STR Practice Exam 1

A third-grade class is reading a class novel, but all reading happens independently at-home. Each day the teacher previews any challenging vocabulary that occurs in that night's chapter. The class discusses the plot every three days so that nothing is given away for any students who may be reading slower or have missed a day. Halfway through the text, the teacher gives a "pop quiz," to the class. Upon reviewing the assessment data, the teacher discovers that a majority of the students could not correctly answer even simple comprehension questions. What change to instruction should the teacher implement to be sure the students are comprehending the rest of the novel?

• Give students a packet of guided reading questions to complete while reading the text, and review these when the class reviews the chapters.

• Warn students that there will be an assessment coming so they have time to prepare and complete the reading before being surprised.

• Review the previous chapter the next day in class and allow class time to read so students can ask for help or the teacher can check in with students during their reading.

• Evaluate whether the text is above most students' reading levels and, if it is, switch to a new class novel.

A reading teacher has built 50 minutes into her weekly schedule each week for students to read a book of their choice. What is the biggest benefit of using class time for student-led independent reading?

• It allows the teacher to catch up on lesson plans and grading during this time.

• Students will be able to meet classroom reading goals without reading at home.

• Students can practice reading lessons learned that week under the guidance of the teacher.

• It promotes the idea that reading is pleasurable and enjoyable.

Which of the following strategies would not meet the needs of diverse learners?

• provide opportunities for alternative assessment

• group students by learning styles

• consider students' interests when selecting reading materials

• use one modality of instruction

A third-grade teacher wants to provide some enrichment activities for a small group of students who have already mastered identifying the plot, main idea, and main characters in short stories. Which skill below would be the best to study next while still staying in line with TEKS identified appropriate skills for third-grade students?

• Analyze nonfiction texts for the use of chronological text structure.

• Compare and contrast the characteristics of two stories.

• Identify and interpret literary devices such as metaphors or personification.

• Identify plot points as part of the rising or falling action.

A teacher has reorganized the classroom library to make it easier for students to browse and select texts to read during silent reading time. In addition to this reorganization, the teacher decided to conduct a reading interest survey, so that she can be of assistance when students need prompting. After assessing the results of students' reading interest surveys, the teacher should:

• provide students with a variety of titles across genres related to the students' interests.

• show students how to use the library's database to find their own reading materials.

• assign students to homogenous reading groups and pick what each group reads.

• redesign the year's reading curriculum to mirror the interests of the class.

A prekindergarten class contains several students who have had very little exposure to printed text. What strategies should the teacher implement to help this group of students develop print and phonological awareness?

• conduct read alouds using predictable texts and practice rhyming words using nursery rhymes and games

• dedicate a portion of daily instruction to introducing sight words and practicing them until students achieve automaticity

• invite students to choose their independent reading books for silent reading time to increase student engagement

• have students read one alphabet reader a week with a partner who has achieved a higher level of print awareness

Paula is an ELL student from Mexico. Her mother, Natalia, is a fluent English speaker and is concerned with Paula's reading fluency. She asks Mrs. Dilbert, her ESL teacher, about the different ways that she can help Paula to practice at home. Mrs. Dilbert recommends all of the following except:

• Modeling fluent reading to provide Paula with a strong example of what reading should sound like.

• Practicing repeated reading with Paula, asking her to read and then re-read the same text after receiving some corrections.

• Practicing "choral reading" or reading aloud together with Paula.

• Having Paula read "frustration level" texts, or texts that she can read at less than 90% accuracy, at home to challenge her.

Which of the following are the best ways for a teacher to help students develop independent reading skills?

Select all answers that apply.

• Facilitate peer conversations about their reading.

• Only allow students to choose their independent reading books from teacher-selected lists.

• Provide in-class time for students to choose independent reading books and some time for quiet reading.

• Pick all student reading for them to be sure it is a good fit.

Differentiation is important for children during alphabetic instruction. Which of the following is a way that formal assessment could support differentiation?

Select all answers that apply.

• determine a need for intervention

• facilitate parent involvement

• determine student strengths

• fill learning gaps

An elementary teacher could encourage and provide support for at-home reading by:

• posting videos on the class website, such as author interviews and reading intervention tutorials.

• providing a list of popular children's books parents/guardians would enjoy reading with their children.

• meeting with parents/guardians periodically to go over their child's reading performance and test results.

• sending parents/guardians information about community reading events to attend, such as library story times.