STR STUDY ADVANCED TEST.

STR STUDY ADVANCED TEST. A third-grade teacher wants to provide some enrichment activities for a small group of students who have already mastered identifying the plot, main idea, and main characters in short stories. Which skill below would be the best to study next while still staying in line with TEKS identified appropriate skills for third-grade students? Identify plot points as part of the rising or falling action. Analyze nonfiction texts for the use of chronological text structure. Identify and interpret literary devices such as metaphors or personification. Compare and contrast the characteristics of two stories. - CORRECT ANSWER Compare and contrast the characteristics of two stories. When should students learn how to decode? - CORRECT ANSWER Decoding depends on understanding of letter-sound relationships. AS soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book. cat hat sat Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words "pat" and "mat." She then writes the word, "rat" and asks for a volunteer to read the word aloud. Which of the following elements could the teacher add to the lesson in order to support student understanding of print concepts? After reading the text aloud, the teacher asks the students what they noticed about the words or sounds in the story. Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud. Before beginning to read, the teacher asks students what - CORRECT ANSWER Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud. Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book. cat hat sat Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words "pat" and "mat." She then writes the word, "rat" and asks for a volunteer to read the word aloud. Which of the following best describes this type of phonics lesson? A) Sight word approach B) Analogy-Based Phonics Approach C) Synthetic Phonics Approach D) Spelling-Based Phonics Approach - CORRECT ANSWER B) Analogy-Based Phonics Approach Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book. cat hat sat Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words "pat" and "mat." She then writes the word, "rat" and asks for a volunteer to read the word aloud. The students in the scenario most likely have already demonstrated proficiency in: Structural Analysis Syllable Segmentation Alphabetic Principle Decoding Skills - CORRECT ANSWER Alphabetic Principle A third-grade teacher is planning a lesson on themes using a book about a little girl that wants to be an engineer. She will anchor the lesson with a read aloud and facilitate various activities that relate back to the story. In the story, the young girl faces a mixture of obstacles that involve inventions that fail, perceived lack of support from those around her, and not feeling confident in herself, before ultimately realizing that failures are all a part of learning. After reading the book aloud, the teacher will use the story to introduce the concept of theme. Together, the class will discuss what message the author was trying to help the students learn. In order to support their comprehension of the text, the teacher plans to pre-teach some words from the text that may be unfamiliar to some students. She includes the following words: perplexed engineer dismayed eaves Which of the following activities would best - CORRECT ANSWER Working with a partner, the students will look up the definition of each word, discuss the meaning, use it in a sentence, and represent it with a picture. A third-grade teacher is planning a lesson on themes using a book about a little girl that wants to be an engineer. She will anchor the lesson with a read aloud and facilitate various activities that relate back to the story. In the story, the young girl faces a mixture of obstacles that involve inventions that fail, perceived lack of support from those around her, and not feeling confident in herself, before ultimately realizing that failures are all a part of learning. After reading the book aloud, the teacher will use the story to introduce the concept of theme. Together, the class will discuss what message the author was trying to help the students learn. The teacher is concerned that the students will struggle to jump directly from the read aloud to theme analysis. Which of the following activities would best help scaffold this process? providing the students with a list of mood words and asking them to circle - CORRECT ANSWER using a graphic organizer to facilitate the identification of conflicts in the story and descriptions of how the conflicts turned out Themes are very often related to the main conflict and its resolution. In this case, the question prompt suggests that a main theme relates to learning from failure, so recognizing the failed inventions as a conflict will support their conversation about the theme. A third-grade teacher is planning a lesson on themes using a book about a little girl that wants to be an engineer. She will anchor the lesson with a read aloud and facilitate various activities that relate back to the story. In the story, the young girl faces a mixture of obstacles that involve inventions that fail, perceived lack of support from those around her, and not feeling confident in herself, before ultimately realizing that failures are all a part of learning. After reading the book aloud, the teacher will use the story to introduce the concept of theme. Together, the class will discuss what message the author was trying to help the students learn. In addition to the theme, the teacher would like to incorporate another literary analysis skill into their discussion of the book. Based