STR EXAM TEACHERS OF TOMORROW EXAM QUESTIONS WITH CORRECT ANSWERS

STR EXAM TEACHERS OF TOMORROW EXAM QUESTIONS WITH CORRECT ANSWERS “According to the findings in the Report of the National Literacy Panel on Language-Minority Children and Youth, which of the following curricular adjustments would most effectively support the literacy development of English learners with respect to text comprehension? A) Integrating comprehensive oral language instruction with literacy instruction B) Changing the primary focus of early literacy instruction to comprehension skills C) Increasing the level of intensity in beginning decoding and spelling instruction D) Using multimodal techniques to teach emergent literacy skills - CORRECT ANSWER A) Integrating comprehensive oral language instruction with literacy instruction" "A kindergarten teacher regularly has students write and draw in their journals in response to an open-ended prompt. During these writing sessions, the teacher circulates among students, asks them to read aloud what they have written, and documents their performance with anecdotal notes in a teacher record. This type of informal assessment strategy would be most appropriate to use for which of the following instructional purposes? A) Diagnosing students' difficulties in literacy development to determine appropriate intensive interventions. B) Observing individual students' development in various dimensions of literacy over time. C) Determining the appropriate starting point for whole-group instruction in literacy development. D) Screening students to determine if additional literacy assessments are needed. - CORRECT ANSWER B) Observing individual students' development in various dimensions of literacy over time." "How could a teacher best determine if a particular text is written at an appropriate level for a student to read independently (i.e., with little or no teacher support)? A) By having the student read aloud a section of the text and answer questions about it, and then determining if the student's accuracy is at least 90 percent and comprehension is at least 75 percent. B) By reading aloud a section of the text to the student and asking the student a series of comprehension questions about the passage, and then determining if the student's comprehension is at least 95 percent. C) By having the student read aloud a section of the text and answer questions about it, and then determining if the student's accuracy is at least 95 percent and comprehension is at least 90 percent. D) By reading aloud a section of the text to the student and asking the student a series of comprehension questions about the passage, and then de - CORRECT ANSWER C) By having the student read aloud a section of the text and answer questions about it, and then determining if the student's accuracy is at least 95 percent and comprehension is at least 90 percent." "A prekindergarten teacher records weekly anecdotal notes about children's interactions during unstructured play. Included in these notes are observations about the children's oral language development with respect to important developmental milestones. For example, early in the school year the teacher observes that on group of 3 year old children speaks primarily with single words, a second group uses phrases combining tow words, and a third group uses early sentences (e.g., "I want more blocks") According to research in addition to utterance length which of the following language milestones would be most important for the teacher to document to help distinguish children who are early sentence users from children at earlier stages of language development? A) Using negative modifiers (e.g., no, not) to express negation B) Using rising intonation when asking yes-or-no questions C) Using prepositions (e.g., in on) to c - CORRECT ANSWER C) Using prepositions (e.g., in on) to convey spatial relationships" "A prekindergarten teacher closely observes children during the first several weeks of school to identify individuals who may be at risk for speech and language delays. Which of the following four year old children exhibits language behaviors that would require intervention and ongoing monitoring? A) A child whose home language is English overgeneralizes the use of the regular -ed past-tense inflection. B) A child whose home language is English primarily uses gestures and some unintelligible words to communicate. C) An English learner can comprehend utterances spoken in English but cannot produce similar utterances without scaffolding. D) An English learner can follow directions and nonverbal cues but does not say anything in English. - CORRECT ANSWER NOT D" "A 3rd grade teacher plans to lead a whole-class discussion about a topical issue. Before the discussion, the teacher uses direct instruction to introduce a series of conversational strategies that students can practice during the discussion. The teacher also provides students with personal conversational-strategy bookmarks, shown below, that they can refer to during any class discussion. Add on - Ex: i would like to add to what ______ said. Repeating - Ex: Could you please repeat what you said? Revoicing - Ex: Are you saying that _____? Reasoning - Ex: I agree/disagree because ____. The teacher's strategy in this lesson promotes development of the students' academic language skills primarily by: A) Providing students with a basis for evaluating their own performance and participation level in discussions. B) Challenging students to ground their arguments in a text and provide evidence for their claims. C) Scaffold - CORRECT ANSWER " "A prekindergarten teacher reads aloud the story Big Al by Andrew Clements and wants to extend the vocabulary from the book into phonological awareness activities. The teacher plans activities to address different skills along the phonological awareness continuum. Some of the activities are described below but are not necessarily listed in developmental sequence. *Repeating and counting words in sentences from the book: Children repeat a sentence and then count the words. *Syllable deletion: Children delete a part of a compound word from the story (e.g., "say fisherman without man" {fisher}) *Initial sound deletion: Children delete the initial sound of a word from the story (e.g., "say sad Take off /s/ What is left?" {ad}) Onset and rime: Children blend the initial consonant(s) of a word with the part of a word with the part of a word that contains the vowel after the teacher says the two parts in a segmented fashion - CORRECT ANSWER A) Initial sound deletion" "A prekindergarten teacher reads aloud the story Big Al by Andrew Clements and wants to extend the vocabulary from the book into phonological awareness activities. The teacher plans activities to address different skills along the phonological awareness continuum. Some of the activities are described below but are not necessarily listed in developmental sequence. *Repeating and counting words in sentences from the book: Children repeat a sentence and then count the words. *Syllable deletion: Children delete a part of a compound word from the story (e.g., "say fisherman without man" {fisher}) *Initial sound deletion: Children delete the initial sound of a word from the story (e.g., "say sad Take off /s/ What is left?" {ad}) Onset and rime: Children blend the initial consonant(s) of a word with the part of a word with the part of a word that contains the vowel after the teacher says the two parts in a segmented fashion - CORRECT ANSWER D) Placing a block to represent each word or syllable as it is stated." "A 1st grade teacher conducts a phonological awareness activity in which students match sounds in spoken words. In this activity, students name familiar objects or animals shown in a set of picture cards and then match them to picture cards that represent words with the same ending sound (e.g., book and rock, map and cup). Which of the following statements best describes how this type of activity directly supports students' reading development? A) Understanding the morphological structure of words helps students see patterns and apply them when they read and write. B) Naming pictures and identifying speech sounds expands and deepens students' oral vocabulary knowledge. C) Identifying component phonemes in spoken words prepares students to sound out and spell familiar words in print. D) Learning to recognize letters automatically provides students with a foundation for rapid decoding and fluency. - CORRECT ANSWER " "A 3rd grade teacher is working with a small group of struggling readers who have difficulty decoding multisyllabic words. Which of the following instructional strategies would be most effective in reinforcing a key phonological awareness skill that is prerequisite for learning syllabication? A) Leading the students in chorally repeating a list of multisyllabic words read aloud by the teacher and clapping for each syllable. B) Having the students silently review a printed list of multisyllabic words and draw slanted lines after each syllable. C) Reviewing with the students rules for dividing words at syllable boundaries (e.g., dividing between double consonants) D) Preparing and having the students complete a cloze exercise in which they must identify and write the missing syllables in words - CORRECT ANSWER " "A kindergarten teacher plans a series of lessons focused on segmenting phonemes in spoken words. According to evidence-based best practices, which of the following activities should come last in the teacher's instructional sequence? A) Having students distinguish and isolate the initial phoneme in words presented orally by the teacher that begin with stop consonant (e.g., tan, puff). B) Having students attend to and identify the initial phoneme in words that begin with a continuous consonant sound (e.g., sit, map) as the teacher says the word slowly. C) Having students identify and sequence the individual phonemes in words that begin or end with consonant blends (e.g., clap, bump, gift) as the teacher slowly stretches out the the word orally. D) Having students listen to and count the individual phonemes in words that begin or end with a consonant diagraph (e.g., thought, wish, back) as the teacher holds up a finger - CORRECT ANSWER " "In the middle of the school year, a kindergarten teacher uses an alphabet sorting game with letter cards as an activity to reinforce letter knowledge. Each game deck contains a total of 25 cards that include a random number of cards representing each of the five letters. For example, a deck might include five cards representing the letter a, four cards representing the letter m, five cards representing the letter t, six cards representing the letter s, and five cards representing the letter i. The teacher shuffles the deck and lays out the 25 cards face up in random order in a 5x5 grid. The teacher asks a student to sort the cards into five piles, with each pile containing all the examples of given letter. Which of the following strategies for engaging students with the letter cards would be most appropriate for the teacher to use to promote students' understanding of the alphabetic principle? A) Having pairs of st - CORRECT ANSWER " "A student with limited previous formal schooling enters a kindergarten class midyear. While results of the universal screening indicate that the student has not yet learned to recognize or name the letters of the alphabet, the student demonstrates good phonological awareness skills and advanced oral vocabulary development. Given the findings of convergent, scientifically based reading research with respect to the development of alphabet knowledge, the teacher should plan instruction for this student that is: A)designed to build on developed strengths and integrates instruction addressing gaps in alphabet knowledge gradually in the context of classroom instruction. B) remedial and implements instructional delivery at a measured pace that matches the student's current level of literacy development. C) focused on providing a broad range of meaningful literacy experiences, with a special emphasis on direct experiences w - CORRECT ANSWER " "A kindergarten class includes an intermediate-level English learner with emergent-literacy experiences in the student's non-alphabetic home language. Which of the following statements points to an aspect of the student's home language experience that would be most important for the teacher to consider when planning instruction in the alphabetic principle for this student? A) English learners whose home language is non-alphabetic have likely developed phonemic awareness to a lesser degree than speakers of alphabetic languages, which may inhibit them from making speech-to-print connections. B) Some non-alphabetic languages rely on spoken features as tone to make meaningful distinctions between similar-sounding words. C) Some consonant sounds found in non-alphabetic languages do not have English equivalents, while other sounds have equivalents, which may cause challenges to the English learners' development of alphabet - CORRECT ANSWER " "A 2nd grade beginning-level English learner consistently omits the inflection -s when reading aloud or spelling regular nouns in English (e.g., the student reads the sentence "We saw many people riding bikes in the park" as "we saw many people riding bike in the park"). The teacher verifies that the student understands the concept of plural and then conducts research on the student's home language. The teacher determines that in the student's home language plurals are not conveyed with an affix. Which of the following strategies for differentiating instruction would likely be most effective in addressing the student's needs? A) Providing the student with explicit instruction in regular and irregular plurals and frequent opportunities to use the inflection in reading, writing, listening, and speaking. B) Developing a list of grade-level nouns and having the student practice adding the -s inflection at the end of the - CORRECT ANSWER " "A 2nd grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. the teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. AU ~ sauce, taught, vault, haul, fault AW ~ claw, yawn, straw, thaw, paw OU ~ ouch, shout, snout, proud, mouth OW ~ cow, brow, now, plow, how During small-group instruction, the teacher leads students in a word inquiry process using the chart to identify spelling generalizations about words that contain a particular vowel sound following one of the phonics patterns. A) Some vowel