TExES Science of Teaching Reading |!| |!| |!| |!| |!|
(STR) – Quiz with verified answers |!| |!| |!| |!| |!|
A student who struggles with reading motivation would most benefit from:
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A) student choice.
|!| |!|
B) variation in difficulty of assigned reading.
|!| |!| |!| |!| |!| |!|
C) flexible grouping.
|!| |!|
D) variation in difficulty of independent practice. - correct answer✔✔A)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student choice. |!|
Which of the following are appropriate ways for a teacher to encourage
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
home involvement in promoting literacy development?
|!| |!| |!| |!| |!|
SELECT ALL ANSWERS THAT APPLY |!| |!| |!| |!|
A) Weekly communication through email with information about the week's
|!| |!| |!| |!| |!| |!| |!| |!| |!|
literacy focus in class.
|!| |!| |!| |!|
B) Assigning students to write about their families.
|!| |!| |!| |!| |!| |!| |!|
C) Hosting a parent night at which the teacher shares ways to improve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonological awareness. |!|
D) Asking students how often their parents read to them. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) Weekly communication through email with information about |!| |!| |!| |!| |!| |!| |!| |!|
the week's literacy focus in class.
|!| |!| |!| |!| |!|
C) Hosting a parent night at which the teacher shares ways to improve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonological awareness. |!|
A 3rd 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 3rd grade students? |!| |!| |!| |!| |!|
A) Compare and contrast the characteristics of two stories.
|!| |!| |!| |!| |!| |!| |!| |!|
B) Analyze nonfiction texts for the use chronological text structure.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
C) Identify plot points as part of the rising or falling action.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
D) Identify and interpret literary devices such as metaphors or
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
personification. - correct answer✔✔A) Compare and contrast the |!| |!| |!| |!| |!| |!| |!| |!|
characteristics of two stories. |!| |!| |!|
A 1st grade teacher is setting up her classroom library to support student
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
engagement and choice in students' reading habits. She has established |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the following rules and expectations:
|!| |!| |!| |!|
*Students will only check out one book at a time, returning it before being
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
allowed to check out a new book. |!| |!| |!| |!| |!| |!|
*Students will not be limited to books at their independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
*There will be opportunities to read these individually chosen books in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
class and to take them home overnight.
|!| |!| |!| |!| |!| |!|
*Students will have flexible and frequent opportunities throughout the
|!| |!| |!| |!| |!| |!| |!| |!| |!|
week to explore the books in the classroom library.
|!| |!| |!| |!| |!| |!| |!| |!|
With a focus on fostering a love of reading and promoting the value of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
literacy, which of these guidelines should the teacher reconsider?
|!| |!| |!| |!| |!| |!| |!| |!|
A) Students will only check one book at a time, returning it before being
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
allowed to check out a new book. |!| |!| |!| |!| |!| |!|
B) Students will not be limited to books at their independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
C) T - correct answer✔✔A) Students will only check one book at a time,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
returning it before being allowed to check out a new book.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
,Which of the following are appropriate ways for a teacher to help students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
develop literacy? |!|
SELECT ALL ANSWERS THAT APPLY |!| |!| |!| |!|
A) Provide flexible classroom seating to facilitate an easy transition
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
between independent work and the opportunity to discuss their reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and writing with peers.
|!| |!| |!|
B) Require each student to read unfamiliar texts aloud to the class on a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
regular basis. |!|
C) Prevent overlap instruction in writing and speaking until students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
achieve mastery in reading. |!| |!| |!|
D) Expect students to provide text evidence for their answers. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) Provide flexible classroom seating to facilitate an easy |!| |!| |!| |!| |!| |!| |!| |!| |!|
transition between independent work and the opportunity to discuss their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading and writing with peers. |!| |!| |!| |!|
D) Expect students to provide text evidence for their answers.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Paula is an ELL student from Mexico. Her mother, Natalia, is a fluent
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
English speaker and is concerned with Paula's reading fluency. She asks
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Mrs. Dilbert, her ESL teacher, about the different ways that she can help
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Paula to practice at home. Mrs. Dilbert recommends all of the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
except:
A) modeling fluent reading to provide Paula with a strong example of what
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading should sound like. |!| |!| |!|
B) having Paula read "frustration level" texts or texts that she can read at
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
less than 90% accuracy at home to challenge her.
|!| |!| |!| |!| |!| |!| |!| |!|
C) practicing repeated reading with Paula, asking her to read and then re-
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read the same text after receiving some corrections.
|!| |!| |!| |!| |!| |!| |!|
D) practicing "choral reading" or reading aloud together with Paula. -
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
correct answer✔✔B) having Paula read "frustration level" texts or texts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
that she can read at less than 90% accuracy at home to challenge her.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, Which of the following strategies would not meet the needs of diverse
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
learners?
