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STR (Certify Teacher) exam with correct answers
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STR (Certify Teacher) exam with correct answersA |first |grade |student |is |reading |a |story |aloud. |The |student |attempts |to |read |the |sentence, |"Jill |likes
|to |play |on |a |swing." |Printed |below |is |an |excerpt |from |the |student's |comments |as |he |attempts |to |
read |the |sentence.
Student: |Jill |likes |to |play |on |a |[makes |a |/s/ |sound].... |I |don't |know |that |word. |Sing? |Swim?No, |
that's |not |it. |Swing? |Maybe |that |word |is |swing.
In |the |comments |above, |the |student |most |clearly |demonstrates |which |of |the |following |reading |
skills? |- |correct |answer |-using |graphophonic |cues |to |help |analyze |and |decode |an |unfamiliar |word
A |first |grade |student |is |reading |a |story |aloud. |The |student |attempts |to |read |the |sentence, |"Jill |likes
|to |play |on |a |swing." |Printed |below |is |an |excerpt |from |the |student's |comments |as |he |attempts |to |
read |the |sentence.
Student: |Jill |likes |to |play |on |a |[makes |a |/s/ |sound].... |I |don't |know |that |word. |Sing? |Swim?No, |
that's |not |it. |Swing? |Maybe |that |word |is |swing.
After |identifying |the |word |swing, |the |student |turns |to |the |teacher |and |asks, |"Is |that |right? |Is |it |
swing?" |Which |of |the |following |teacher |prompts |would |most |likely |be |effective |in |eliciting |helpful |
information |about |the |student's |use |of |word-identification |strategies? |- |correct |answer |-"Tell |me |
how |you |figured |out |that |the |word |was |swing |."
A |first |grade |student |is |reading |a |story |aloud. |The |student |attempts |to |read |the |sentence, |"Jill |likes
|to |play |on |a |swing." |Printed |below |is |an |excerpt |from |the |student's |comments |as |he |attempts |to |
read |the |sentence.
Student: |Jill |likes |to |play |on |a |[makes |a |/s/ |sound]...I |don't |know |that |word. |Sing? |Swim?No, |that's |
not |it. |Swing? |Maybe |that |word |is |swing.
After |identifying |the |word |swing, |the |student |turns |to |the |teacher |and |asks, |"Is |that |right? |Is |it |
swing?" |The |teacher |wants |to |encourage |the |student |to |use |semantic |and |syntactic |cues |to |verify |
,the |word. |Which |of |the |following |teacher |responses |to |the |student's |question |would |best |address |
this |goal? |- |correct |answer |-"Now |try |reading |the |sentence |again |and |see |whether |swing |makes |
sense."
Between |which |ages |do |children |typically |show |rapid |growth |in |literacy, |as |they |experiment |with |
writing |by |forming |scribbles, |random |strings |of |letters, |and |letter-like |forms? |- |correct |answer |-3-4
Which |of |the |following |are |examples |of |informal |assessments |that |prekindergarten |teachers |can |
use? |- |correct |answer |-C. |ongoing |observations
D. |systematic |observations
E. |portfolios
Which |of |the |following |describes |a |morpheme? |- |correct |answer |-the |smallest |linguistic |unit |that |
has |a |meaning |or |grammatical |function
Mr. |Reed |assigns |the |class |to |look |at |a |bunch |of |pictures |of |food |items |and |then |instructs |them |to |
match |the |food |items |to |their |corresponding |words. |- |correct |answer |-vocabulary |development
A |student |who |frequently |mixes |up |letters |when |pronouncing |words |(i.e. |biving |doard |instead |of |
diving |board) |would |best |benefit |from |which |type |of |intervention? |- |correct |answer |-reading |
disability |training
Which |of |the |following |describes |a |phoneme? |- |correct |answer |-a |class |of |speech |sounds |identified |
by |a |native |speaker |as |the |same |sound
Mrs. |Swanson |is |attempting |to |help |students |select |books |they |can |read |on |their |own. |As |part |of |
this |process, |she |must |determine |each |student's |independent |reading |level. |
In |order |to |accomplish |this |task |effectively, |Mrs. |Swanson |should |select |books |in |which |students |—
|- |correct |answer |-have |5 |or |less |word |recognition |errors |per |100 |words |of |text.
Mrs. |Swanson |is |attempting |to |help |students |select |books |that |they |can |read |on |their |own. |As |part
|of |this |process |she |must |determine |each |student's |independent |reading |level.
,In |order |to |determine |her |students' |independent |reading |level, |Mrs. |Swanson's |bestapproach |
would |be |to |— |- |correct |answer |-administer |an |informal |reading |inventory |to |each |student.