team spellings (e.g., au, ou) do not typically end a word or syllable. B) Some vowel team spellings do not produce words with long vowel sounds. C) Some vowel team spellings are dipthongs (e.g., ou, ow), combining two sounds. D) Some vowel teams have multiple spellings that each need t - CORRECT ANSWER " "A 2nd grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. the teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. AU ~ sauce, taught, vault, haul, fault AW ~ claw, yawn, straw, thaw, paw OU ~ ouch, shout, snout, proud, mouth OW ~ cow, brow, now, plow, how During small-group instruction, the teacher leads students in a word inquiry process using the chart to identify spelling generalizations about words that contain a particular vowel sound following one of the phonics patterns. Teaching students to spell syllable types they are learning to read promotes students' ongoing literacy development primarily by: A) developing students' metalinguistic ability to recognize the origins of words with different spelling patterns. B) promoting students' automatic decoding of both comm - CORRECT ANSWER " "A 2nd grade teacher analyzes the following writing sample from a student. "I like the book OWL MOON by Jane Yolen. A boy and his dad looked for owls. They called to an owl. But it didn't call back. The owl was sillent. It didn't evven make a sound. But the boy and his dad kept looking. At the end they were abble to find an owl." Given this writing sample, this student would benefit most from targeted instruction focused on which of the following syllable types? A) Vowel team syllables B) Open syllables C) Syllables that end in -le D) Closed syllables - CORRECT ANSWER " "A 3rd grade teacher has introduced common prefixes and suffixes in word context and would like to promote students' ability to use their knowledge of affixes to support their recognition of longer, more difficult words when reading connected text. Teaching students to use which of the following strategies when encountering challenging words in texts would best address the teacher's goal? A) Isolating and reading any prefix or suffix in an unfamiliar word before attempting to read the rest of the word. B) Rereading a sentence without the unfamiliar word before inferring the meaning of the word and any likely inflectional or derivational endings. C) Using a reference source to help identify the base word and any prefixes or suffixes in a longer, unfamiliar word. D) Sounding out component letters of prefixes, base words, and suffixes carefully, letter-sound by letter-sound, in the order in which they occur. - CORRECT ANSWER " "A struggling reader has difficulty reading multisyllabic words. in a word-pattern assessment the student easily decodes the majority of single-syllable words yet has difficulty reading longer words with the same syllable patterns. For example, the student reads the word plain but misreads the word explain; the student accurately reads the words pass, send, and her but misreads the word passenger. Given this assessment data, which of the following intervention strategies would be most effective and appropriate for the teacher to use to address the student's assessed needs? A) Reteching and reviewing grade-level morphemic elements as needed in the context of meaningful oral reading. B) Setting a purpose for reading in advance by directing the student to identify common root words and elements in the text. C) Providing the student with additional practice reading a range of multisyllabic words using flash cards prior t - CORRECT ANSWER " "Early in the school year, a 5th grade teacher adminsters a words-correct per minute (wcpm) screening with comprehension check to each student in the class, using a grade-level passage. Several students in the class score ten words or more below the fifth-grade 50th percentile beginning-of-year (BOY) norm of 121 words per minute. A chart of the students' performance on the screening is shown below: Student A: 87 (wcpm), 121 (#wr/m), 34 (#wr errors), 4/10 (#qac) Student C: 103 (wcpm), 105 (#wr/m), 2 (#wr errors), 9/10 (#qac) Student F: 99 (wcpm), 115 (#wr/m), 16 (#wr errors), 6/10 (#qac) Student M: 110 (wcpm), 133 (#wr/m), 23 (#wr errors), 5/10 (#qac) Student S: 110 (wcpm), 112 (#wr/m), 2 (#wr errors), 10/10 (#qac) Student V: 98 (wcpm), 99 (#wr/m), 1 (#wr errors), 10/10 (#qac) Given the information and data provided, which of the following conclusions would be must appropriate for the teacehr to draw regarding fluenc - CORRECT ANSWER " "Early in the school year, a 5th grade teacher adminsters a words-correct per minute (wcpm) screening with comprehension check to each student in the class, using a grade-level passage. Several students in the class score ten words or more below the fifth-grade 50th percentile beginning-of-year (BOY) norm of 121 words per minute. A chart of the students' performance on the screening is shown below: Student A: 87 (wcpm), 121 (#wr/m), 34 (#wr errors), 4/10 (#qac) Student C: 103 (wcpm), 105 (#wr/m), 2 (#wr errors), 9/10 (#qac) Student F: 99 (wcpm), 115 (#wr/m), 16 (#wr errors), 6/10 (#qac) Student M: 110 (wcpm), 133 (#wr/m), 23 (#wr errors), 5/10 (#qac) Student S: 110 (wcpm), 112 (#wr/m), 2 (#wr errors), 10/10 (#qac) Student V: 98 (wcpm), 99 (#wr/m), 1 (#wr errors), 10/10 (#qac) The teacher is concerned that students A, F, and M do not read grade-level text with sufficient accuracy to support comprehension. The teacher - CORRECT ANSWER " "Several times a year, a 2nd grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). This type of fluency assessment best provides a measure of students' A) general academic achievment best compared to grade-level norms. B) specific needs with respect to academic background knowledge. C) general ability to read grade-level materials with efficacy. D) specific needs with respect to foundational reading skills - CORRECT ANSWER " "Several times a year, a 2nd grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). Which of the following interventions would be most appropriate for the teacher to use to promote the fluency development of students T through Z, who performed below the 25th percentile benchmark on the assessment? A) Providing targeted instruction to improve decoding accuracy and automaticity. B) Modeling reading instructional-level texts with appropriate express - CORRECT ANSWER " "Several times a year, a 2nd grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). The teacher would like to ensure that all students in the class receive instruction that addresses their specific learning strengths and needs. To develop an appropriate differentiation plan for student A, which of the following steps should the teacher take first? A) Assessing the student's metacognitive awareness and use of reading strategies through the use of - CORRECT ANSWER " "Several times a year, a 2nd grade teacher uses a classroom fluency snapshot (CFS) to provide a quick assessment of students' oral reading fluency development. In the assessment, the teacher selects a grade-level benchmark passage, then briefly meets with all of the students individually and has them read the passage aloud. The teacher notes any reading errors and calculates the number of words each student reads correctly in one minute. The teacher