STR Practice Exam 2

A first-grade student often confuses the capital letters I and T and the lowercase letters h and n. How should a teacher adapt reading instruction to support this student?

• by planning mini-lessons reviewing these letters for the class

• by strategically choosing reading books for this student that contain many examples of words with I, T, h, and n

• by continuing with normal lesson progression with the assumption that the student will clarify the difference as they continue to be exposed to the letters in context

• by using small-group instruction time to continue working on letter recognition

A teacher projects an image and asks her kindergarten students to write down the letter that image starts with on their white boards. Then the class holds up their answers for the teacher to visually assess, and they start again with a new image and letter. This activity is assessing students':

• morphological awareness.

• word awareness.

• alphabetic principle.

• print awareness.

A prekindergarten teacher uses a combination of informal and formal assessments to evaluate her student's alphabetic knowledge and understanding of the alphabetic principle. Which of the following assessments is an example of the teacher informally assessing her student's alphabetic knowledge?

• In the small group setting, ask the students to take turns naming things that rhyme with "hat."

• Individually call each student to her desk. Provide a set of letters to the student and ask the student to say the name of each letter as the teacher points to them while the teacher documents correct and incorrect answers.

• Using playdough, ask her class to form the letter "B" and observe what shapes the students create.

• Make the /b/ sound and ask her students to draw the letter that matches the sound. Observe what letters her students make.

Which of the following is not a component of print concepts?

• identifying basic punctuation

• awareness of the left-to-right, top-to-bottom progression of text

• understanding the difference between letters, words, spaces, and sentences

• phonemic awareness

A preschool teacher asks her class to share their favorite foods. As the children share, she writes the foods they say onto the board. Next, she goes through the list with the class to see if there were any repeat foods and counts how many times each item was repeated. Which of the following best describes the purpose of this activity?

• connecting the shapes of letters to their names

• reinforcing phoneme awareness

• developing an understanding of letter to sound correspondence

• developing an awareness that speech corresponds to writing

A kindergarten teacher is working to help her students learn the names and shapes of the letters in the alphabet. Which of the following activities would best support this goal?

• The teacher names a letter, writes it on the board, and the class practices making the sounds associated with that letter out loud together.

• The teacher uses bright, colorful visuals of the alphabet, including capital and lowercase letters to decorate her classroom.

• The teacher begins every day by singing the alphabet with her students.

• The teacher names a letter and writes it on the board, and the children use playdough to form the shape of the letter at their table.

In a kindergarten class, several students have mastered the letter-sound relationships for the consonant letters g, d, and b. In addition, the students have mastered the short vowel sound for the letter o. This group of students also consistently uses initial and final consonant sounds correctly when spelling words during writing time. In order to help this group of students develop along the continuum of knowledge and skills related to the alphabetic principle, the teacher should take which of the following steps?

• In a small group, read simple, decodable texts containing the letter sounds students have mastered, modeling how the letter sounds combine to form words.

• Have the students write each of the letters they have mastered on a t-chart and list all the words they know that start with each letter.

• Introduce spelling lists made up of words containing the letters students have mastered and have students practice writing the words several times daily.

• Conduct read alouds for the group containing words with the letters they have mastered, as well as new letter sounds the teacher wants to introduce.

Which activity below would best help young students understand that written text has meaning?

• View photos of animals and nature and describe what they see.

• Ask them to color a letter and then identify items that begin with the same letter.

• Listen to a story and then illustrate part of the text.

• Ask them to write a caption under a picture they created.

Which of the following components of a writing system exist in all languages?

Select all answers that apply.

• orthography

• semantics

• morphology

• phonology

Mrs. Morgan has been working to teach her kindergarten students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction?

• Point out examples of "s" in familiar words and names.

• Describe the sounds made by the rest of the letters in the alphabet.

• Have all students write a list of words that start with the letter "s."

• Read a book where many words start with the letter "s" and ask students to tally how many times they hear it.