to make the sound of each letter as she points to it. ask the student to draw the letter on a separate piece of paper as she points to it. ask the student to say the name of each letter as she points to it. ask the student to indicate whether the indicated letter is upper or lower case. ask the student to make the sound of each letter as she points to it. The alphabetic principle is a student's understanding of letter sounds, so asking them to say the letter sound would assess this mastery. Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. In order to meet kindergarten benchmarks, in addition to knowing print directionality and how to hold a book, students should also be able to: identify an index, glossary, or table of contents. distinguish the author from the illustrator. identify the front and back cover and title page of a book. identify at least 20 uppercase letters and know that words are made of letters. identify the front and back cover and title page of a book. By the end of kindergarten, students should know how to hold a book, which direction the pages go, and be able to identify the covers and title page. Ms. Holden uses circle time every afternoon to read a new story aloud to the class. She uses big books so that every student can easily see the text. While she reads, she scans her finger along the text. They discuss who the author and illustrator are, how to hold a book, turn the pages, and identify the front and back cover. Ms. Holden frequently asks students to help her read by pointing to parts of the book for her. During circle time today, Ms. Holden reads Louis Ehlert's Eating the Alphabet, Fruits and Vegetables from A to Z. On each page, Ms. Holden pauses at the letter and asks for a student volunteer to name the letter on the page. Before naming the fruits or vegetables that start with the letter, Ms. Holden could reinforce the class's alphabetic knowledge by asking them to: say the letter sound. shout out a word that starts with that letter. say the letters that come before or after in the alphabet. draw the letter in the air with their fingers. draw the letter in the air with their fingers. Alphabetic knowledge consists of the ability to name, form, and recognize letters. Asking students to trace the letter in midair with their finger would reinforce their alphabetic knowledge. While conducting a running record or miscue analysis, a teacher listens to a student read aloud and assesses the reading on the student's prosody, self-corrections, repetitions, and omissions. Which component listed is subjective and less easily marked using written symbols? repetition omission prosody self-correction prosody Because prosody is an evaluation of how well a student uses expression in a reading, it is a subjective component of reading fluency assessment. Prosody is a component of reading fluency but is not always assessed during a running record or miscue analysis. A teacher hands out a stack of picture cards with familiar images (a ball, the sun, a chair) to each student. The class is asked to lay the cards on their desks face up. Next, the teacher says she will say a word slowly ("sss..uuu..nnn"). The students are to pick up the picture that matches the word she said and hold it in their hands. After everyone has grabbed a picture, the class holds the photos up for the teacher to scan. Then the class says the word together, and the process repeats. This activity helps students decode words by practicing how to: blend phonemes into words. match phonemes to graphemes. rhyme words. segment words into phonemes. blend phonemes into words. In order to choose the correct picture, the students have to be able to blend the phonemes spoken by the teacher into the correct word. This activity helps practice blending. A kindergarten classroom is participating in a read aloud of the story How Much Does a Ladybug Weigh? by Alison Limentani. The book counts down from ten and compares the weights of various animals to each other. "10 ants weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper." On each page, the teacher pauses to ask students what sounds are made by the animals in the illustration. She calls on students to identify the letter the animals' names begin with. They briefly discuss whether they've seen the animal in real life or not. What is the primary purpose of allowing students to make animal sounds during the reading? As a benefit to ELL students who may not recognize the English names for the animals. To keep some students' attention during reading time by allowing them to be loud in appropriate ways. Creating the sound effects associated with a reading is one way to engage students in a deeper understanding of a text. Students can practice pronouncing consonant blends and digraphs (chirp, quack, bleat) while making many animal noises. Creating the sound effects associated with a reading is one way to engage students in a deeper understanding of a text. Allowing students to make sound effects while reading is one strategy for engaging readers in a read aloud. A kindergarten classroom is participating in a read aloud of the story How Much Does a Ladybug Weigh? by Alison Limentani. The book counts down from ten and compares the weights of various animals to each other. "10 ants weigh as much as one ladybug. 9 ladybugs weigh the same as 1 grasshopper." On each page, the teacher pauses to ask students what sounds are made by the animals in the illustration. She calls on students to identify the letter the animals' names begin with. They briefly discuss whether they've seen the animal in real life or not. The teacher would like to further her students' understanding of the key concepts of the text. Which activity below will best achieve this goal? Assign each student an animal from the book to research and give a brief oral report on. Break students into groups, provide them with a basic scale, and have them weigh and compare a variety of classroom objects, recording their results in a table. Ask students to draw a picture of an animal from the book and write its name in capital letters. Have students complete a basic plot diagram about the text with a partner. Break students into groups, provide them with a basic scale, and have them weigh and compare a variety of classroom objects, recording their