records the information in a class chart, organized from highest to lowest words-correct-per-minute (wcpm). Which of the following strategies would be beneficial for the teacher to use during the CFS to ensure that the data collected provide a measure of individual students' fluency development across all fluency indicators? A) Assigning scores for accuracy and prosodic elements such as expression and phrasing. B) Measuring accuracy when reading high-frequency words in - CORRECT ANSWER " "A 2nd grade teacher examines students' results on the TPRI measure for reading rate and prosody. Several students in the class received reading rate scores at the 75th percentile and prosody rubric scores of two (out of four). The teacher wants to develop differential activities for students that reflect their performance on both component measures of reading fluency. Which of the following student activities is most likely to benefit the students with the fluency profile described? A) Reading and rereading decodable passages aligned to grade-level phonics skills and receiving feedback on accuracy. B) Practicing reading texts slightly above their instructional reading levels with corrective decoding feedback from the teacher. C) Working in pairs to read aloud and record reading speeds for multiple successive readings of the same passage. D) Preparing for and performing readers' theatre scripts using assisted reading - CORRECT ANSWER " "Given the continuum of fluency development describe in the Texas Prekindergarten Guidelines and the Texas Essential Knowledge and Skills (TEKS) for English Language Atrs and Reading (ELAR), which of teh following fluency-building activities would be most appropriate for students entering kindergarten? A) Repeating and memorizing chants led by the teacher during circle time. B) Naming letters of the alphabet presented in random order and then arranging them in sequence. C) Matching lowercase and uppercase letters of the alphabet in a memory game. D) Unscrambling words from familiar written sentences using punctuation and word-order clues. - CORRECT ANSWER " "A 1st grade teacher administers middle-of-year benchmark assessments in phonemic awareness word reading, oral reading fluency, and comprehension. One group of students performs at the 50th percentile benchmark in oral reading fluency, with an accuracy rate of less than 90%. Which of the following instructional strategies would be most effective for the teacher to use to address the assessed needs of these students in reading fluency? A) Meeting with the students on a weekly basis to assess oral reading fluency and record their progress on a student-friendly chart. B) Reteaching the students grade-level decoding skills and high-frequency words that they lack based on the results of the word-reading benchmark assessments. C) Having the students practice reading in pairs, taking turns reading a grade-level text aloud and asking and answering comprehension questions about the text. D) Providing the students with texts a - CORRECT ANSWER " "A prekindergarten teacher is planning to conduct a whole-class read-aloud of Animal Homes by Debbie Martin as part of unit about the relationship of organisms to their environment. Following is an excerpt from the book. ~Dormouse's Nest A bramble bush is a good place for a dormouse's nest. The nest is made of bark and leaves... The nest doesn't have a door. The dormouse pokes its way out with its nose. Dormice like to eat nuts and berries. This fat dormouse has just eaten some nuts... ~Otter's Den Otters live near rivers. They often play in the water. Their thick fur keeps them warm and dry. Otters dig dens along riverbanks. The teacher plans to use the word den in the excerpt to introduce children to the concept of words with discipline-specific meanings. After reading aloud the text, the teacher shows children pictures of various meanings of the word den (e.g., an animal's burrow, a small room where a person stud - CORRECT ANSWER " "Which of the following actions by elementary school teachers in the early grades would best demonstrate understanding that decoding and encoding are reciprocal skills that develop synchronously during the early stages of reading development? A) Creating regular opportunities for students to apply new syllable patterns in their daily writing that have been explicitly taught during phonics instruction. B) Having students regularly use think-aloud when they encounter an unfamiliar word in print to reinforce their use metacognition to improve their reading. C) Questioning students frequently about their oral reading to determine if they understand the meaning of vocabulary words that they can read aloud accurately. D) Engaging students in frequent opportunities to discuss personal or shared experiences while the teacher transcribes and displays the stories in writing. - CORRECT ANSWER NOT D" "A teacher would like to help students identify their literacy skills and strengths as part of an assets-based approach to literacy instruction. Which of the following teacher actions is consistent with this type of approach? A) Encouraging students to select a wide range of informational and literary texts for independent reading during designated, in-school silent reading periods and holding them accountable for comprehension. B) Providing students with explicit feedback about what they already know and are able to do well and helping them use this information to establish realistic yet challenging learning goals. C) Using direct observations of students' learning challenges as well as the results of multiple literacy assessments to make grouping decisions and keeping groups together until students demonstrate progress. D) Prioritizing for intervention students' areas of greatest needs in literacy and collaborating - CORRECT ANSWER B) Providing students with explicit feedback about what they already know and are able to do well and helping them use this information to establish realistic yet challenging learning goals." "A school district in Texas has adopted the MTSS model of instruction in their K-3 literacy program, which includes a core reading program (Tier 1), supplemental instruction (Tier 2), and intensive instruction (Tier 3). Instructional grouping in Tier 2 is restricted to five or fewer students. This limitation enhances the effectiveness of literacy instruction for the students primarily by: A) allowing student to work in a setting that supports their preferred learning style. B) providing students with a learning environment that promotes their self-concept as successful readers. C) allowing students to receive instruction at a slower pace, focused on foundational literacy skills. D) providing students with increased opportunities to practice developing skills with teacher feedback. - CORRECT ANSWER D) providing students with increased opportunities to practice developing skills with teacher feedback." "A 2nd grade student has been identified with dysgraphia but does not have difficulty with decoding or encoding. Which of the following approaches to instruction would be most effective in promoting the student's development with respect to the identified area of need? A) Arranging for the student to have more time for written tasks, such as formal