STR 293 Flashcards
(27 cards)
A first-grade teacher is adjusting her plans to be more deliberate with her instruction of morphemic analysis. Based on the TEKS benchmarks, which morphemic analysis skill should the teacher aim to help all of her first graders master by the end of the school year?
Determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty
Decode and identify meaning of words with the inflectional endings -s, -es and -ed
Identify the meaning of and use words with affixes such as non-, dis-, -ness, -y, and -ful
Determine the meaning of roots such as auto, graph, and meter
Decode and identify meaning of words with the inflectional endings -s, -es and -ed
A third-grade teacher prepares a lesson in which she provides students with the following lists of words:
undo
untrue
unwell
unfinished
revise
redo
revisit
replay
happily
friendly
mysteriously
angrily
helpless
needless
spotless
harmless
She begins by asking the students to study each list and work with a partner to discuss what they notice about the lists, create new names for each, and share their ideas out with the class.
After sharing out their ideas and discussing, the class agrees to rename the lists, “‘un- Words,” “‘re- Words,” “-ly Words,” and “-less Words.”
List three is the best option to teach students about which of the following topics?
prefixes
inflectional affixes
derivational affixes
affixes
derivational affixes
Working with a small group of kindergarteners, a teacher reads aloud a short book that is written using repetitive language and mostly decodable CVC words. Next, the teacher writes down the following examples of rhyming words that were in the book.term-1
cat
hat
sat
Using this set as an example, the teacher explains that the reader can use the pattern established by the rhymes from the book to decode the words “pat” and “mat.” She then writes the word, “rat” and asks for a volunteer to read the word aloud.
Which of the following best describes this type of phonics lesson?
spelling-based phonics approach
synthetic phonics approach
sight word approach
analogy-based phonics approach
analogy-based approach
A third-grade teacher is preparing a reading activity for her class. She has selected a variety of nonfiction texts about various historical figures, and she has ensured that there are texts available at the different reading levels represented in her class. While all of the class will participate in this activity, it will be assigned through the students’ reading groups and include small group discussion.
The teacher plans to have all students complete a KWL chart. The teacher has already included a KWL chart to support comprehension but wants to make sure pre-reading, during reading, and after reading comprehension activities are all included.
Which of the following activities does the teacher need to add to this lesson plan in order to make sure the students have a pre-reading, during reading, and after reading activity to complete?
Ask her students to stop while reading at two different points in the text to make predictions.
A prekindergarten teacher gives each student a tray of sand and asks them to trace the letter “s” into the sand while making the /s/ sound out loud. This lesson is best designed to support the development of what concept?
alphabetic principle
print concepts
oral language
alphabetic knowledge
alphabetic principle
A kindergartener has started showing the ability to decode words by breaking them into simple forms. Which of the following best describes this student’s current stage of literacy development?
Emergent Literacy
Proficient
Early Fluent
Beginning Reader
beginning reader
A kindergarten teacher wants students to apply new alphabetic knowledge to decode words in books as promptly as possible. Therefore, as they learn new consonants and vowels, the teacher will begin activities that allow students to use the new knowledge even before completing the entire alphabet. Which of the following activities would be the most logical initial application of new alphabetic knowledge?
reading short books that contain single-syllable words made up of the newly learned letters
writing words in their journal using these newly learned letters
oral rhyming games using words that end with the letters they have learned
applying the new sound to letter correspondence to spoken alliteration games
reading short books that contain single-syllable words made up of the newly learned letters
Which of the following is a reason that teachers should continue to plan sufficient practice with print resources despite the benefits of digital options?
digital options often contain elements that distract from the definition and part of speech
student remember definitions better if they look them up in the print form
reinforce skills applicable to the use of a glossary or index that will not have a digital version
students are unlikely to have access to digital options outside of the classroom
reinforce skills applicable to the use of a glossary or index that will not have a digital version
A third-grade teacher is planning a lesson on themes using a book about a little girl that wants to be an engineer. She will anchor the lesson with a read aloud and facilitate various activities that relate back to the story. In the story, the young girl faces a mixture of obstacles that involve inventions that fail, perceived lack of support from those around her, and not feeling confident in herself, before ultimately realizing that failures are all a part of learning.
After reading the book aloud, the teacher will use the story to introduce the concept of theme. Together, the class will discuss what message the author was trying to help the students learn.
In addition to the theme, the teacher would like to incorporate another literary analysis skill into their discussion of the book. Based on TEKS for English Language Arts and Reading, which of the following represents a characteristic or structure of literature that is a benchmark for students in the third grade?
How does the setting influence the plot of the story?
Can you identify any examples of hyperbole in this story?
Analyze the causes and effects of conflicts between two or more characters in the story.
List the major characters in the story.
How does the setting influence the plot of the story?
A first-grade teacher works with students in small groups, playing a matching game that pairs two different words together to form a compound word, then matches the word to a picture that represents its meaning. Which of the following best describes the teacher’s goal for this activity?
promote their understanding of the meanings of compound words
promote their ability to identify compound words
promote their ability to spell compound words
promote their ability to decode compound words
promote their understanding of the meanings of compound words
A second-grade teacher has planned a reading comprehension assessment over a text about the 4th of July. However, the teacher is concerned with the accessibility of this topic for the English language learners in her class. How should the teacher differentiate this activity to make it a more reliable assessment of her ELL students’ skills?
read the text aloud to all students
provide ELL students with an alternative text on the same reading level for the assessment
provide ELL students with a graphic organizer of a plot pyramid to complete as they read
encourage active reading by requiring ELL students to annotate while they read
provide ELL students with an alternative text on the same reading level for the assessment
A teacher arranges a parent meeting to discuss some observed vocabulary challenges. The teacher tells the parents that the student does not recognize common instructional language used by the teacher in the classroom. Based on the teacher’s observations, the student is significantly below the 3,000 to 4,000 words that children her age are generally expected to understand by the end of the school year. The teacher feels strongly that they should make a deliberate effort to improve the students’ vocabulary to prevent the Matthew Effect and to support reading development.
