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STR EXAM QUESTIONS WITH
COMPLETE SOLUTIONS
Question 1 Which list of words would best be described as tier one vocabulary words?A.) car, chair, boat B.) curve, calm, rhyme C.) surprise, worried, uncomfortable D.) decimal, horizontal, exponent
Correct Answer: A
Question 2 A prekindergarten teacher meets with small groups of students on a regular basis. During one small group lesson, the teacher reads an alphabet book focused on the letter p. Then, the teacher shows a set of flashcards of words that begin with the letter p. The teacher shows the first card, which has the letter p written in the upper left hand corner, a picture of a pig in the center, and the word pig written at the bottom. The teacher says "p," makes the /p/ sound, and says "pig" while pointing to the picture. Then, each student is invited to repeat the same sounds individually while looking at the card. This activity helps students learn which of the following developmental reading concepts?A.) the alphabetic principle B.) how to utilize text features C.) the directionality of print D.) how to memorize sight words
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Correct Answer: A
Question 3 A group of second-grade students has moved from the full alphabetic phase to the consolidated alphabetic phase. To help students read words accurately in this new phase, the teacher should focus on which of the following?A.) helping students take their knowledge of grapheme-phoneme blends and use them to read larger units of language B.) helping students automatically recognize high-frequency words they did not master in earlier phases C.) helping students sound out unfamiliar words using the phonemic awareness skills they have learned D.) helping students use context clues to determine how to pronounce and define words they do not recognize
Correct Answer: A
Question 4 A third-grade teacher is introducing a unit on plants. Part of the unit plan calls for students to read complex texts on the topic, many of which contain unfamiliar vocabulary words. The teacher takes the students on a nature walk to sketch several types of plants and talk about their favorite ones. The teacher also takes the class out to the school vegetable garden to discuss the differences and similarities between the different plants. These pre-reading activities will help
the students:
A.) determine what they know, would like to know, and what they learned about plants.B.) identify expository text structures as they read.C.) gain additional background knowledge before reading the texts.D.) write more complete summaries of the texts after reading.
Correct Answer: C
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Question 5 A group of second-grade students has recently mastered identifying and decoding words containing VC patterns, such as -ow and -ar. The teacher would like to provide enrichment in the next area of phonics instruction while other students in the class continue working on VC patterns. Which of the following skills would come next on the continuum of word-reading skills described in the second grade Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR)?A.) identify and decode words containing VCe patterns B.) begin instruction in high-frequency words with 4 letters or more C.) identify and decode words containing the CVC pattern D.) use known word patterns to increase their reading rate
Correct Answer: A
Question 6 A first-grade teacher is planning a series of phonics lessons. Before beginning the lessons, the teacher administers a pre-test to each student on the skills that will be covered. After the lessons, the teacher administers a post-test to each
student. The following is an example of one student's assessment. (Examples:
shop/hop, thin/tin, dish/dist, wish/which, three/three, sheep/sheep, cheese/chee, chair/care, when/hen, wheel/what). What is the teacher's purpose in administering this assessment?A.) to group the students according to reading abilities during instructional time B.) to conduct a summative assessment for the grading period C.) to guide planning for phonics lessons on additional skills D.) to determine how much students learned from the series of lessons
Correct Answer: D
Question 7
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A first-grade teacher is planning a series of phonics lessons. Before beginning the lessons, the teacher administers a pre-test to each student on the skills that will be covered. After the lessons, the teacher administers a post-test to each
student. The following is an example of one student's assessment. (Examples:
shop/hop, thin/tin, dish/dist, wish/which, three/three, sheep/sheep, cheese/chee, chair/care, when/hen, wheel/what). After examining this student's post- assessment data, the teacher decides to provide additional learning opportunities in which of the following areas?A.) segmenting phonemes B.) consonant blends C.) blending phonemes D.) consonant digraphs
Correct Answer: D
Question 8 A first-grade class has recently finished reading the story The Three Little Pigs.After reading, the teacher asks students to complete an organizer with their table partners (Somebody, wanted, but, so, then, complete sentence). After completing the organizer, the teacher asks several students to share the sentence
they wrote. One student shares the following sentence: "The pigs wanted to
build houses but the wolf wanted to blow them down." The teacher then says, "So, then what happened?" By asking this follow-up question, the teacher is
furthering the student's oral language development by:
A.) requiring the student to use the specific conjunctions "so" and "then" in a verbal response.B.) prompting the student to support an opinion with textual evidence.C.) asking the student to verbally articulate a concise summary of the story.D.) showing the student how to form a more grammatically complex sentence.
Correct Answer: C
Question 9