STR EXAM REVIEW WITH CORRECT DETAILED ANSWERS
1.Which xcircular xadjustment xwould xsupport xELls xin xtext xcomprehension?:
A:Integrating xcomprehensive xoral xlanguage xinstruction xwith xliterary
xinstruction
2.Which xactions xwould xdemonstrate xunderstanding xthat xdecoding xand
xencod- xing xare xreciprocal?: xA: xcreating xregular xopportunities xfor
xstudents xto xapply xnew xsyllable xpatterns xin xtheir xdaily xwriting xthat
xhave xbeen xexplicitly xtaught xduring xphonics xinstruction
3.A xteacher xwould xlike xstudents xto xidentify xliteracy xskills xas xpart xof
xassets xbased xapproach xto xliteracy xinstruction?: xB: xproviding xstudents
xwith xexplicit xfeed- xback xabout xwhat xthey xalready xknow xand xare xable
xto xdo
4.MTSS xTier x1,2,3 xinstruction. xThis xenhances xthe xeffectiveness xof xliteracy
xinstruction xfor xstudents xby:: xD: xproviding xstudents xwith xincreased
xopportunities xto xpractice xdeveloping xskills xwith xteacher xfeedback
5.A x2nd xgrade xstudent xwith xdysgraphia xnot xhave xdifficulty xwith xencoding
xand xdecoding. xWhich xis xmost xeffective xin xpromoting xdevelopment?: xC:
xProviding xthe xstudent xwith xexplicit xinstruction xin xletter xformation
1 x/
x19
,xand xfrequent, xshort, xguided xpractice xsessions xto xbuild xstudents
xhandwriting xfluency xand xautomaticity xin xletter xmemory xand
xformation
6.In xwhich xline xin xthe xtable xbelow xis xthe xunderlined xportion xof xthe xexample
xword xaccurately xmatched xto xthe xphonics xterm?: xC: xline x3 x(diphthong)
7.In xwhich xof xthe xfollowing xways xcan xthe xteacher xbest xfoster xthe
xstudents' xfeelings xof xself-efficacy xas xreaders xin xthe xcontext xof xthe
xresearch xprojects?: xB: xby xproviding xstudents xwith xa xrubric xwith xwhich
xthey xcan xself-evaluate
8.Several xresearch xgroups xinclude xstudents xwith xa xdiverse xrange xof
xreading xskills. xTeacher xwant xto xdifferentiate xinstruction xfor xstudents xto
xstrengthen xtheir xcapacity xfor xreading xmore xcomplex xtexts?: xD: xProviding
xa xset xof xtexts xrepresenting xa xrang xof xtext xcomplexity xlevels xand
xinteractive xformats, xand xallowing xstudents xto xwork xcollaboratively xto
xread xthe xtexts
9.This xtype xof xinformal xassessment xstrategy xwould xbe xmost xappropriate
xto xuse xfor xwhich xof xthe xfollowing xinstructional xpurposes?: xB: xobserving
xindividual xstudents xdevelopment xin xvarious xdimensions xof xliteracy
xover xtime
10.10. xAlphabetic xprinciple:: xA: xCasey xloves xdancing
11.11. xWhen xplanning xassessments xto xmeasure xcomprehension xan
xelemen- xtary xselects xvariety xof xcultures xincluding xthose xthat xreflect xthe
xdiverse xcultural xexperiences xof xthe xstudents. xWhat xfactors xconsider
xwhen xselecting xtexts xfor xassessments?: xC: xA xreader's xcultural
xbackground xknowledge xcan xba xan ximportant xfactor xaffecting xtheir
xcomprehension
12.12. xWhich xof xthe xfollowing xstatements xidentifies xa xcharacteristic xof
xcrite- xrion-referenced xtests xthat, xin xgeneral, xmakes xthem xunsuitable xfor
xuse xas xa xformative xassessment?: xA: xWhile xcriterion- xreferenced
xassessments xcan xmeasure
2 x/
x19
, students xmastery xof xtarget xskills, xthey xprovide xlitter xinfo xabout xextent
xof xstudents xskill xdevelopment xtoward xmastery
13.13. xA x2nd xgrade xstudent xdemonstrates xgrade xlevel xoral xreading
xfluency xbut xis xreluctant xto xparticipate xin xpost xreading xdiscussions xand
xfrequently xexhibits xcomprehension xdifficulty xwhen xanswering xquestions
xabout xliterary xtexts. xWhich xprocedures xindividually xwould xbe xeffective?:
xA: xhaving xthe xstudent xread xaloud xa xshort xnarrative xtext xthen xretell
xthe xstory xin xown xwords
14.14. xHow xcould xa xteacher xbest xdetermine xif xa xparticular xtext xis xwritten
xat xan xappropriate xlevel xfor xa xstudent xto xread xindependently?: xC: xby
