WorksheetsSTR Practice Exam 2
Total questions: 60
Worksheet time: 31mins
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.
Songs, poems, and children's stories that contain rhymes are important to literacy development because they contribute to:
phonological awareness.
pattern recognition.
genre awareness.
word awareness.
A teacher says "an" and asks students to repeat it with the /p/ sound at the beginning. Which phonemic skills are students practicing in this activity?
phoneme substitution
phoneme deletion
phoneme segmentation
phoneme addition
A kindergarten teacher reads the word map and asks her students to identify the last sound in the word. What skill is the teacher assessing?
syllable awareness
phonemic awareness
word awareness
rhyme awareness
A teacher divides her class into groups and ask the students to work together to identify the last sound in each group member's name. What skill has the teacher asked her students to practice?
syllable segmentation
phoneme blending
phoneme segmentation
decoding
A first-grade teacher calls each student to her desk individually, gives them a word, such as mop, and asks them to replace the first sound with a new sound, such as /h/. Students are then assessed on their ability to make the new word out of the given word and new sound, in this case, hop. Which of the following developing reading skills is the teacher evaluating by administering this assessment?
vocabulary development
fluency skills
phonemic awareness
print awareness
A student who is learning to read is struggling to recognize the three different sounds that make up the word "dog." This student needs intervention in the area of:
print awareness.
alphabetic principle.
contextual analysis.
phonemic awareness.
Phonemic awareness is a strong predictor of future reading success and is, therefore, a key part of literacy instruction. Based on current research, which of the following best describes a successful approach to phonemic awareness instruction for elementary-aged students?
Students at all levels of elementary should be receiving explicit instruction on phonemic awareness skills.
Teachers should explicitly teach phonemic awareness to young students, and teachers of older students should continue to directly teach phonemic awareness as needed for students still struggling with the skill.
PreK teachers should expose their young students to phonemic skills, and explicit instruction should be added to exposure activities beginning in kindergarten.
Many students will generally develop phonemic awareness naturally and explicit instruction should not begin until second grade for those who have not developed it on their own.
A kindergarten teacher has been working with her students on blending onsets and rimes. Most of the class is struggling to grasp this new skill. The teacher recognizes the need to back up and review a previous skill before continuing with whole-class instruction on blending onsets and rimes. Which of the following would be the most reasonable skill for her to review with her class?
phoneme substitution
letter to sound correspondence
word awareness
syllable awareness
How many phonemes are in the word "hat"?
1
2
3
4
A kindergarten teacher is working on isolating initial phonemes with a small group of students. Two of the students are English Language Learners whose native language is Spanish. Which of the following approaches should the teacher take while working with these students?
choose words with common Spanish and English cognates
conduct a group activity on consonant blends and digraphs
teach the chosen words as sight words before isolating the initial phonemes
give these two students an alternative activity identifying letters of the alphabet
Which of the following groups of words best indicates a time sequence?
during, last, earlier, however
first, last, later, now, after
later, now, because of
on the other hand, however, although, like, as
A second-grade teacher has been using fictional texts during small group instruction with several English Language Learners. Each of the four students has achieved a different proficiency level when it comes to reading and summarizing text. Two of the students seem ready to focus on making inferences about text, whereas the other two require more direct instruction on basic comprehension skills. The teacher would like to use texts that all four students can relate to and find accessible. Which of the following types of fictional text would be best for the teacher to utilize during this activity?
mysteries
historical fiction
folktales
science fiction
What question(s) could be asked during literature circles to encourage students to evaluate the author's word choices?
What was the most significant event in the chapter that caused the main character to act the way she did?
How did the descriptive language used in this chapter help you visualize the setting?
In what ways is the main character relatable to yourself or someone you know? How does this likeness help you understand his motivations and actions?
Based on what we learned in this chapter, what do you think will happen to the main character in the next chapter?
Which of the following sentences demonstrates a text structure that uses compare and contrast?
The region experienced a 30% reduction in rainfall this year, which resulted in the destruction of crops.
During a year with a 30% reduction in rainfall, farmers who installed irrigation systems experienced minimal destruction in crops, while those who did not experienced destruction of 50% or more of their crops.
Rainfall was reduced by 30% in the previous calendar year, so successful harvest of crops was reduced, and grocery stores needed to order more produce from out of state in order to maintain supply and demand.
After the region experienced a 30% reduction in rainfall, many farmers installed irrigation systems to reduce destruction to crops.
To ensure that students understand the vocabulary in the text, a teacher leads his students in a contextual analysis, in which the goal is to infer the meaning of words by looking closely at the surrounding text. What words are students most likely to highlight in this activity?
