STR practice test Questions and answers, graded A+/ [Exam Prediction paper Updated 2024/25]

STR practice test Questions and answers, graded A+ A kindergarten classroom has a mixture of English language learners and native speakers. The classroom is reading from a large-print short story during circle time. The text tells the story of a child's day, but things keep going wrong. The illustrations and text describe the cause-and-effect nature of events. The teacher prompts students to identify either the cause or the effect on the page. When calling on students in the intermediate stage of oral language proficiency to identify the cause or effect, the teacher can expect the students to be able to: - -answer using a simple or incomplete sentence A new English language learner has entered Mr. Kim's class. After conducting a few assessments, Mr. Kim determines that the student is in the partial-alphabetic phase of word recognition and the early stage of reading development. Which type of text should Mr. Kim use to meet the student at his current level and still challenge the student to progress? - -decodable text/stories A kindergarten teacher gives a spelling pretest to her students. One student turns in the following list of words. Which of the following mini-lessons should the teacher present to address this student's spelling difficulties? Student's Response Correct Word bot boat bok book bred bread blu blue - -vowel digraphs A second-grade English language learner frequently struggles to comprehend nonfiction texts. The student is able to quickly decode the words in the text and reads at an appropriate pace. She is able to answer comprehension questions about fiction texts with 75% accuracy. Based on this information, what is the most likely cause of the student's struggle to comprehend? - -The student lacks appropriate background knowledge to comprehend the topic. An elementary teacher could encourage and provide support for at-home reading by: - -providing a list of popular children's books parents/guardians would enjoy reading with their children. Early in the school year, a kindergarten teacher administers a quick phonics screener to each student in the class. The results of the screener show eight students require intervention on vowel/consonant (VC) and consonant/vowel/consonant (CVC) words, while the other eight students are still working on identifying letter sounds. What is the first step the teacher should take based on this assessment data? - -group students in two groups, assign one group activities on closed vowel sounds and the other group activities on the alphabetic principle A first-grade teacher would like to improve her students' ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class? - -using her finger to touch each word while reading slowly from left to right on the page A kindergarten classroom has a mixture of English language learners and native speakers. The classroom is reading from a large-print short story during circle time. The text tells the story of a child's day, but things keep going wrong. The illustrations and text describe the cause-and-effect nature of events. The teacher prompts students to identify either the cause or the effect on the page. On page 7, the child is sad to see that her dog has escaped the backyard because she left the gate open. The illustration shows the fence with the gate open, a leash and dog bowl, and a sad child. The teacher asks, "Why is the child sad now?" A student answers, "Someone left door open, so now no dog. It runs away and make kid sad." This student's response indicates a child in which category of language proficiency? - -advanced A first-grade English learner makes many mistakes when pronouncing words because he sometimes uses the letter-sound correspondence he learned from his first language to sound out words in English. Which of the following steps can the teacher take to help him pronounce words correctly? - - teaching the student which letter sounds in his native language transfer to English and which do not Which would be the most important question for a teacher to consider while examining the recent results of a student's reading assessment? - -Does this data provide evidence of continued student progress on the standards assessed When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that: - -include sounds used in both English and the student's native language A first-grade teacher would like her students to be able to work on whole-word reading (identifying words automatically) while using the phonics skills she has taught the past few class periods. The students have shown an ability to successfully sound out and blend words that follow predictable phonics patterns. Which of the following approaches would best provide students the opportunity to practice these skills? - -giving students opportunities to sound out words that follow a regular phonics pattern and then having them read the words normally in a short text In the word applause, which pair of letters represents a dipthong? - -Au A first-grade classroom teacher has been busy teaching letter-sound correspondence, mostly in isolation. What is the next step the teacher should take to provide her students with systematic phonics instruction? - -Provide students the opportunity to read decodable texts containing the phonics skills she has been teachin