STR Exam Practice Questions with 100%
Correct Answers
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
Correct Answers
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
