TExES Science of Teaching Reading (STR)
(293) Quiz 2 UPDATED ACTUAL Exam
Questions and CORRECT Answers
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. - CORRECT ANSWER - 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 - CORRECT ANSWER -
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. - CORRECT ANSWER -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.
A kindergarten teacher has implemented reading instruction to help students master the basics of
phonological awareness, phonics, and print awareness. Instruction is systematic and explicit, and
the teacher presents skills in an order consistent with the developmental reading continuum. To
best meet the instructional needs of each student throughout the year, the teacher should:
A - provide uniform instruction to everyone in the class to provide equal learning opportunities.
B - frequently assess each student's reading development and adjust instruction accordingly.
C - regularly send home results of student assessments to increase parental involvement.
D - introduce new phonics skills in several ways to account for various learning styles. -
CORRECT ANSWER -B
In order to best meet the needs of students, the teacher should perform formal and informal
assessments frequently and use them to inform instructional choices.
A third-grade teacher is looking over the results of a student's oral reading fluency assessment.
The results are as follows:
Passage Assessment Level: Early third grade
Accuracy rate: 93%
Error rate: 1:10 (an average of 1 error for every 10 words read)
Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors)
(293) Quiz 2 UPDATED ACTUAL Exam
Questions and CORRECT Answers
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. - CORRECT ANSWER - 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 - CORRECT ANSWER -
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. - CORRECT ANSWER -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.
A kindergarten teacher has implemented reading instruction to help students master the basics of
phonological awareness, phonics, and print awareness. Instruction is systematic and explicit, and
the teacher presents skills in an order consistent with the developmental reading continuum. To
best meet the instructional needs of each student throughout the year, the teacher should:
A - provide uniform instruction to everyone in the class to provide equal learning opportunities.
B - frequently assess each student's reading development and adjust instruction accordingly.
C - regularly send home results of student assessments to increase parental involvement.
D - introduce new phonics skills in several ways to account for various learning styles. -
CORRECT ANSWER -B
In order to best meet the needs of students, the teacher should perform formal and informal
assessments frequently and use them to inform instructional choices.
A third-grade teacher is looking over the results of a student's oral reading fluency assessment.
The results are as follows:
Passage Assessment Level: Early third grade
Accuracy rate: 93%
Error rate: 1:10 (an average of 1 error for every 10 words read)
Self-correction rate: 1:5 (makes an average of 1 self-correction per 5 errors)
