STR Practice Exam 2(correctly answered)2023

STR Practice Exam 2(correctly answered)2023A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher spells a CVC word with the tiles and asks the student to read the word aloud. The teacher notes whether the word is read correctly or not. Then the teacher swaps out a tile to create a new word and the process repeats. Students are assessed on how well they can read the new CVC words with a goal of 25 words correct. Based on the skill being assessed, this teacher most likely teaches which grade level? prekindergarten kindergarten first grade second grade kindergarten The ability to recognize that new words are created when letters are changed, added, or deleted is a benchmark associated with kindergarten-level students. A second-grade student is reading from a text and comes across the following sentence. "I'd go outside, but it's raining cats and dogs!" He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the illustration to take a guess what that might mean. The student reviews the illustration showing a heavy rain and asks, "It means there is a lot of rain?" Based on this example, this student is likely in which stage of reading proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-High advanced Beginning to understand and explore literal and figurative meanings of words is an example of what can be expected of an advanced reader. Every Monday students in a first-grade class are asked to write about a topic of their choice. The teacher informally reviews these journals as a way to assess her student's progress with certain orthographic or grammatical concepts. A student writes the following sentence. We got ice creem and spended time at the bech. Based on this writing sample, this student is most likely in which stage of spelling development? precommunicative semiphonetic conventional transitional transitional Transitional students can spell many words correctly, but still struggle with irregular spellings. Based on this student's errors, he is likely in the transitional stage. A veteran teacher has been asked by the principal to adjust his curriculum to include more multicultural literature and diverse authors. When choosing multicultural literature for the classroom, the teacher should look for texts that: are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. provide a sampling of all cultures in the world so that the class can experience as much diversity as possible. mirror the diversity in his classroom exactly, excluding cultures or ethnicities that are not currently represented by students in the class. stereotypically represent a culture so that students get a quick, easy-to-understand view of unfamiliar lifestyles. are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. Students come to texts with background knowledge when the multicultural literature matches their lives, but finding an appropriate balance between familiar and new is important for helping students grow as readers and citizens of the world. A third-grade teacher groups students together to discuss the nonfiction article they just finished. The teacher provides a list of discussion questions for the students to answer. As she walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the students are not engaging critically in this discussion. She wants to encourage her students to participate in more academic conversations about their reading. Which of the following would best promote this goal? Model thinking-aloud about a text while reading to the class. Model annotation strategies and provide time for students to practice annotating a text before discussion. Provide students with graphic organizers to record notes and key information on. Post a list of sentence starters on the wall for students to reference. Post a list of sentence starters on the wall for students to reference. Providing sentence starters and encouraging students to use them while discussing academic texts is one way to achieve this goal. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Most of the words on this list are tier three vocabulary words. Once students have written the terms in their notebooks, the teacher holds a discussion on each term. She reads the example sentence from the articles, points out any context clues present, and works with the class to create a working definition of the term. Which activities would most benefit student's learning and retention of these tier three terms? Select all answers that apply. Create a word web linking these terms to words the students already know and understand. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Give students a second example sentence to include in their vocabulary notebooks. Provide the definition and ask students to write it in their vocabulary notebooks. Create a word web linking these terms to words the students already know and understand. Breaking down complex vocabulary through a semantic map or word web helps students build connections between the new term and those they already know. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Because tier three words are content-specific, students may not have any background knowledge to apply to the term. Showing photos when possible gives students a visual clue for the word's meaning which is beneficial when learning tier three terms. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: By asking students to complete the provided handout, the teacher is demonstrating her understanding that in order internalize new vocabulary words, a student needs: practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. knowledge of a word's denotation and connotation, origins, and related words to fully comprehend a word's meaning. opportunities to interact with the word authentically via reading, writing, and speaking after learning its definition. rote memorization activities enhanced by graphic organizers and writing assignments. practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. Using prior knowledge and word analysis skills to define a word is more useful in the long run than exclusively looking up and memorizing dictionary definitions. The teacher is allowing students to practice these skills through this handout. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Once the word list hits five or more new terms, the teacher calls everyone's attention to the board for a whole-class review of the words. Students are asked to write the words on a new page in the vocabulary section of their class journal. In order to facilitate the student's ability to use print resources while researching, the students should be required to: organize the word list in alphabetical order. rank the words based on frequency of use. underline or highlight any root words and include that root's definition in the entry. color-code the list based on part of speech. organize the word list in alphabetical order. Students should be able to alphabetize words to the third letter in order to help them when using printed reference materials. Practicing alphabetizing vocabulary lists is one way to teach this skill. The following is a conversation heard between two first-grade students during recess. Student A: Hey! Want to play tag? Student B: Sí. Run now? Student A: Do you want to be it first, or should I? Student B: I not sure... Student A: I'll be the tagger first. You go that way! Quick, run fast! Student B: Okay, I go! Based on student B's speech, she is most likely in which stage of speaking proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-high intermediate This student is able to be understood by student A, but makes mistakes with verb tense and still speaks in short sentences, indicating she is likely in the intermediate stage of speaking.