STR Exam 2023 with complete solution

STR Exam 2023 with complete solution Phonemic Awareness beginning readers learn to recognize and manipulate the sounds in speech will influence student's ability to read and spell Phonics beginning readers learn the alphabetic system- letter-sound correspondences and spelling patterns, and learning how to apply this knowledge in their reading Systematic Phonics Instruction stresses the acquisition of letter-sound correspondences and their use to read and spell words fluency students read words accurately, quickly, and with ease guided oral reading helps fluency be effectively developed vocabulary crucial to text comprehension text comprehension a complex process by which the student has the fluency and vocabulary to read and understand the text 5 critical aspects of language in the TEKS listening speaking reading writing thinking listening recognizes sounds and syllables in spoken words hears and understands instructions speaking developing oral language growing ability to ask and answer questions uses vocabulary expressively reading reads and recognizes the letters of the english alphabet reads grade-level appropriate texts fluently writing writes the letters of the alphabet writes words and thoughts at a grade-appropriate level thinking decodes words using a variety of strategies comprehends and evaluates grade-level appropriate texts literacy development progression of reading skills 5 components of language listening STR Exam 2023 with complete solution Phonemic Awareness beginning readers learn to recognize and manipulate the sounds in speech will influence student's ability to read and spell Phonics beginning readers learn the alphabetic system- letter-sound correspondences and spelling patterns, and learning how to apply this knowledge in their reading Systematic Phonics Instruction stresses the acquisition of letter-sound correspondences and their use to read and spell words fluency students read words accurately, quickly, and with ease guided oral reading helps fluency be effectively developed vocabulary crucial to text comprehension text comprehension a complex process by which the student has the fluency and vocabulary to read and understand the text 5 critical aspects of language in the TEKS listening speaking reading writing thinking listening recognizes sounds and syllables in spoken words hears and understands instructions speaking developing oral language growing ability to ask and answer questions uses vocabulary expressively reading reads and recognizes the letters of the english alphabet reads grade-level appropriate texts fluently writing writes the letters of the alphabet writes words and thoughts at a grade-appropriate level thinking decodes words using a variety of strategies comprehends and evaluates grade-level appropriate texts literacy development progression of reading skills 5 components of language listening speaking reading writing thinking strategies to help from "learning to read" to "reading to learn" recognizing different types of text understanding and using text features (headings, captions, subtitles, glossaries) Emergent reading phase print has meaning some directionality some initial sounds some patterns recognizes some high frequency words relies on pictures early reading phase recognizes high frequency words uses syntax for meaning starts to self-monitor can retell uses patterns to determine new words transitional more sight word vocabulary multiple strategies for difficult words summary early chapter books intermediate "reading to learn" comprehending a text's meaning and reading for a variety of purposes advanced high sight word vocabulary long texts with deeper meaning interprets notes features of a text reads with a variety of purposes multiple viewpoints construction Alphabetic phase pre-alphabetic partial alphabetic full alphabetic consolidated Pre-alphabetic phase treat words as visual objects Partial Alphabetic Phase begins connecting letters with sounds full alphabetic phase connects letters with sounds uses oral vocabulary to determine the meaning of written words consolidated phase use existing knowledge to decode new words make new words use onsets and rimes, word families, and letter chunks decoding reading words in text form student must: -recognize all letters in the sentence -separate the word into distinct sounds -remember the letter that corresponds with each sound -write the letters together to create words encoding involves using letter-sound knowledge to write Students: -understand how sounds form words -separate the word into distinct sounds -remember the letter that corresponds with each sound -write the letters together to create words Spelling stage -pre- communicative -semi-phonetic -phonetic -transitional -conventional Systematic Instruction follows the step-by-step, logical order of language development sequential instruction follows a specific sequence of increasing complexity explicit instruction intentional, targeted instruction Does not assume that students will understand basic concepts "naturally Mat include modeling and guided practices strategic instruction follows an intentional learning plan with specific goals assets-based approach focusing on what the student currently has, rather than what he or she does not have a combo of informal and formal assessments can inform an assets-based approach multi-tiered system of supports integrates evidence-based instruction and interventions to address student needs student needs are identified and supported early Tier 1 Core instruction (all students) tier 2 strategic intervention (some students) students whose needs are not being met by regular differentiated instruction and who will require additional academic support progress monitoring and strategic intervention tier 3 intensive intervention (a few students) highest academic and behavioral needs progress monitoring and individualized strategies Response to intervention (RTI) a multi-tiered approach intended to identify and support students with special learning needs universal screening est. a baseline and identifies who needs extra support "at risk" students progress monitoring curriculum-based measurement that creates a beginning "benchmark" of a student's ability compare starting point with later progress data-based decision making considers all available data to determine whether a problem is specific to an individual student, or is classroom wide fidelity of implementation being consistent over time in the assessments and standards applied teachers should consult the instructional model as an ongoing component of problem solving and decision making dyslexia difficulty reading dyslexia strategies language based multimodal language based strategy considers all the major language systems (phonology, morphology, semantics, syntax, and discourse) multimodal strategy uses auditory, visual, and tactile-kinesthetic systems to help students link spoken language to the printed language on the page dysgraphia A learning disability that involves difficulty in handwriting instructional dysgraphia strategies explicit instruction in handwriting and spelling fine motor development phoneme the individual sounds in words morpheme smallest unit of meaning -root word, prefix, suffix inflectional suffix adds onto the end of a word to create a new form of word (i.e., ed, ing, and s, derivational affix adds onto the beginning of a word to create a new word (re, de, dis) prosody the rhythm, stress, and tone of spoken words, particularly words of texts read aloud phonology the study of sounds morphology the study of word formation and patterns syntax the rules of sentence structure and word order semantics the study of meaning of language discourse spoken and written communication pragmantics studies the way context determines meaning in language effective reading programs emphasize systemic, explicit reading instruction and are research based screening/entry-level establishes a baseline and identifies students who need extra support formative/ progress-monitoring assesses what students have learned and their abilities following instruction summative measures or "sums up" a student's progress at the end of an instructional unit Ex: Semester exams diagnostic targets a specific area of reading in-depth intended to provide more in-depth info about a student's reading ability Ex: running records pre and post assessment compares student knowledge or ability at the beginning and end of a period code-based assessments gauge a student's grasp of the "mechanics" of reading such as letter-sound connections and reading printed words meaning based assessment measures various dimensions of a student's reading comprehension Ex: listening comprehension and vocabulary key assessment concepts validity reliability equity validity refers to the assessment's accuracy reliability refers to the assessment's consistency equity strives to provide equal opportunities for students norm-referenced tests compare a student's performance to other student's who have taken the test criterion-referenced tests measure student ability against a fixed set of criteria, such as meeting a particular learning objective or level of knowledge in a subject formal assessment very regimented and structured informal assessments less rigid and more flexible Independent Reading Inventory (IRI) used at the beginning of the year to determine the child's reading ability, and regularly throughout the year to measure growth and to create instruction that is continuously measuring the student's ability, strengths and needs independent reading level easy reading for the student instructional reading level a moderate challenge for students frustration reading level the material is too hard for the reader both in comprehension and basic vocabulary words