results in a table. Because the book was about weight comparisons, this is the best extension activity to help students understand the concept of weight and size differences. A teacher is designing literacy stations and would like to group students based on their current skill levels in order to provide targeted instruction and intervention. Which of the activities below would be appropriate for a student in the early reader stage of literacy development? editing a piece of writing for spelling and punctuation errors introducing one letter and completing various activities involving the phonemic components of that letter decoding unfamiliar or irregular words using phonemic knowledge practicing isolating and segmenting known phonemes from words practicing isolating and segmenting known phonemes from words Students in the early stage are still learning some phonemes, but practicing skills like isolating, segmenting, and blending would be an appropriate activity for this level. A third-grade class is learning about nonfiction organizational structures. They have read various nonfiction articles that use chronological, compare and contrast, and sequential order, discussed relevant transition words, and analyzed how the organizational structure contributes to reader comprehension. After the students have practiced in various ways and received feedback, the teacher believes the class has a strong grasp of these structures and their importance The teacher then asks students to write a two-paragraph essay that uses one organizational style they have studied. This is an example of a: entry-level assessment. diagnostic assessment. summative assessment. formative assessment. summative assessment. Summative assessments happen at the end of a unit as a way to decide whether or not a student has mastered the learning objective. This assessment is being used as a summative assessment because it is the culmination of the unit of study. At the beginning of a new term, a teacher asks students to fill out a questionnaire about their lives, interests, experiences in school, strengths, and basic reading habits. Which of the following is not an example of how this questionnaire should be used to help in the classroom? This information can be used to group students into pods based on their similarities. This information can be used to plan lessons about the student's culture and strengths and ensure they have the proper background knowledge necessary to comprehend new material. This information can be used to guide independent reading selection best suited to students' interests. This information can be used to have personal conversations with students about their lives to build trust and camaraderie. This information can be used to group students into pods based on their similarities. This questionnaire is an example of information relevant to an asset-based approach to education. Asset-based education seeks to break students of biases by celebrating diversity of background and strengths. Grouping students based on similarities would negate this approach. Mr. Clark devotes a whole month of his class time introducing students to root words, practicing using and defining words with roots, playing word games where students create new words with existing roots, and other morphology-based activities. These morphology lessons demonstrate Mr. Clark's awareness of which concept related to literacy development? Students must understand the relationships between phonemes and graphemes before they can successfully decode words. Understanding common spelling patterns enables students to write more quickly and have their writing understood by readers. Language follows normal structural patterns and students must learn to recreate these patterns to successfully communicate. Students who learn roots, prefixes, and suffixes can more easily decode new vocabulary while reading. Students who learn roots, prefixes, and suffixes can more easily decode new vocabulary while reading. Morphology is the study of forms of words and meaningful word parts, including roots, prefixes, and suffixes. Mrs. Johnson's first-grade class has just started a unit of study on the solar system. While silently reading a short fiction text about two animals that travel to space, Mrs. Johnson walks about the room and looks over the graphic organizer students are expected to complete during the reading. She notices that quite a few of her ELL students have written almost nothing on the paper and appear to be struggling to process the text. What is the first step Mrs. Johnson should take in order to best help these students succeed with comprehending this text? Read aloud to this small group so they can focus on comprehension and not decoding. Review important space vocabulary terms using pictures and cognates when possible. Swap the story for a less abstract text about the solar system that uses simpler vocabulary terms and includes pictures. Swap the blank graphic organizer with a partially completed one so they can use sentence stems to guide their completion. Review important space vocabulary terms using pictures and cognates when possible. Providing photos, cognates, and definitions for the content-specific vocabulary in the text is the first step a teacher should take in order to ensure the success of ELL readers. A second-grade class has started a new cross-curricular unit studying forces and motion. The class is reading various nonfiction articles describing force and motion and performing experiments to see these forces in action. Before reading or performing experiments, the class reviews any relevant, new vocabulary terms, and Katie does a good job of looking up words she struggles to understand on her own. Despite all this, Katie is struggling to comprehend the articles the class is reading. Her most recent oral fluency assessment scored as follows: Book level: Mid-second grade Accuracy rate: 85% Error rate: 1:10 (average of 1 error for every 10 words read) Self-correction rate: 1:4 (average of 1 self-correction for every 4 errors) Comprehension: Able to correctly answer 8/10 questions during and after reading Based on this information, what is the most likely component of reading comprehension causing Katie to struggle? background knowledge reading fluency CONTINUED...