on TEKS for English Language Arts and Reading, which of the following represents a characteristic or structure of literature - CORRECT ANSWER How does the setting influence the plot of the story? A third-grade student reads with accuracy and prosody but still struggles to comprehend much of what is read. While the teacher supports this student within the classroom, which of the following would be the most beneficial way that the parents could support reading comprehension at home? discuss the genre and purpose for reading with their child before reading together reduce the child's anxiety and stress around reading by decreasing the amount of time spent reading outside of school encourage her to reread books instead of reading new stories primarily focus on opportunities for the child to read aloud instead of being read to or reading silently - CORRECT ANSWER discuss the genre and purpose for reading with their child before reading together At the beginning of the school year, a kindergarten teacher informally assesses students' awareness of print concepts, specifically text directionality. Children often naturally develop an understanding of this concept as they are read to by parents or other caretakers even before beginning traditional schooling, but she determines that some of her students have not yet grasped this concept. Which of the following demonstrates the best way for her to differentiate in order to support their development of this skill? Pair these students with a student who has already demonstrated proficiency to explain the concept to the struggling student. Combine direct instruction over text directionality with frequent modeling through read alouds. Provide the struggling students with a list of these concepts and their definitions. Schedule a conference with the parents to discuss increasing how often the student is read to at - CORRECT ANSWER Combine direct instruction over text directionality with frequent modeling through read alouds. Combining direct instruction with modeling is the best way to differentiate for these students. A third-grade student is struggling with reading comprehension. In an attempt to determine the root cause, the teacher assesses their reading fluency, noticing that the student reads choppily, lacking prosody and automaticity. Based on the student's fluency assessment, what other skills should the teacher assess to better inform future intervention? alphabetic knowledge vocabulary spelling phonics and word analysis skills - CORRECT ANSWER Phonics & Word analysis skills After reflecting on the first month of school, a first-grade teacher realizes that the students' reading skills have frequently been assessed using code-based assessment strategies, but not often with meaning-based assessments. To increase the amount of meaning-based assessments, which of the following should this teacher incorporate going forward? Word pattern survey Oral retellings HF sight word list Pseudoword assessments - CORRECT ANSWER Oral retellings A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher's observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students' vocabulary to prevent the Matthew Effect and to support reading development. The teacher then describes her plans to support the student's vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home. The teacher notes that the student is likely to understand 3,000 to 4,000 words by the end o - CORRECT ANSWER prekindergarten Prekindergarten students are likely to understand 3,000 - 4,000 words by the end of the year. A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher's observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students' vocabulary to prevent the Matthew Effect and to support reading development. The teacher then describes her plans to support the student's vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home. The teacher expresses concerns about how the student's limited vocabulary will impact readin - CORRECT ANSWER Ability to comprehend texts Ability to read fluently A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher's observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students' vocabulary to prevent the Matthew Effect and to support reading development. The teacher then describes her plans to support the student's vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home. The teacher explains to the parents that part of the motivation to intervene vocabulary cha - CORRECT ANSWER initial reading success tends to make later success more likely, while initial deficit may make continued progress increasingly more difficult A third-grade teacher organized a morphology unit that focused on the following prefixes and suffixes: Prefixes non- dis- in- pre- Suffixes -ness -y -full After instruction and practice opportunities, the teacher plans a summative assessment to evaluate students' ability to apply these skills when reading words. With the goals of structural analysis in mind, how should the teacher assess this vocabulary skill? Use a matching activity to see if the student can correctly match each affix to its correct definition. Provide the list of affixes and ask the students to write each one's meaning in their own words. Write a paragraph that includes words that contain the studied affixes. Ask the students to circle the words and write their meaning in their own words. Provide a list of words that use these affixes and ask the students to divide the words to determine their meanings. - CORRECT ANSWER Provide a list of words that use these affixes and ask the students to divide the words to determine their meanings.