Tier II words
Tier III words
Tier I words
Tier IV words
Which one of the elements below is not a part of an expository text?
headings and subheadings
plot, setting, and characters
words in bold and/or with definitions integrated into the text
graphs, charts, and pictures may be included
A third-grade teacher reads students a book about the day a little girl found a lost dog and returned it to its owner. First, it tells the story from the little girl's perspective. The girl worries about how scared and lost the dog must feel. Then it tells the story from the dog's perspective. It is discovered the dog was actually enjoying the adventure. The teacher asks the class to find an event from the story where the girl incorrectly thought the dog was afraid. What is the focus of this activity?
analyzing how the author uses literary elements to communicate theme
using literary analysis to evaluate how the narrator influences the story
evaluating how inference skills impact reading comprehension
reflecting on the role of character traits on plot development
After reading an independently chosen novel, a teacher asks students to give a book report. During the presentations, the teacher discovers that most students are simply repeating the plot of the story and not including any level of literary analysis. How can the teacher best encourage more detailed literary analysis from her students before the next round of book reports?
Let students practice giving their book report to a classmate before presenting to the whole class.
Give students a list of guiding questions and sentence stems to answer and include in their reports.
Model a sample book report, being sure to use appropriate eye contact, gestures, and volume.
Have students complete a set of graphic organizers while reading, including a plot diagram and character map.
Which of the following activities will best help students identify various features of texts?
Edit the main body of a rough draft.
Create a scavenger hunt for students to find various features using different kinds of texts.
Read a text and discuss its features with a partner.
Write a short summary of a text after a class discussion about a text.
A science teacher lists the following words and phrases on the board - mass, charge, energy - and asks his students to predict what they are going to read about. What is the purpose of making predictions before reading a text?
Making predictions can encourage students to use their creativity to think outside of the box.
Making predictions can help students to clarify information that they were unsure about.
Making predictions can help students to better understand and retain new vocabulary words.
Making predictions can help students make connections between prior knowledge and information presented in a text.
A second-grade teacher assigns a spelling pretest early in the year to guide spelling instruction. The following is a portion of one student's spelling pretest. Based on this list, which area of spelling instruction would be most beneficial to this student?
blends
r-controlled vowels
closed syllables
vowel-consonant-e
Which of the following best describes the segment "un" in "unbelievable."
prefix
affix
suffix
root
Which of the following syllable types is the last syllable in the word "rename"?
the r-controlled syllable
a closed syllable
a vowel-consonant-e syllable
a vowel team syllable
Which of the following is a valid way to assess spelling?
reading a student's writing journal
administering a spelling pre-assessment to the entire class at the beginning of the year
checking the spelling on the final draft of a writing assignment
all of the above
Brandon is having a difficult time reading the word "slippery" and soon after asks for help with the word "underneath." Which of the following strategies would best support Brandon learning to decode these and other multisyllabic words independently?
identify the different syllables of the word by circling them and then sounding out the word by syllables
break the word apart into its onset and rime
asking a nearby student for help sounding out the word
use context clues to determine the word's meaning
The following is a writing sample from a third-grade student:
When I go visit my cousins this weekend I will see my grandma to. There all living together on my ant's farm right now and I wish I lived on there farm to. I am happy to go see them even if I can't live there.
Which of the following would best support this student's spelling development?
access to a dictionary or spell checker
practice differentiating between homophones
sight word memorization
spelling-based phonics instruction
A teacher provides a list of terms and asks students to add the suffixes -ship, -er, and -or to the words. For example fix + -er = fixer. Once students have added a suffix and created a new word, they discuss how the suffix has changed the meaning and part of speech of the original word. This activity is introducing students to:
derivational affixes.
morphological affixes.
inflectional affixes.
structural affixes.
Which of the following best describes the segment "able" in "unforgettable."
suffix
root
affix
prefix
Mrs. Howes recognizes that a few of her first grade students are struggling to spell basic first grade words like "back," "but," or "pig." In what way(s) could she help her students develop phonemic awareness and improve spelling skills?
Select all answers that apply.
Give students a list of words and have them identify their problem letters.
Practice identifying phonemes one-on-one with the teacher.
Have students generate a list of words in the same word family as their struggle word.
Ask students to write a list of words that begin with a specific problem letter.
The following sets of words could be used to demonstrate which of the following principles?
The addition of the suffix -ful sometimes changes the spelling of the root word, but does not change the pronunciation of the root word.
A root word that ends in y is usually changed to i when a suffix is added onto the end.
A root word's spelling is not impacted by the addition of a suffix.
The addition of the suffix changes the pronunciation of the root if the root ends in a vowel.
Of the following, which is the most important feature of an instructional assessment?
The class average is a score of 80%.
It contains questions of varying difficulty.
