STR EXAM TEACHERS OF TOMORROW LATEST QUESTIONS
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
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44. A first-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 the 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 of the inflectional ending -ing primarily by: - CORRECT ANSWERS helping
students connect the addition of an inflectional ending to its effect on a word's spelling and
meaning.
45. A first-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 the 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? - CORRECT ANSWERS creating multiple-meaning word webs with pictures
illustrating meaning for common homographic words
46. A third-grade teacher is planning differentiated instruction to address the needs of a small
group of students with similar reading behaviors. When reading aloud, the students frequently
,STR EXAM TEACHERS OF TOMORROW LATEST QUESTIONS
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
2025/2026 ALL ANSWERS GET IT 100% ACCURATE GRADED TO
SCORE A+ FOR SUCCESS
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? - CORRECT ANSWERS Providing students
with direct instruction in cross checking words during decoding, deciding if they make sense
and applying other decoding strategies when they do not
47. A second-grade beginning-level English learner consistently omits the inflection -s when
reading aloud or spelling regular plural 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? - CORRECT ANSWERS providing the student with explicit instruction
in regular and irregular plurals and frequent opportunities to use the inflection in reading
writing, listening, and speaking
48. Use the information below to answer the three questions that follow. A second-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.
(chart)
Which of the following generalizations about English orthography, observed during this inquiry,
would be most effective in promoting students' accurate spelling of words with these spelling
patterns? - CORRECT ANSWERS Some vowel team spelling (e.g au ou) do not typically
end a word or syllable
, STR EXAM TEACHERS OF TOMORROW LATEST QUESTIONS
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
2025/2026 ALL ANSWERS GET IT 100% ACCURATE GRADED TO
SCORE A+ FOR SUCCESS
49. Teaching students to spell syllable types they are learning to read promotes students'
ongoing literacy development primarily by: - CORRECT ANSWERS promoting students'
automatic decoding of both common and less common sound-spelling patterns.
50. 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? - CORRECT ANSWERS conducting a spelling dictation requiring students to
write single-syllable words with these patterns in the correct spelling-pattern column
51. A teacher records and then analyzes the spelling errors from a struggling reader's daily
writing. A representative sample of one error pattern appears in the chart below.
Correct Spelling
Spelling: Error:
Slogan slogin
Broken brokin
Chosen chosin
Carton cartin
Gallon 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? -
CORRECT ANSWERS Vowels in unstressed syllables are pronounced with schwa sound.
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
2025/2026 ALL ANSWERS GET IT 100% ACCURATE GRADED TO
SCORE A+ FOR SUCCESS
44. A first-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 the 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 of the inflectional ending -ing primarily by: - CORRECT ANSWERS helping
students connect the addition of an inflectional ending to its effect on a word's spelling and
meaning.
45. A first-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 the 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? - CORRECT ANSWERS creating multiple-meaning word webs with pictures
illustrating meaning for common homographic words
46. A third-grade teacher is planning differentiated instruction to address the needs of a small
group of students with similar reading behaviors. When reading aloud, the students frequently
,STR EXAM TEACHERS OF TOMORROW LATEST QUESTIONS
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
2025/2026 ALL ANSWERS GET IT 100% ACCURATE GRADED TO
SCORE A+ FOR SUCCESS
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? - CORRECT ANSWERS Providing students
with direct instruction in cross checking words during decoding, deciding if they make sense
and applying other decoding strategies when they do not
47. A second-grade beginning-level English learner consistently omits the inflection -s when
reading aloud or spelling regular plural 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? - CORRECT ANSWERS providing the student with explicit instruction
in regular and irregular plurals and frequent opportunities to use the inflection in reading
writing, listening, and speaking
48. Use the information below to answer the three questions that follow. A second-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.
(chart)
Which of the following generalizations about English orthography, observed during this inquiry,
would be most effective in promoting students' accurate spelling of words with these spelling
patterns? - CORRECT ANSWERS Some vowel team spelling (e.g au ou) do not typically
end a word or syllable
, STR EXAM TEACHERS OF TOMORROW LATEST QUESTIONS
AND ANSWERS A COMPLETE BEST SOLUTION COVERS
2025/2026 ALL ANSWERS GET IT 100% ACCURATE GRADED TO
SCORE A+ FOR SUCCESS
49. Teaching students to spell syllable types they are learning to read promotes students'
ongoing literacy development primarily by: - CORRECT ANSWERS promoting students'
automatic decoding of both common and less common sound-spelling patterns.
50. 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? - CORRECT ANSWERS conducting a spelling dictation requiring students to
write single-syllable words with these patterns in the correct spelling-pattern column
51. A teacher records and then analyzes the spelling errors from a struggling reader's daily
writing. A representative sample of one error pattern appears in the chart below.
Correct Spelling
Spelling: Error:
Slogan slogin
Broken brokin
Chosen chosin
Carton cartin
Gallon 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? -
CORRECT ANSWERS Vowels in unstressed syllables are pronounced with schwa sound.