A |second |grade |teacher |has |just |taken |a |running |record |on |a |student |and |is |determining |if |the |
student |should |remain |at |the |same |text |level |for |further |instruction |or |move |to |a |more |difficult |
text. |Which |of |the |following |elements |is |the |LEAST |important |for |the |teacher |to |take |into |
consideration? |- |correct |answer |-vocabulary |knowledge
Mrs. |Jamison |is |attempting |to |teach |her |students |to |develop |better |word |attack |skills |by |teaching |
them |to |use |structural |(morphemic) |analysis. |One |of |the |first |things |she |will |need |to |do |is |— |- |
correct |answer |-A.develop |students' |ability |to |recognize |prefixes |and |suffixes.
A |teacher |is |creating |a |list |of |high-frequency, |irregular |sight |words. |Which |of |the |following |sets |of |
words |would |be |appropriate |to |include |in |the |list? |- |correct |answer |-have, |mother, |been
Mrs. |Shaw |is |teaching |a |unit |on |biographies. |Which |of |the |following |assignments |is |most |likely |to |
reflect |cultural |diversity |and |deepen |students' |knowledge |of |how |literature |can |develop |an |
understanding |of |people's |lives |as |they |relate |to |the |culture |and |environment |in |which |they |live? |- |
correct |answer |-Have |students |select |two |biographies |to |read |that |are |about |individuals |from |two |
different |cultures. |Have |students |compare |the |subjects |of |the |biographies |with |a |special |emphasis |
on |how |their |lives |were |shaped |by |their |surroundings.
Mr. |Clampett |notices |that |Tamekah |is |often |leaving |off |suffixes |when |she |reads. |He |provides |direct |
instruction |and |practice |on |noticing |and |applying |suffixes |to |words |when |reading. |Which |of |the |
following |would |provide |the |most |appropriate |assessment |for |Mr. |Clampett |to |determine |if |
Tamekah |has |learned |and |is |applying |this |skill? |- |correct |answer |-Listen |to |Tamekah |read |a |passage
|that |has |several |words |with |suffixes |in |it.
Mrs. |Ramirez |facilitated |oral |language |development |during |small |group |interactions |with |her |
students. |She |was |deliberate |about |her |word |choice |and |language |during |her |discussion |with |
students. |Read |the |following |dialogue |between |Mrs. |Ramirez |and |a |student.
Which |of |the |teacher |prompts |is |a |weak |response? |- |correct |answer |-That's |right |- |toys!
, In |her |response |to |"It |was |funny," |the |teacher |used |the |word |amusing |to |— |- |correct |answer |-
purposefully |model |an |alternative |word |that |the |child |is |not |accustomed |to |using.
Mrs. |Lilly |is |a |kindergarten |teacher |and |recently |administered |an |individual |oral |language |
assessment |to |each |of |her |students. |Mrs. |Lilly |analyzed |the |assessment |results |to |identify |patterns |
in |students' |performance |and |noted |that |several |students |scored |low |on |test |items |related |to |
listening |and |speaking.
Mrs. |Lilly |wants |to |differentiate |her |instruction |to |meet |the |instructional |needs |of |students, |so |she |
is |planning |a |series |of |interactive |activities |for |students |to |practice |listening |and |speaking |skills |in |
meaningful |contexts. |For |the |first |activity, |Mrs. |Lilly |will |read |a |text |aloud |to |the |whole |class |and |
then |pair |up |students |to |engage |in |a |simulated |telephone |conversation. |During |their |telephone |
conversation, |students |will |talk |about |the |text |as |long |as |they |can. |When |the |pair |ends |their |
conversation, |each |student |will |share |one |comment |that |their |partner |made |to |the |class.
For |the |simulated |telephone |convers |- |correct |answer |-Mrs. |Lilly |should |form |pairs |with |students |of
|different |skill |levels.
Mr. |Edwards |is |an |elementary |teacher |with |many |English |learners |in |his |class. |He |knows |that |a |
language-rich |environment |at |home |helps |students |learn, |and |he |likes |to |be |a |resource |for |the |
parents |of |his |students |in |helping |them |provide |this. |Which |of |the |following |is |a |true |statement |
that |would |be |helpful |to |share |with |parents? |- |correct |answer |-Vocabulary |development |in |both |a |
child's |native |language |and |English |contribute |to |achievement |in |English |reading |comprehension.
Which |of |the |following |instructional |supports |best |represents |an |appropriate |linguistic |
accommodation |for |classroom |discussions |among |English |learners |who |are |in |the |Intermediate |
stage |of |English |language |proficiency? |- |correct |answer |-provide |answer |choices |for |students |to |use
|in |their |verbal |responses
A |second |grade |class |includes |a |number |of |English |learners |who |are |at |the |speech |emergent |stage |
of |English |acquisition |and |are |emergent |readers |in |English. |When |considering |instructional |
strategies |to |use |with |her |class, |the |teacher |should |consider |using |strategies |that: |- |correct |answer
|-incorporate |opportunities |for |students |to |discuss |content |with |their |peers.
Regarding |oral |language |development, |which |of |the |following |statements |is |true? |- |correct |answer
|-Students |who |have |language |disorders |demonstrate |difficulties |in |meeting |major |milestones |of |
oral |language |development.
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