STR EXAM TEACHERS OF TOMORROW ACTUAL

STR EXAM TEACHERS OF TOMORROW (ACTUAL / )

QUESTIONS AND VERIFIED CORRECT ANSWERS

• A small group of entering second-grade students

demonstrates mastery of closed-syllable words with all five short vowels in their reading and writing, including in CCVC and CVCC words, but they have not yet mastered long-vowel-pattern words. Following the continuum of phonics instruction prescribed in the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR), which of the following phonics skills should the teacher plan to teach next to the students? - ---Answer--- -Decoding and spelling words with the silent - e pattern for all five vowels

• A first-grade teacher leads a small group of students in

the following reading activity, which focuses on the inflectional ending -ing.

• The teacher writes a verb (e.g., jump, march) on the board

and asks, What's my word?" The students read the word in unison.

• The teacher then writes -ing at the end of the base word,

underlines the new word, and prompts students to read the inflected verb by asking, "What's my word?" 1 / 4

• The teacher asks one of the students to act out the word and

calls on the other students to use the word written on the board (e.g., marching) to describe what they see (e.g., "The kid is marching in a parade")

In this lesson, the teacher promotes students reading vocabulary and enhances students recognition of the

inflectional ending -ing primarily by: - ---Answer----helping

students connect the addition of an inflectional ending to its effect on a word's spelling and meaning.

• A first-grade teacher observes that simple homographs

(e.g., jam, bat, tap) appear with frequency in beginning-level decodable texts, which presents challenges related to both decoding and reading comprehension for several English learners in the class. The teacher plans to provide small- group, differentiated instruction to address the needs of these students. Which of the following student activities in such a lesson would be most effective for this purpose? - ---Answer----creating multiple-meaning word webs with pictures illustrating meaning for common homographic words

• A third-grade teacher is planning differentiated instruction

to address the needs of a small group of students with similar reading behaviors. When reading aloud, the students frequently make word-reading errors that change the meaning of a text. They only rarely make self-corrections. While continuing to build the students' phonics and fluency skills, the teacher would also like to make the students accountable for 2 / 4

comprehension. Which of the following approaches would best address this goal? - ---Answer----Providing students with direct instruction in cross checking words during decoding, deciding if they make sense and applying other decoding strategies when they do not

• A second-grade beginning-level English learner

consistently omits the inflection -s when reading aloud or spelling regular plural nouns in English (e.g., the student reads the sentence "We saw many people riding bikes in the park" as "We saw many people riding bike in the park"). The teacher verifies that the student understands the concept of plural and then conducts research on the student's home language. The teacher determines that in the student's home language plurals are not conveyed with an affix. Which of the following strategies for differentiating instruction would likely be most effective in addressing the student's needs? - ---Answer---- providing the student with explicit instruction in regular and irregular plurals and frequent opportunities to use the inflection in reading writing, listening, and speaking

• Use the information below to answer the three questions

that follow. A second-grade teacher creates and posts a series of spelling charts that feature phonics patterns the class is studying. The teacher encourages students to add words from their own reading to the appropriate columns. Part of one of these charts appears below.

(chart)

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Which of the following generalizations about English orthography, observed during this inquiry, would be most effective in promoting students' accurate spelling of words with these spelling patterns? - ---Answer----Some vowel team spelling (e.g au ou) do not typically end a word or syllable

• Teaching students to spell syllable types they are learning

to read promotes students' ongoing literacy development

primarily by: - ---Answer----promoting students' automatic

decoding of both common and less common sound-spelling patterns.

• At the end of the lesson, the teacher would like to plan an

informal assessment to monitor students' progress in the phonics elements au / aw and ou / ow. Which of the following assessment approaches is most likely to demonstrate that students have mastered these elements? - ---Answer---- conducting a spelling dictation requiring students to write single-syllable words with these patterns in the correct spelling-pattern column

• A teacher records and then analyzes the spelling errors

from a struggling reader's daily writing. A representative sample of one error pattern appears in the chart below.

Correct Spelling Spelling: Error: Slogan slogin

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