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STR teachers of tomorrow Exam with answers01. |According |to |findings |in |the |Report |of |the |National |Literacy |Panel |on |Language-Minority |
Children |and |Youth |which |of |the |following |curricular |adjustments |would |most |effectively |support |
the |literacy |development |of |English |learners |with |respect |to |text |comprehension? |- |correct |answer
|-integrating |comprehensive |oral |language |instruction |with |literacy |instruction
02. |Which |of |the |following |actions |by |elementary |school |teachers |in |the |early |grades |would |best |
demonstrate |understanding |that |decoding |and |encoding |are |reciprocal |skills |that |develop |
synchronously |during |the |early |stages |of |reading |development? |- |correct |answer |-creating |regular |
opportunities |for |students |to |apply |new |syllable |patterns |in |their |daily |writings |that |have |been |
explicitly |taught |during |phonics |instruction.
03. |A |teacher |would |like |to |help |students |identify |their |literacy |skills |and |strengths |as |part |of |an |
assets-based |approach |to |literacy |instruction. |Which |of |the |following |teacher |actions |is |consistent |
with |this |type |of |approach? |- |correct |answer |-Providing |students |with |explicit |feedback |about |what
|they |already |know |and |are |able |to |do |well |and |helping |them |use |this |information |to |establish |
realistic |yet |challenging |learning |goals.
04. |A |school |district |in |Texas |has |adopted |the |Multi-Tiered |Systems |of |Support |(MTSS) |model |of |
instruction |in |their |K-3 |literacy |program |which |includes |a |core |reading |program |(Tier |1) |
supplemental |instruction |(Tier |2) |and |intensive |instruction |(Tier |3) |Instructional |grouping |in |Tier |2 |is
|restricted |to |five |or |fewer |students. |This |limitation |enhances |the |effectiveness |of |literacy |
instruction |for |the |students |primarily |by: |- |correct |answer |-Providing |students |with |increased |
opportunities |to |practice |developing |skills |with |teacher |feedback.
05. |A |second-grade |student |has |been |identified |with |dysgraphia |but |does |not |have |difficulty |with |
decoding |or |encoding. |Which |of |the |following |approaches |to |instruction |would |be |most |effective |in
|promoting |the |student's |development |with |respect |to |the |identified |area |of |need? |- |correct |
answer |-Providing |the |student |with |explicit |instruction |in |letter |formation |and |frequent, |short, |
guided-practice |sessions |to |build |the |student's |handwriting |fluency |and |automaticity |in |letter |
memory |and |formation.
06. |In |which |line |in |the |table |below |is |the |underlined |portion |of |the |example |word |accurately |
matched |to |the |phonics |term |that |is |used |to |describe |that |phonics |element?
,Line |Phonics |Term |Example |word
1 |blend |they
|
2 |digraph |factor
|
3 |diphthong |power
|
4 |trigraph |scrap |- |correct |answer |-Line |3
|
07. |Use |the |information |below |to |answer |the |two |questions |that |follow. |Students |in |a |third-grade |
class |have |been |studying |ways |in |which |Earth's |surface |is |always |changing. |As |the |culminating |
project |students |choose |a |topic |that |they |would |like |to |learn |more |about |(e.g. |volcanic |eruptions |
earthquakes |landslides |floods) |and |establish |a |research |group |focused |on |that |topic. |The |students |
in |each |group |generate |questions |to |focus |their |research |read |a |variety |of |texts |to |gather |
information |related |to |their |questions |and |engage |in |focused |discussions |of |the |texts |based |on |
their |questions. |The |teacher's |role |is |to |support |the |groups |by |helping |them |gather |a |range |of |print
|and |digital |informational |texts |related |to |their |chosen |topic |modeling |norms |for |equitable |
discussions |and |monitoring |each |group's |task |progress |to |ensure |group |members |stay |focused.
In |which |of |the |following |ways |can |the |teacher |best |foster |the |students |- |correct |answer |-by |
providing |students' |with |a |rubric |with |which |they |can |self-evaluate |their |text |analysis
08. |Several |research |groups |include |students |with |a |diverse |range |of |reading |skills. |The |teacher |
wants |to |differentiate |instruction |for |students |in |a |way |that |will |also |strengthen |their |capacity |for |
reading |more |complex |text. |Which |of |the |following |approaches |best |aligns |with |research-based |
best |practices |to |accomplish |this |purpose? |- |correct |answer |-providing |a |set |of |texts |representing |a |
range |of |text-complexity |levels |and |interactive |formats, |and |allowing |student |to |work |
collaboratively |to |read |the |texts.
09. |A |kindergarten |teacher |regularly |has |students |write |and |draw |in |their |journals |in |response |to |
an |open-ended |prompt. |During |these |writing |sessions |the |teacher |circulates |among |students |asks |
them |to |read |aloud |what |they |have |written |and |documents |their |performance |with |anecdotal |
notes |in |a |teacher |record. |
This |type |of |informal |assessment |strategy |would |be |most |appropriate |to |use |for |which |of |the |
following |instructional |purposes? |- |correct |answer |-observing |individual |student's |development |in |
various |dimensions |of |literacy |over |time.
, 10. |Which |of |the |following |writing |samples |provides |evidence |that |the |student |is |beginning |to |
develop |understanding |of |the |alphabetic |principle? |
KLD
"Casey |loves |Dancing"
ABCDEF
"Those |are |letters"
MIA
"I |write |my |name!"
T |Lo |LE |O
"The |dog |went |home" |- |correct |answer |-KLD
"Casey |loves |Dancing"
11. |When |planning |assessments |to |measure |students' |comprehension |of |literary |texts |an |
elementary |school |teacher |selects |a |variety |of |passages |from |a |range |of |cultures |including |those |
that |reflect |the |diverse |cultural |experiences |of |the |students. |The |teacher |also |considers |students' |
familiarity |with |cultural |content |when |evaluating |students' |responses |to |texts. |The |teacher's |
actions |best |demonstrate |the |importance |of |taking |which |of |the |following |factors |into |
consideration |when |selecting |texts |for |assessments? |- |correct |answer |-A |reader's |cultural |
background |knowledge |can |be |an |important |factor |affecting |their |comprehension |of |a |literary |text.
12. |Which |of |the |following |statements |identifies |a |characteristic |of |criterion-referenced |tests |that |
in |general |makes |them |unsuitable |for |use |as |a |formative |assessment |of |foundational |reading |skills?
|- |correct |answer |-While |criterion |referenced |assessment |can |measure |students |mastery |of |target |
skills, |they |provide |little |information |about |the |extent |of |students |skill |development |toward |
mastery.
13. |A |second-grade |student |demonstrates |grade-level |oral |reading |fluency |but |is |reluctant |to |
participate |in |post-reading |discussions |and |frequently |exhibits |comprehension |difficulty |when |
answering |questions |about |assigned |literary |texts. |The |teacher |would |like |to |better |understand |the
|student's |process |of |constructing |meaning |from |text. |
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