xhaving xthe xstudent xread xaloud xa xsection xof xthe xtext xand xanswer
xquestions xabout xit xthen xdetermining xif xthe xstudents xaccuracy xis xat
xleast x95% xand xcomprehension xis x90%
15.15. xA x3rd xgrade xteacher xmeets xregularly xwith xindividual xstudents xto
xdiscuss xtheir xreading. xAt xthe xbeginning xof xone xstudent's xconference, xthe
xstudent xshows xthe xApollo xspace xbook. xWhen xthe xteacher xasks xstudent
xto xread xaloud, xthey xstruggle xwith xtechnical xwords xin xthe xtext. xWhich
xapproach?: xD: xpraising xthe xstudent xfor xfinding xan xexciting xbook
xshowing xthem xwhere xto xfind xmore xinformation xabout xtechnical
xterminology
16.16. xHow xcould xthe xteacher xbest ximprove xthe xintervention xto xmake xit
xmore xef- xfective xin xpromoting xthe xstudents xcapacity xto xproduce xmore
xsyntactically xand xcognitively xcomplex xoral xand xwritten xlanguage?: xC:
xexplicitly xteaching xtransition xwords
17.17. xWhich xof xthe xfollowing xstrategies xfor xassessing xstudents
xperformance xin x4 xand x5 xprovide xteacher xwith xmost xappropriate xdata?:
xA: xdeveloping xan xobservational xchecklist
18.18. xTeacher xis xconcerned xabout xone xstudent xwho xparticipates
xadequately xin xsteps x1 xand x2 xbut xdifficulty xputting xmultiple xsentences
xtogether xduring xstep
3.: xB: xcollaborating xwith xschool's xspeech xlanguage xpathologist
19.19. xA xpreK xteacher xrecords xweekly xanecdotal xnotes xabout
xchildren's xin- xteractions xduring xunstructured xplay?: xC: xusing
xprepositions xto xconvey xspatial xrelationships
20.20. xA xpreK xteacher xclosely xobserves xchildren xduring xthe xfirst xseveral
xweeks xof xschool xto xidentify xindividuals xwho xmay xbe xat xrisk xfor xspeech
xand xlanguage xdelays. xWhich xof xthe xfollowing?: xB: xA xchild xwhose xhome
xlanguage xis xEnglish xprimarily xuses xgestures xand xsome xunintelligible
xwords xto xcommunicate
3 x/
x19
1.Which xcircular xadjustment xwould xsupport xELls xin xtext xcomprehension?:
A:Integrating xcomprehensive xoral xlanguage xinstruction xwith xliterary
xinstruction
2.Which xactions xwould xdemonstrate xunderstanding xthat xdecoding xand
xencod- xing xare xreciprocal?: xA: xcreating xregular xopportunities xfor
xstudents xto xapply xnew xsyllable xpatterns xin xtheir xdaily xwriting xthat
xhave xbeen xexplicitly xtaught xduring xphonics xinstruction
3.A xteacher xwould xlike xstudents xto xidentify xliteracy xskills xas xpart xof
xassets xbased xapproach xto xliteracy xinstruction?: xB: xproviding xstudents
xwith xexplicit xfeed- xback xabout xwhat xthey xalready xknow xand xare xable
xto xdo
4.MTSS xTier x1,2,3 xinstruction. xThis xenhances xthe xeffectiveness xof xliteracy
xinstruction xfor xstudents xby:: xD: xproviding xstudents xwith xincreased
xopportunities xto xpractice xdeveloping xskills xwith xteacher xfeedback
5.A x2nd xgrade xstudent xwith xdysgraphia xnot xhave xdifficulty xwith xencoding
xand xdecoding. xWhich xis xmost xeffective xin xpromoting xdevelopment?: xC:
xProviding xthe xstudent xwith xexplicit xinstruction xin xletter xformation
1 x/
x19
,xand xfrequent, xshort, xguided xpractice xsessions xto xbuild xstudents
xhandwriting xfluency xand xautomaticity xin xletter xmemory xand
xformation
6.In xwhich xline xin xthe xtable xbelow xis xthe xunderlined xportion xof xthe xexample
xword xaccurately xmatched xto xthe xphonics xterm?: xC: xline x3 x(diphthong)
7.In xwhich xof xthe xfollowing xways xcan xthe xteacher xbest xfoster xthe
xstudents' xfeelings xof xself-efficacy xas xreaders xin xthe xcontext xof xthe
xresearch xprojects?: xB: xby xproviding xstudents xwith xa xrubric xwith xwhich
xthey xcan xself-evaluate
8.Several xresearch xgroups xinclude xstudents xwith xa xdiverse xrange xof
xreading xskills. xTeacher xwant xto xdifferentiate xinstruction xfor xstudents xto