The learning objectives are assessed and do not vary significantly from the material the students were taught.
Each assessment has various methods of assessment so each student has an opportunity to be assessed in their learning technique.
How can teachers ensure that ELL students and their families receive clear and appropriate information about assessment results?
by relying on the school counselor to be responsible for communication with parents who do not speak English
by scheduling meetings with the parents and a translator to discuss results
by offering a translated copy of results
by ensuring that the student fully understands the results so that they can explain them to their parents if necessary
Which of the following describes the best use of a running record?
to track student performance on unit assessments over the year
to predict future assessment performance
to track student reading progress over a year
to identify the cause of under-performance on an assessment
If a teacher is using assessment to guide class instruction, which of the following assessments would NOT be useful?
an informal assessment
an ongoing curriculum-based assessment
an entry-level assessment
a summative assessment
Which of the following describes an appropriate way to incorporate leveled texts into classroom instruction?
Provide lists of leveled books and only allow students to choose books from the list that match with their level.
Discreetly help students find books on their level and discourage them from reading above level books when reading independently.
Guide students toward appropriately leveled books for independent reading but allow them to push beyond their assigned level if they find a book especially interesting.
The teacher should know the book levels and student reading levels. When teaching a text whole class, ensure that the book is at a low enough level for all students, even if it is much below the reading level of some high achievers. Require all students to read books on their level when reading independently.
A first-grade teacher teaches three sight words per week during the course of the fall semester. This includes reading books and playing games containing the words. At the end of six weeks of instruction, she has students take turns individually reading all the sight words taught over the six week period from the word wall. The teacher then records the percentage of words each student reads correctly as a grade in the grade book. Which of the following assessment types is this teacher utilizing?
diagnostic assessment
norm-based assessment
summative assessment
formative assessment
A teacher is creating an end-of-unit test for an elementary classroom. The teacher must ensure that the test questions:
are aligned with the instructional objectives.
are all different from the previous year's test.
allow students to apply the content to new material.
require various levels of thinking.
After her students take an important exam, Ms. Lesley always sends them home with a document explaining their assessment results for their parents. Which of the following can be done to ensure that non-native parents understand the results? Select all that apply:
Select all answers that apply.
providing a translated version of the document
ensuring that students get the document signed by their parents
including charts and graphs on the document
noting that parents can call her with any questions
Which of the following best describes the degree to which an assessment accurately measures what it intends to measure?
validity
reliability
predictability
agility
Which of the following is NOT an essential component for creating valid assessments?
academic language
appropriate level
clarity of language
absence of bias
Mr. Jameson notices that one of his English learners almost always adds the suffix "ion" when he wants to change a word to a noun, often resulting in made-up words. This student could use some extra practice with:
phonology.
morphology.
language register.
language function.
The following represents a writing sample from a first-grade student:
The pezzu was cold and cuvrd with veges so I did not want to et it for dinr. My mom was mad and sed I cud go to bed with nuthing.
This student would best fit into which of the following levels of spelling development?
conventional spelling
phonetic spelling
semiphonetic spelling
precommunicative spelling
Based on common standards for early readers, an intervention is most appropriate for students who have which of the following difficulties?
reading 100 high frequency words correctly
having only 1 mistake per 20 words at grade level reading
imperfect phonological awareness
distinguishing between letters and words
A second-grade student writes the following sentence on the board: "My dog nose triks and is my best freind, but my sister prefers our pet cat."
Which of the following does the student's sentence best demonstrate?
phonetic spelling
semiphonetic spelling
transitional spelling
precommunicative spelling
Which of the following most accurately describes the full alphabetic stage?
Students have full working knowledge of the alphabet and use letter-sound correspondence to decode words.
Students recognize all letters and can recite the alphabet correctly.
Students can use their alphabetic knowledge to spell words correctly when writing.
Students can write all letters legibly.
Which of the following strategies would be most effective in helping students in the emergent literacy stage of development?
phonological awareness skills
metacognitive thinking
various genres
graphic organizers
Which of the following would not be in the conventional process of spelling stages?
scribbling
spelling only what is heard
spelling some words correctly but still misspelling irregular words
revising
A student who can read with accuracy and expression is in which stage of literacy development?
pre-phonemic
early reader
emergent reader
fluent reader
The following sentence was written by a kindergarten student.
I am betr at soker than mi frend.
Which of the following best describes this student's stage of spelling development?
phonetic spelling
precommunicative spelling
semiphonetic spelling
transitional stage
A first-grade student writes the following sentence on the board: "Mi mom maks soop for us wen it is kold outsid."
Which of the following does the student's sentence best demonstrate?
semiphonetic spelling
precommunicative spelling
phonetic spelling
transitional spelling