assignments and test, and assigning a note-taking buddy to assist the student in filling in gaps in the student's work. B) Arranging for the student to use speech-to-text software for all writing tasks to eliminate the need for the student to learn writing and to allow the student to focus exclusively on conveying ideas. C) Providing the student with explicit instruction in letter formation and frequent, short guided practice sessions to build the student's handwriting fluency and automaticity in letter memory and formation. D) Providing the student with explicit instructi - CORRECT ANSWER NOT A" "Which is true: A) blend ~ THey B) digraph ~ faCTor C) dipthong ~ pOWer D) trigraph ~ SCRap - CORRECT ANSWER C) dipthong ~ pOWer" "Students in a 3rd grade class have been studying ways in which Earth's surface is always changing. As the culminating project, students choose a topic that they would like to learn more about (e.g. volcanic eruptions, earthquakes, landslides, floods) and establish a research group focused on that topic The students in each group generate questions to focus their research, read a variety of texts to gather information related to their questions, and engage in focused discussions of the texts based on their questions. The teacher's role is to support the groups by helping them gather a range of print and digital informational texts related to their chosen topic, modeling norms for equitable discussions, and monitoring each group's task progress to ensure group members stay focused. In which of the following ways can the teacher best foster the students' feelings of self-feelings of self-efficacy as readers in the cont - CORRECT ANSWER B) By providing students with a rubric with which they can self evaluate their text analysis." "Students in a 3rd grade class have been studying ways in which Earth's surface is always changing. As the culminating project, students choose a topic that they would like to learn more about (e.g. volcanic eruptions, earthquakes, landslides, floods) and establish a research group focused on that topic The students in each group generate questions to focus their research, read a variety of texts to gather information related to their questions, and engage in focused discussions of the texts based on their questions. The teacher's role is to support the groups by helping them gather a range of print and digital informational texts related to their chosen topic, modeling norms for equitable discussions, and monitoring each group's task progress to ensure group members stay focused. Several research groups include students with a diverse range of reading skills. The teacher wants to differentiate instruction for studen - CORRECT ANSWER D) Providing a set of texts representing a range of text-complexity levels and interactive formats and allowing students to work collaboratively to read the texts." "A kindergarten teacher regularly has students write and draw in their journals in response to an open-ended prompt. During these writing sessions, the teacher circulates among students, asks them to read aloud what they have written, and documents their performance with anecdotal notes in a teacher record. Which of the following writing samples provides evidence that the student is beginning to develop understanding of the principle? A) KLD ~ ("Casey loves dancing") B) ABCDEF ~ ("Those are letters!") C) MIA ("I wrote my name!") D) T Lo LE O ("The dog went home") - CORRECT ANSWER A) KLD ~ ("Casey loves dancing")" "When planning assessments to measure students' comprehension of literacy texts, an elementary school teacher selects a variety of passages from a range of cultures, including those that reflect the diverse cultural experiences of the students. The teacher also considers students considers students' familiarity with cultural content when evaluating students' responses to texts. The teacher's actions best demonstrate the importance of taking which of the following factors into consideration when selecting texts for assessments? A) Literary aspects of a culture are inherently difficult for young students to understand without scaffolding. B) Comprehension of literary text relies both on well developed code based skills as well as culturally broad oral vocabulary knowledge. C) A reader's cultural background knowledge can be an important factor affecting their comprehension of a literary text. D) Literary themes are freq - CORRECT ANSWER C) A reader's cultural background knowledge can be an important factor affecting their comprehension of a literary text." "Which of the following statements identifies a characteristics of criterion-referenced tests that, in general, makes them unsuitable for use as a formative assessment of foundational reading skills? A) While criterion-referenced assessments can measure students' mastery of target skills, they provide little information about the extent of students' skill development toward mastery. B) While criterion-referenced assessments can rank students' overall performance in relation to other students at the same grade level, they do not provide objective data about students' mastery of specific skills. C) While the results of criterion-referenced assessments can provide insight into an individual student's reading processes, they do not provide a measure that can be compared easily over time. D) While criterion-referenced assessments can measure a student's progress toward achieving district curricular goals, they provide no - CORRECT ANSWER NOT B" "A 2nd grade student demonstrates grade-level oral reading fluency but is reluctant to participate in post-reading discussions and frequently exhibits comprehension difficulty when answering questions about assigned literary texts. The teacher would like to better understand the student's process of constructing meaning from text.. Which of teh following assessment procedures administered individually would be most effective for the teacher to use? A) Having the student read aloud a short narrative text and then retell the story in the student's own words. B) Having the student reread silently a familiar text and then asking the student a range of questions about the author's craft and the text's structure. C) having the student write a text-to-self response about a very familiar text of the student's own choosing. D) Having the student read aloud graded lists of regularly and irregularly spelled words until the stud - CORRECT ANSWER A) Having the student read aloud a short narrative text and then retell the story in the student's own words." "A 3rd grade teacher meets regularly with individual students to discuss their reading. At the beginning of one student's conference, the student enthusiastically shows the teacher an illustrated children's book about the Apollo space program that the student selected for independent reading. The student points out favorite photographs and graphics in the text. When the teacher asks the student to read aloud a paragraph, the student encounters difficulty understanding some longer, technical words in the text. Which of teh following approaches to providing feedback would be most effective for the teacher to use to support the student's continued growth in reading? A) Acknowledging the student's efforts to read challenging texts containing longer words and suggesting that the student use syllabication skills to pronounce the technical terms correctly and match them to words in the student's oral vocabulary. B) Complime - CORRECT ANSWER NOT C" "A 2nd grade teacher has been using a Tier 2 (targeted) intervention with a small group of students who have difficulty producing oral and written retellings of narrative texts. The intervention includes the following steps: 1. The students listen to or read a narrative text 2. The teacher uses written sentence frames to support the students in oral generating sentences about the story focused on key elements of story grammar (e.g., main character, setting, consequence resolution) 3. The teacher helps the students put the sentences together in an oral group retelling of the story. 