STR Test Questions | 88 Questions with 100% Correct Answers
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Course
STR
Institution
Liberty University
An English language learner regularly skips or misreads high-frequency prepositions while reading connected texts. In order to best help this student develop accuracy and automaticity, the teacher should: - provide practice readings that use the highfrequency prepositions and that include illustrat...
str test questions | 88 questions with 100 correct answers
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STR Test Questions | 88 Questions with
100% Correct Answers
An English language learner regularly skips or misreads high-frequency prepositions while
reading connected texts. In order to best help this student develop accuracy and automaticity, the
teacher should: Correct Answer: provide practice readings that use the high-frequency
prepositions and that include illustrations of the preposition in action.
A first-grade teacher plans her reading lessons so that they always include time for the teacher to
read at least part of the text aloud to students. What is one way in which teacher-modeled reading
can benefit students' fluency skills? Correct Answer: Listening to the teacher read will help
students learn to develop prosody in their own reading.
A pre-K teacher has children participate in the following activities:
clapping syllables in students' names
counting syllables in days of the week
standing up if their names contain a specific number of syllables
These types of activities help students to: Correct Answer: develop phonological awareness by
using meaningful words.
A second-grade teacher would like to help students develop their phonological awareness skills
by teaching them to decode words faster as they read. Which of the following concepts should
the teacher focus on to help students achieve this goal? Correct Answer: how to separate words
into syllables
A third-grade class has been studying mammals and reptiles, and the teacher would like to help
students synthesize all the information they have learned about both types of animals. The
teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher
conducts a class discussion in which each pair of students shares their organizer and she records
their findings in a whole-group version, shown here:
(Venn Diagram)
The teacher distributes another blank copy of the organizer to each student, along with two
articles to read, one on amphibians and one on crustaceans. Using this organizer could help
students retain the new information they learn by: Correct Answer: providing a system for
recording commonalities and differences between the topics.
A third-grade class has been studying mammals and reptiles, and the teacher would like to help
students synthesize all the information they have learned about both types of animals. The
teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher
conducts a class discussion in which each pair of students shares their organizer and she records
their findings in a whole-group version, shown here:
, (Venn Diagram)
Creating this type of graphic organizer will help students develop their reading comprehension
skills by: Correct Answer: showing them how to compare and contrast differences and
similarities.
A first-grade student is reading aloud and mispronounces the following words: after, old, ask,
and what. The student could benefit from additional instruction in which of the following areas?
Correct Answer: automatic recognition of high-frequency words
A class of first-grade students has been learning how to decode words. Which of the following
lessons would be the best way to teach them to decode words ending in the inflectional
morpheme -ed? Correct Answer: teaching students to read the -ed by itself and then decode the
front of the word before the inflection before adding them together
A first-grade teacher has recently conducted oral timed reading assessments. She records the
number of words per minute a student completes as well as any miscues and self-corrections
made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim
first. She noted in Tim's reading that he made a number of miscues but did not pause to
acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing
the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for
"bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level
texts with 95% accuracy, but on this assessment he scored closer to 75%.
During the conference, the teacher should be sure to: Correct Answer: tell the student the ways
in which he read well as well as provide actionable areas of improvement.
A first-grade teacher has recently conducted oral timed reading assessments. She records the
number of words per minute a student completes as well as any miscues and self-corrections
made by the student.
The teacher meets privately with each student to share the results. The teacher meets with Tim
first. She noted in Tim's reading that he made a number of miscues but did not pause to
acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing
the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for
"bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level
texts with 95% accuracy, but on this assessment he scored closer to 75%.
Based on the results of the assessment, which activity would best address the errors made by Tim
and improve his oral reading in the future? Correct Answer: modelling reading with appropriate
speed and having Tim practice reading more slowly and with expression
When working with English language learners on phonemic awareness and phoneme
identification, it is most appropriate to select words that: Correct Answer: include sounds used
in both English and the student's native language.
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