xstrengthen xtheir xcapacity xfor xreading xmore xcomplex xtexts?: xD: xProviding
xa xset xof xtexts xrepresenting xa xrang xof xtext xcomplexity xlevels xand
xinteractive xformats, xand xallowing xstudents xto xwork xcollaboratively xto
xread xthe xtexts
9.This xtype xof xinformal xassessment xstrategy xwould xbe xmost xappropriate
xto xuse xfor xwhich xof xthe xfollowing xinstructional xpurposes?: xB: xobserving
xindividual xstudents xdevelopment xin xvarious xdimensions xof xliteracy
xover xtime
10.10. xAlphabetic xprinciple:: xA: xCasey xloves xdancing
11.11. xWhen xplanning xassessments xto xmeasure xcomprehension xan
xelemen- xtary xselects xvariety xof xcultures xincluding xthose xthat xreflect xthe
xdiverse xcultural xexperiences xof xthe xstudents. xWhat xfactors xconsider
xwhen xselecting xtexts xfor xassessments?: xC: xA xreader's xcultural
xbackground xknowledge xcan xba xan ximportant xfactor xaffecting xtheir
xcomprehension
12.12. xWhich xof xthe xfollowing xstatements xidentifies xa xcharacteristic xof
xcrite- xrion-referenced xtests xthat, xin xgeneral, xmakes xthem xunsuitable xfor
xuse xas xa xformative xassessment?: xA: xWhile xcriterion- xreferenced
xassessments xcan xmeasure
2 x/
x19
, students xmastery xof xtarget xskills, xthey xprovide xlitter xinfo xabout xextent
xof xstudents xskill xdevelopment xtoward xmastery
13.13. xA x2nd xgrade xstudent xdemonstrates xgrade xlevel xoral xreading
xfluency xbut xis xreluctant xto xparticipate xin xpost xreading xdiscussions xand
xfrequently xexhibits xcomprehension xdifficulty xwhen xanswering xquestions
xabout xliterary xtexts. xWhich xprocedures xindividually xwould xbe xeffective?:
xA: xhaving xthe xstudent xread xaloud xa xshort xnarrative xtext xthen xretell
xthe xstory xin xown xwords
14.14. xHow xcould xa xteacher xbest xdetermine xif xa xparticular xtext xis xwritten
xat xan xappropriate xlevel xfor xa xstudent xto xread xindependently?: xC: xby
xhaving xthe xstudent xread xaloud xa xsection xof xthe xtext xand xanswer
xquestions xabout xit xthen xdetermining xif xthe xstudents xaccuracy xis xat
xleast x95% xand xcomprehension xis x90%
15.15. xA x3rd xgrade xteacher xmeets xregularly xwith xindividual xstudents xto
xdiscuss xtheir xreading. xAt xthe xbeginning xof xone xstudent's xconference, xthe
xstudent xshows xthe xApollo xspace xbook. xWhen xthe xteacher xasks xstudent
xto xread xaloud, xthey xstruggle xwith xtechnical xwords xin xthe xtext. xWhich
xapproach?: xD: xpraising xthe xstudent xfor xfinding xan xexciting xbook
xshowing xthem xwhere xto xfind xmore xinformation xabout xtechnical
xterminology
16.16. xHow xcould xthe xteacher xbest ximprove xthe xintervention xto xmake xit
xmore xef- xfective xin xpromoting xthe xstudents xcapacity xto xproduce xmore
xsyntactically xand xcognitively xcomplex xoral xand xwritten xlanguage?: xC:
xexplicitly xteaching xtransition xwords
17.17. xWhich xof xthe xfollowing xstrategies xfor xassessing xstudents
xperformance xin x4 xand x5 xprovide xteacher xwith xmost xappropriate xdata?:
xA: xdeveloping xan xobservational xchecklist
18.18. xTeacher xis xconcerned xabout xone xstudent xwho xparticipates
xadequately xin xsteps x1 xand x2 xbut xdifficulty xputting xmultiple xsentences
xtogether xduring xstep
3.: xB: xcollaborating xwith xschool's xspeech xlanguage xpathologist
19.19. xA xpreK xteacher xrecords xweekly xanecdotal xnotes xabout
xchildren's xin- xteractions xduring xunstructured xplay?: xC: xusing
xprepositions xto xconvey xspatial xrelationships
20.20. xA xpreK xteacher xclosely xobserves xchildren xduring xthe xfirst xseveral
xweeks xof xschool xto xidentify xindividuals xwho xmay xbe xat xrisk xfor xspeech
xand xlanguage xdelays. xWhich xof xthe xfollowing?: xB: xA xchild xwhose xhome
xlanguage xis xEnglish xprimarily xuses xgestures xand xsome xunintelligible
xwords xto xcommunicate
3 x/
x19