4. The students in the group work in pairs to engage in an oral rehearsal of the retelling. The teacher monitors the pairs of students and provides feedback, as needed. 5. The students draft an individual written retelling of the story. How could the teacher best improve the intervention to make it more effective in promoting the students' - CORRECT ANSWER C) During step 3, explicitly teaching the students how to use transition words such as but, so, because, and then to connect the sentences logically to reflect relationships between story elements." "A 2nd grade teacher has been using a Tier 2 (targeted) intervention with a small group of students who have difficulty producing oral and written retellings of narrative texts. The intervention includes the following steps: 1. The students listen to or read a narrative text 2. The teacher uses written sentence frames to support the students in oral generating sentences about the story focused on key elements of story grammar (e.g., main character, setting, consequence resolution) 3. The teacher helps the students put the sentences together in an oral group retelling of the story. 4. The students in the group work in pairs to engage in an oral rehearsal of the retelling. The teacher monitors the pairs of students and provides feedback, as needed. 5. The students draft an individual written retelling of the story. Which of the following strategies for assessing students' performance in steps 4 and 5 would provide the - CORRECT ANSWER NOT D" "A 2nd grade teacher has been using a Tier 2 (targeted) intervention with a small group of students who have difficulty producing oral and written retellings of narrative texts. The intervention includes the following steps: 1. The students listen to or read a narrative text 2. The teacher uses written sentence frames to support the students in oral generating sentences about the story focused on key elements of story grammar (e.g., main character, setting, consequence resolution) 3. The teacher helps the students put the sentences together in an oral group retelling of the story. 4. The students in the group work in pairs to engage in an oral rehearsal of the retelling. The teacher monitors the pairs of students and provides feedback, as needed. 5. The students draft an individual written retelling of the story. The teacher is concerned about one student in the group who participates adequately in steps 1 and 2 but - CORRECT ANSWER B) Collaborating with the school's speech language pathologist to collect and analyze oral and written language samples by the student to help inform the development of a Tier 3 (intensive) language intervention for the student." "When reading storybooks aloud to the class, a 1st grade teacher pauses regularly to think aloud about the text and illustrations and to speculate about information suggested by, but not explicitly included in, the narrative. For example, the teacher speculates about a character's feelings at a key moment in the story, given what the reader learned about the character in an earlier part of the book. According to research, participating in this type of listening activity contributes to students' ongoing development in reading comprehension primarily in which of the following ways? A) By motivating students to read and attend carefully to a wide range of texts, which in turn builds their reading vocabulary. B) By providing students with an introduction to collaborative conversational skills that will serve as a foundation for literary discussions at higher grade levels C) By promoting students' connections to familiar, - CORRECT ANSWER D) By facilitating students' understanding of narrative text structure and development of inference skills for narrative text." "A kindergarten teacher conducts parent/guardian curriculum sessions with translators available for parents/guardians whose primary language is not English. In one session, the teacher discusses evidence-based home practices that support students' literacy development. Which of the following recommendations would be most appropriate to communicate to families whose home language is not English? A) Reading aloud a variety of books in English to a young child learning English is the most effective way to support the child's English language and literacy development. B) Discussing similarities and differences between a home language and English with a young child learning English prevents delays in the child's English language development. C) Sharing with a young child learning English various stories, songs, and word games in the home language contributes to the child's literacy development in English. D) Reading books - CORRECT ANSWER " "A teacher observes that several students in the class make the same grammatical errors when speaking or writing and that the errors are typical of the students' language variety. The teacher wants to differentiate oral language instruction for this group of students to extend their English language skills and improve their ability to comprehend and produce academic oral language and writing. Which of the following approaches would be most appropriate for the teacher to use with these students? A) Exposing the students to unfamiliar standard English language forms by implicitly modeling academic English throughout the school day when talking to the class or speaking to individual students. B) Helping the students understand the distinction between everyday language and the language used in school and texts, and systematically teaching them unfamiliar grammatical constructions C) Taking into account the students' home - CORRECT ANSWER " "A prekindergarten teacher reads aloud the story Big Al by Andrew Clements and wants to extend the vocabulary from the book into phonological awareness activities. The teacher plans activities to address different skills along the phonological awareness continuum. Some of the activities are described below but are not necessarily listed in developmental sequence. *Repeating and counting words in sentences from the book: Children repeat a sentence and then count the words. *Syllable deletion: Children delete a part of a compound word from the story (e.g., "say fisherman without man" {fisher}) *Initial sound deletion: Children delete the initial sound of a word from the story (e.g., "say sad Take off /s/ What is left?" {ad}) Onset and rime: Children blend the initial consonant(s) of a word with the part of a word with