TExES Science of Teaching Reading (STR)
(293) Quiz 2 Questions & Answers
1.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
correspon- dence most likely need differentiation in the form of
A - scaffolding.
B - complexity.
C - background knowledge.
D - pacing.
Answer pacing.
These students most likely need more time to practice and memorize th
sounds each letter makes.
2.A second-grade teacher has the long-term goal for their students to read
grade-level texts with sufficient accuracy and fluency to support
comprehen- sion, 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?
1/
8
, 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
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.
3.What impact should the results of ongoing assessments have on
instruc- tional plans?
A - The results should influence plans for the same unit in the following scho
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.
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.
2/
8
(293) Quiz 2 Questions & Answers
1.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
correspon- dence most likely need differentiation in the form of
A - scaffolding.
B - complexity.
C - background knowledge.
D - pacing.
Answer pacing.
These students most likely need more time to practice and memorize th
sounds each letter makes.
2.A second-grade teacher has the long-term goal for their students to read
grade-level texts with sufficient accuracy and fluency to support
comprehen- sion, 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?
1/
8
, 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
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.
3.What impact should the results of ongoing assessments have on
instruc- tional plans?
A - The results should influence plans for the same unit in the following scho
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.
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.
2/
8
