TExES Science of Teaching Reading
(STR) (293) Quiz 2
A kindergarten class has been working to learn all the letters and their corresponding
sounds and will later learn about types of syllables and how those syllable types can
affect the sounds letters make. Students who are not progressing as planned through
the lessons on letter-to-sound correspondence most likely need differentiation in the
form of:
A - scaffolding.
B - complexity.
C - background knowledge.
D - pacing. - Answers -pacing.
These students most likely need more time to practice and memorize the sounds each
letter makes.
A second-grade teacher has the long-term goal for their students to read grade-level
texts with sufficient accuracy and fluency to support comprehension, a state learning
standard. Which of the following is not an example of a short-term goal that would serve
as a scaffold for this long-term goal?
A - recognizing and understanding the meanings of five new prefixes
B - distinguishing long vowel sounds from short vowel sounds
C - increasing student reading levels by one grade level
D - recognizing text features associated with informational texts - Answers -C
Increasing all student reading levels by one grade level would also be a long-term goal.
It would be slightly different than the goal stated in the question because students will
be starting from a variety of reading levels.
What impact should the results of ongoing assessments have on instructional plans?
A - The results should influence plans for the same unit in the following school year.
B - They should only change future plans if the upcoming plans are directly related.
C - They should not affect immediate plans, as the skills are unlikely to be related.
D - They should change upcoming plans if goals are not met. - Answers -D
Ongoing assessments are designed to affect future instructional plans. If the desired
results have not yet been met, the teacher should change the instructional plans to
better meet the students' needs.
(STR) (293) Quiz 2
A kindergarten class has been working to learn all the letters and their corresponding
sounds and will later learn about types of syllables and how those syllable types can
affect the sounds letters make. Students who are not progressing as planned through
the lessons on letter-to-sound correspondence most likely need differentiation in the
form of:
A - scaffolding.
B - complexity.
C - background knowledge.
D - pacing. - Answers -pacing.
These students most likely need more time to practice and memorize the sounds each
letter makes.
A second-grade teacher has the long-term goal for their students to read grade-level
texts with sufficient accuracy and fluency to support comprehension, a state learning
standard. Which of the following is not an example of a short-term goal that would serve
as a scaffold for this long-term goal?
A - recognizing and understanding the meanings of five new prefixes
B - distinguishing long vowel sounds from short vowel sounds
C - increasing student reading levels by one grade level
D - recognizing text features associated with informational texts - Answers -C
Increasing all student reading levels by one grade level would also be a long-term goal.
It would be slightly different than the goal stated in the question because students will
be starting from a variety of reading levels.
What impact should the results of ongoing assessments have on instructional plans?
A - The results should influence plans for the same unit in the following school year.
B - They should only change future plans if the upcoming plans are directly related.
C - They should not affect immediate plans, as the skills are unlikely to be related.
D - They should change upcoming plans if goals are not met. - Answers -D
Ongoing assessments are designed to affect future instructional plans. If the desired
results have not yet been met, the teacher should change the instructional plans to
better meet the students' needs.