A) Group students by learning styles
|!| |!| |!| |!| |!|
B) Provide opportunities for alternative assessment
|!| |!| |!| |!| |!|
C) Consider students' interests when selecting reading materials
|!| |!| |!| |!| |!| |!| |!|
D) Use one modality of instruction - correct answer✔✔D) Use one modality
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
of instruction
|!| |!|
Ms. Lennox is previewing the vocabulary terms students will need to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
understand before the day's reading. She has asked students to write the |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
words in their vocabulary notebooks as well as the definitions. While the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
students are copying the words, Ms. Lennox notices that her new student,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Ryan, has gotten up to sharpen his pencil more times than she can count.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
She watches Ryan sit down and begin writing. He snaps his lead after only
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
one letter. Ms. Lenox offers to let Ryan write using her pen. While looking
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
over his paper, Ms. Lennox notices that Ryan has little sense of where the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
letters belong relative to the lines and many of the words are not copied
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
correctly. Ms. Lennox begins to wonder if Ryan has dysgraphia. Until she
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
can confirm, what is the best step Ms. Lennox can take now to ensure
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Ryan understands the lesson today?
|!| |!| |!| |!|
A) Provide Ryan with a printed copy of the vocabulary terms.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
B) Allow Ryan to use a voice re - correct answer✔✔A) Provide Ryan with a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
printed copy of the vocabulary terms. |!| |!| |!| |!| |!|
A kindergarten teacher is creating a unit on the alphabet. She assigns
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
each student a letter and asks them to bring an item from home that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
begins with the letter they are assigned. The students then recreate the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
alphabet using the items from the students' homes. This activity promotes
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the development of alphabetic principle through:
|!| |!| |!| |!| |!|
(STR) – Quiz with verified answers |!| |!| |!| |!| |!|
A student who struggles with reading motivation would most benefit from:
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A) student choice.
|!| |!|
B) variation in difficulty of assigned reading.
|!| |!| |!| |!| |!| |!|
C) flexible grouping.
|!| |!|
D) variation in difficulty of independent practice. - correct answer✔✔A)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student choice. |!|
Which of the following are appropriate ways for a teacher to encourage
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
home involvement in promoting literacy development?
|!| |!| |!| |!| |!|
SELECT ALL ANSWERS THAT APPLY |!| |!| |!| |!|
A) Weekly communication through email with information about the week's
|!| |!| |!| |!| |!| |!| |!| |!| |!|
literacy focus in class.
|!| |!| |!| |!|
B) Assigning students to write about their families.
|!| |!| |!| |!| |!| |!| |!|
C) Hosting a parent night at which the teacher shares ways to improve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonological awareness. |!|
D) Asking students how often their parents read to them. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) Weekly communication through email with information about |!| |!| |!| |!| |!| |!| |!| |!|
the week's literacy focus in class.
|!| |!| |!| |!| |!|
C) Hosting a parent night at which the teacher shares ways to improve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonological awareness. |!|
A 3rd 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 3rd grade students? |!| |!| |!| |!| |!|
A) Compare and contrast the characteristics of two stories.
|!| |!| |!| |!| |!| |!| |!| |!|
B) Analyze nonfiction texts for the use chronological text structure.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
C) Identify plot points as part of the rising or falling action.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
D) Identify and interpret literary devices such as metaphors or
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
personification. - correct answer✔✔A) Compare and contrast the |!| |!| |!| |!| |!| |!| |!| |!|
characteristics of two stories. |!| |!| |!|
A 1st grade teacher is setting up her classroom library to support student
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
engagement and choice in students' reading habits. She has established |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the following rules and expectations:
|!| |!| |!| |!|
*Students will only check out one book at a time, returning it before being
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
allowed to check out a new book. |!| |!| |!| |!| |!| |!|
*Students will not be limited to books at their independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
*There will be opportunities to read these individually chosen books in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
class and to take them home overnight.