the part of a word that contains the vowel after the teacher says the two parts in a segmented fashion - CORRECT ANSWER " "A 2nd grade teacher analyzes the results of benchmark assessments for an English learner. The data indicate that the student is experiencing difficulty pronouncing and distinguishing several English sounds. To deliver effective differentiated instruction that supports the student's development of phonemic awareness in English, the teacher should take which of the following steps first? A) Developing an ABC book in which the English learner writes uppercase and lowercase forms of each letter and attaches pictures that begin with each letter's most common sound. B) Creating a cloze story for the English learner that focuses on words containing problematic letters and sounds, as indicated on the student's assessment. C) Meeting with the English learner's parents/guardians to discuss the assessment results and to recommend home activities targeted to close the gap in phonemic awareness. D) Comparing the English learner' - CORRECT ANSWER " "A prekindergarten teacher uses high-quality picture books to support the classroom curriculum in a variety of ways. For example, as part of an informal individual assessment, the teacher hands the picture book The Talking Cloth to a four year old child and says, "Show me how to hold the book for reading." The teacher then opens the book to the two facing pages shown below and asks the child to respond to additional prompts. Which of the following teacher prompts would be most effective to use to obtain the most advanced measure of the child's development in print concepts? A) "Point to each of the capital letters on these pages." B) "Point to the part of these pages that shows a picture and the part that shows written words." C) "Show me where I should begin to read on these pages." D) "Show me an example of a word on these pages." - CORRECT ANSWER " "A prekindergarten teacher uses high-quality picture books to support the classroom curriculum in a variety of ways. For example, as part of an informal individual assessment, the teacher hands the picture book The Talking Cloth to a four year old child and says, "Show me how to hold the book for reading." The teacher then opens the book to the two facing pages shown below and asks the child to respond to additional prompts. The teacher asks the child to identify features of print that indicate the beginning and end of a sentence. The child responds by pointing to the first and last word in each line. Given the child's performance, which of the following small-group lessons would be most appropriate to use next to meet the assessed needs of the child? A) A teacher-guided activity in which children cut sentences strips into equal parts that reflect the line breaks in a published text. B) A teacher think-aloud during - CORRECT ANSWER " "A prekindergarten teacher uses high-quality picture books to support the classroom curriculum in a variety of ways. For example, as part of an informal individual assessment, the teacher hands the picture book The Talking Cloth to a four year old child and says, "Show me how to hold the book for reading." The teacher then opens the book to the two facing pages shown below and asks the child to respond to additional prompts. At a later time, the prekindergarten teacher plans to conduct a whole-class read-aloud of the Talking Cloth to promote the children's comprehension and analysis of this literary text. According to continuum of development outlined in the Texas Prekindergarten Guidelines, which of the following instructional strategies would be most appropriate for the teacher to use with these two pages? A) Adding a long piece of fabric to the classroom role-playing center, so the children can reenact how Aunt P - CORRECT ANSWER " "In the middle of the school year, a kindergarten teacher uses an alphabet sorting game with letter cards as an activity to reinforce letter knowledge. Each game deck contains a total of 25 cards that include a random number of cards representing each of the five letters. For example, a deck might include five cards representing the letter a, four cards representing the letter m, five cards representing the letter t, six cards representing the letter s, and five cards representing the letter i. The teacher shuffles the deck and lays out the 25 cards face up in random order in a 5x5 grid. The teacher asks a student to sort the cards into five piles, with each pile containing all the examples of given letter. When creating the card decks, which of the following guidelines would be most important for the teacher to follow in order to enhance students' development of letter recognition? A) Using different colors for eac - CORRECT ANSWER " "In the middle of the school year, a kindergarten teacher uses an alphabet sorting game with letter cards as an activity to reinforce letter knowledge. Each game deck contains a total of 25 cards that include a random number of cards representing each of the five letters. For example, a deck might include five cards representing the letter a, four cards representing the letter m, five cards representing the letter t, six cards representing the letter s, and five cards representing the letter i. The teacher shuffles the deck and lays out the 25 cards face up in random order in a 5x5 grid. The teacher asks a student to sort the cards into five piles, with each pile containing all the examples of given letter.Which of the following strategies for differentiating this activity would be most appropriate to use with a student who is not able to identify many letters of the alphabet fluently? A) Decreasing the size of the d - CORRECT ANSWER " "A 1st grade teacher implements differentiated, small-group phonics instruction that includes explicit, sequential instruction in phonics elements and teacher-supported practice reading decodable text. Which of teh following assessment strategies would best provide data directly related to students' ability to apply the content of small-group lessons to unfamiliar text? A) Administering a cloze exercise that includes words with targeted phonics elements, and then calculating the percentage correct. B) Having individual students read aloud a word list from a standardized informal reading inventory, and then noting correct responses. C) Administering a grade-level oral reading fluency assessment to individual students, and then calculating words correct per minute. D) Having individual students read a list of words that are not real and that exemplify targeted phonics elements, and then noting error patterns. - CORRECT ANSWER " "Early in the school year, to help plan effective, integrated beginning reading and spelling instruction, a 2nd grade teacher analyzes students' spelling errors and categorizes them according to their most likely cause. The teacher uses the key below when interpreting spelling errors. CODE - The spelling error indicates an orthographic or code-based difficulty (i.e., the student has not yet mastered a specific phonics element and its associated spelling pattern) PS - The spelling error is phonological and indicates difficulty in phonemic segmentation (i.e., accurately identifying and sequencing the sounds in a spoken word) Target Word - sand/plan/fist/soap Student's Spelling - san/pan/fits/sop Most Likely Cause for Error - PS/PS/PS/CODE Given the data provided, the student's decoding and spelling development would benefit most form an intervention initially focused on: A) helping the student transfer mastery of ph - CORRECT ANSWER " "A 2nd grade teacher records the following errors a student makes in recent journal entries. The errors are representative of the types of errors the student makes on daily writing assignments. Correct Spelling - planned/dropped/clumped/landed Spelling Error - pland/dropt/clumpt/landid Given the student's spelling errors, which of the following strategies would best address the student's underlying difficulty spelling words with the inflection ending -ed? A) Conducting a word-inquiry analysis of words with and without an e-drop B) Writing word sums before adding an inflection to words following the consonant-doubling rule C) Sorting words with an -ed inflection according to the common pronunciations of -ed. D) Self-editing previously written work that features verbs with irregular past-tense forms. - CORRECT ANSWER " "A small group of entering 2nd grade students demonstrates mastery of closed-syllable words with all five short vowels in their reading and writing, including in CCVC and CVCC words, but they have not yet mastered long-vowel-pattern words. Following the continuum of phonics instruction prescribed in the Texas Essential Knowledge and Skills (TEKS) for English Language arts and Reading (ELAR), which of the following phonics skills should the teacher plan to teach next to the students? A) Decoding and spelling words with the silent-e pattern for all five vowels. B) Recognizing vowel-syllable patterns in single-syllable and two-syllable words, including closed, open, silent-e, vowel-team, and r-controlled syllables. C) Decoding words with silent consonants, such as knot and gnat. D) Applying knowledge of syllable division patterns, such as VC/CV, V/CV, and VC/CCV, to decode two- and three-syllable words. - CORRECT ANSWER " "A 1st grade teacher leads a small group of students in the following reading activity, which focuses on the inflectional ending -ing. *The teacher writes a verb (e.g., jump, march) on the board and asks, "What's my word?" The students read the word in unison. *The teacher then writes -ing at the end of the base word, underlines the new word, and prompts students to read the inflected verb by asking, "What's my word?" *The teacher asks one of the students to act out word and calls on the other students to use the word written on the board (e.g., marching) to describe what they see (e.g., "The kid is marching in a parade."). In this lesson, the teacher promotes students' reading vocabulary and enhances students' recognition fo the inflectional ending -ing primarily by: A) expanding students' expressive vocabulary to include a broad range of inflected and noninflected verbs. B) developing students' metalinguistic awa - CORRECT ANSWER " "A 1st grade teacher observes that simple homographs (e.g., jam, bat, tap) appear with frequency in beginning-level decodable texts, which presents challenges related to both decoding and reading comprehension for several English learners in class. The teacher plans to provide small-group, differentiated instruction to address the needs of these students. Which of the following student activities in such a lesson would be most effective for this purpose? A) Generating a list of simple, rhyming words, or word families, that include the most common homographic words. B) Creating a chart with group definitions for the terms homograph, homophone, and homonym. C) Creating multiple-meaning word webs with pictures illustrating meanings for common homographic words. D) Sorting common homographs by distinctive features such as medial vowel sound or part of speech. - CORRECT ANSWER " "A 3rd grade teacher is planning differential instruction to address the needs of a small group of students with similar reading behaviors. When reading aloud, the students frequently make word-reading errors that change the meaning of a text. They only rarely make self-corrections. While continuing to build the students' phonics and fluency skills, the teacher would also like to make the students accountable for comprehension. Which of the following approaches would best address this goal? A) Providing the students with direct instruction in cross-checking words during decoding deciding if they make sense, and applying other decoding strategies when they do not. B) Pairing the students and having them read and reread texts aloud and give each other immediate feedback on their word-reading accuracy with the text. C) Increasing the amount of preliminary word work students complete before reading practice, with a focus - CORRECT ANSWER " "A 2nd grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. the teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below. AU ~ sauce, taught, vault, haul, fault AW ~ claw, yawn, straw, thaw, paw OU ~ ouch, shout, snout, proud, mouth OW ~ cow, brow, now, plow, how During small-group instruction, the teacher leads students in a word inquiry process using the chart to identify spelling generalizations about words that contain a particular vowel sound following one of the phonics patterns. At the end of the lesson, the teacher would like to plan an informal assessment to monitor students' progress in the phonics elements au / aw and ou / ow. Which of the following assessment approaches is most likely to demonstrate that students have mastered these elements? A) Administering an oral - CORRECT ANSWER " "A teacher records and then analyzes the spelling errors from a struggling reader's daily writing. A representative sample of one pattern appears in the chart below. CORRECT SPELLING ~ slogan/broken/chosen/carton/gallon SPELLING ERROR ~ slogin/brokin/chosin/cartin/gallin Given the student's performance, which of the following generalizations about English words would be most effective to teach the student first to address the student's assessed difficulty? A) When syllables end in a consonant, the vowel sound is short. B) Final stable syllables always end with the same letter combination. C) Vowels in unstressed syllables are pronounced with a schwa sound. D) Vowel teams can represent more than one sound in different word contexts. - CORRECT ANSWER " "A 2nd grade teacher leads an activity in which students decompose and recompose compound words from their component base words (e.g., dragonfly, baseball = base + ball). In this activity, the teacher uses cards with pictures to represent component words and then prints the compound word below the two pictures. The teacher prompts students to read the cards chorally, leading them to hold out a and as they read each component word and then clap their hands together as they read the compound word. This type of activity builds students' competence in reading and spelling compound words primarily by: A) building on their vocabulary knowledge of Tier One words. B) using pictures and movement to increase students' word consciousness. C) providing multimodal cueing to support word recognition and meaning. D) highlighting contrasts between simple and complex words. - CORRECT ANSWER "