The teacher then describes her plans to support the student’s vocabulary development within the classroom and the process to determine whether further intervention is necessary. Finally, the group discusses ways for the parents to support their child from home.
The teacher notes that the student is likely to understand 3,000 to 4,000 words by the end of the school year. Based on the guidelines for the state of Texas, what grade level is this student currently in?
prekindergarten
kindergarten
first grade
second grade
prekindergarten
While preparing literacy development lessons for her kindergarten students, the teacher is considering how she will need to differentiate her instruction in order to support ELL students in class. Which of the following represents a way in which an ELL’s home language could cause language interference for these learners?
letter and sound correspondence
punctuation
print directionality
all of the above
all of the above
A third-grade student reads with accuracy and prosody but still struggles to comprehend much of what is read. While the teacher supports this student within the classroom, which of the following would be the most beneficial way that the parents could support reading comprehension at home?
discuss the genre and purpose for reading with their child before reading together
reduce the child’s anxiety and stress around reading by decreasing the amount of time spent reading outside of school
encourage her to reread books instead of reading new stories
primarily focus on opportunities for the child to read aloud instead of being read to or reading silently
discuss the genre and purpose for reading with their child before reading together
At the beginning of the school year, the parents of a pre-k student ask for the teacher’s perspective on the use of learning apps to support their child’s reading development. They are considering the purchase of a tablet to use for educational purposes. Which advice will best help the parents support their child’s reading development from home?
using apps to support the memorization of sight words
prioritizing in-person literary experiences over digital
looking for apps that incorporate the use of rhyming songs
choosing apps that focus on vocabulary development
prioritizing in-person literary experiences over digital
A first-grade student read the following sentence:
“I was scared of the dog, but it retreated into the house when its owner called.”
The student was unfamiliar with the word “retreated” but used its placement with the sentence to help understand the sentence as a whole. What type of cue did the student use?
pragmatic
graphophonic
syntactic
semantic
syntactic
A teacher plans a lesson that begins with each student independently reading the same text, followed by a writing activity completed in partner sets, and ends with a class discussion about the text and their writing. The teacher checks in with students throughout all parts of the lesson and then collects their writing to score with a rubric. This lesson would be best described as an example of:
differentiation.
integration of language skills.
small group instruction.
an informal assessment.
integration of language skills.
After recognizing a reading comprehension issue, a third-grade teacher evaluated the student and determined that they do not read fluently. In addition to working on developing improved reading fluency, how should the teacher provide support to the student who is also working to develop reading comprehension skills?
facilitate metacognition by having the student work with a partner and participate in think-alouds instead of reading independently
provide opportunities to use audiobooks for reading comprehension activities
pre-teach relevant vocabulary before the student begins reading a text independently
wait to further work on reading comprehension until the fluency issues are resolved
provide opportunities to use audiobooks for reading comprehension activities
A third-grade teacher is preparing a reading lesson for her class. Which of the following best demonstrates the teacher’s use of asset-based instruction?
using reading levels assessed at the beginning of the year to form the reading groups that will be used for the duration of the school year
providing text options that represent the diversity of the class
providing pre-reading scaffolding activities for texts with unfamiliar subjects
pre-teaching vocabulary for struggling students prior to reading the text as a group
providing text options that represent the diversity of the class
A third-grade teacher’s class is made of students from many different cultures and includes several English language learners. While choosing texts for the class, she is careful to choose materials that are culturally responsive and expose students to a diverse selection of texts. Which of the following represents a positive way to incorporate culturally responsive reading instruction into her classroom?
Whenever a text contains something culturally insensitive, discuss it with the class ahead of time to prepare them.
Always provide multiple text options so students can choose texts that they relate to.
Choose texts with universal themes that are common to many cultures.
Choose texts that would be culturally responsive for the majority of students in the class.
Choose texts with universal themes that are common to many cultures.
A kindergarten teacher has planned a multi-week process where her class will learn a new word family each day. They will read books and sing songs that contain words from the family, collaborate to think of and make a list of the words and write in their journals using the words. Besides the role of word families to support reading development, what other skill is the teacher directly supporting with this activity?
word awareness
syllable segmentation
morphology
spelling
spelling
A third-grade student is struggling with reading comprehension. In an attempt to determine the root cause, the teacher assesses their reading fluency, noticing that the student reads choppily, lacking prosody and automaticity. Based on the student’s fluency assessment, what other skills should the teacher assess to better inform future intervention?
alphabetic knowledge
phonics and word analysis skills
vocabulary
spelling
phonics and word analysis skills
A third-grade teacher is assessing her students’ reading fluency. She assesses each student’s fluency levels once every nine weeks, keeping a running record of their progress.
For each student’s assessment, the teacher provides the student with a clean copy of a reading passage to read aloud, uses a second copy to mark any errors, and calculates the student’s words per minute. Which of the following does the teacher also need to assess in order to determine a student’s level of reading fluency?
comprehension
automaticity
prosody
background knowledge
prosody
Consonant Blends
Two or more consonants that blend together when decoded, but with each retaining its own sound
EX: bl, cl, fl, gl, pl, br, cr, dr, fr,