|!| |!| |!| |!| |!| |!|
*Students will have flexible and frequent opportunities throughout the
|!| |!| |!| |!| |!| |!| |!| |!| |!|
week to explore the books in the classroom library.
|!| |!| |!| |!| |!| |!| |!| |!|
With a focus on fostering a love of reading and promoting the value of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
literacy, which of these guidelines should the teacher reconsider?
|!| |!| |!| |!| |!| |!| |!| |!|
A) Students will only check one book at a time, returning it before being
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
allowed to check out a new book. |!| |!| |!| |!| |!| |!|
B) Students will not be limited to books at their independent reading level.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
C) T - correct answer✔✔A) Students will only check one book at a time,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
returning it before being allowed to check out a new book.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
,Which of the following are appropriate ways for a teacher to help students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
develop literacy? |!|
SELECT ALL ANSWERS THAT APPLY |!| |!| |!| |!|
A) Provide flexible classroom seating to facilitate an easy transition
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
between independent work and the opportunity to discuss their reading
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and writing with peers.
|!| |!| |!|
B) Require each student to read unfamiliar texts aloud to the class on a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
regular basis. |!|
C) Prevent overlap instruction in writing and speaking until students
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
achieve mastery in reading. |!| |!| |!|
D) Expect students to provide text evidence for their answers. - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔A) Provide flexible classroom seating to facilitate an easy |!| |!| |!| |!| |!| |!| |!| |!| |!|
transition between independent work and the opportunity to discuss their
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading and writing with peers. |!| |!| |!| |!|
D) Expect students to provide text evidence for their answers.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Paula is an ELL student from Mexico. Her mother, Natalia, is a fluent
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
English speaker and is concerned with Paula's reading fluency. She asks
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Mrs. Dilbert, her ESL teacher, about the different ways that she can help
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Paula to practice at home. Mrs. Dilbert recommends all of the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
except:
A) modeling fluent reading to provide Paula with a strong example of what
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading should sound like. |!| |!| |!|
B) having Paula read "frustration level" texts or texts that she can read at
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
less than 90% accuracy at home to challenge her.
|!| |!| |!| |!| |!| |!| |!| |!|
C) practicing repeated reading with Paula, asking her to read and then re-
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read the same text after receiving some corrections.
|!| |!| |!| |!| |!| |!| |!|
D) practicing "choral reading" or reading aloud together with Paula. -
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
correct answer✔✔B) having Paula read "frustration level" texts or texts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
that she can read at less than 90% accuracy at home to challenge her.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, Which of the following strategies would not meet the needs of diverse
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
learners?
A) Group students by learning styles
|!| |!| |!| |!| |!|
B) Provide opportunities for alternative assessment
|!| |!| |!| |!| |!|
C) Consider students' interests when selecting reading materials
|!| |!| |!| |!| |!| |!| |!|
D) Use one modality of instruction - correct answer✔✔D) Use one modality
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
of instruction
|!| |!|
Ms. Lennox is previewing the vocabulary terms students will need to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
understand before the day's reading. She has asked students to write the |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
words in their vocabulary notebooks as well as the definitions. While the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
students are copying the words, Ms. Lennox notices that her new student,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Ryan, has gotten up to sharpen his pencil more times than she can count.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
She watches Ryan sit down and begin writing. He snaps his lead after only
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
one letter. Ms. Lenox offers to let Ryan write using her pen. While looking
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over his paper, Ms. Lennox notices that Ryan has little sense of where the
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letters belong relative to the lines and many of the words are not copied
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correctly. Ms. Lennox begins to wonder if Ryan has dysgraphia. Until she
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can confirm, what is the best step Ms. Lennox can take now to ensure
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Ryan understands the lesson today?
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A) Provide Ryan with a printed copy of the vocabulary terms.
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B) Allow Ryan to use a voice re - correct answer✔✔A) Provide Ryan with a
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printed copy of the vocabulary terms. |!| |!| |!| |!| |!|
A kindergarten teacher is creating a unit on the alphabet. She assigns
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each student a letter and asks them to bring an item from home that
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begins with the letter they are assigned. The students then recreate the
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alphabet using the items from the students' homes. This activity promotes
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the development of alphabetic principle through:
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