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Certify Teacher-STR correctly answered latest 2023
At the end, the class reads the text they have created together. What is the LEAST likely purpose of this activity? To teach a predetermined list of words... [Show More] and skills When selecting which words, or parts of words, a student might write, Mr. Sherwin draws upon his knowledge of his students' reading and writing. Which of the following guidelines should Mr. Sherwin follow? Words that are at the student's zone of proximal development in reading and writing While the class is telling their "News of the Day", one of Mr. Sherwin's students, Tania, wants to write, "My friend is coming to my house to play." To help students with concepts of both reading and writing, which of the following skills is the LEAST likely one for Mr. Sherwin to focus on if most of his students are at the level of emergent reader and writer? the "i before e" rule in the word friend Between which ages do children typically show rapid growth in literacy, as they experiment with writing by forming scribbles, random strings of letters, and letter-like forms? 3-4 Read the following characteristics of one of the programs and then select which one it pertains to: Half of the class is proficient in a foreign language, while the other half is proficient in English. Students of opposing languages are encouraged to work together in learning each other's language. Dual language immersion/two-way Read the following example of a lesson taught by a teacher, and then select from the answers what this type of lesson focuses on improving. Mr. Reed assigns the class to look at a bunch of pictures of food items and then instructs them to match the food items to their corresponding words. Vocabulary Definition A teacher works with English learners at various levels of language proficiency. Which of the following strategies provides language support for ELs during classroom instruction? Select all that apply. Visuals which illustrate complex concepts. Access to content word lists. Cooperative learning activities. An effective way to teach syllables is to break them down into a tree or structure. What are the two main categories that all syllables can be broken down into? Onset. Rime. After participating in this activity, all of the students review the chapter in their science text about volcanoes. Which of the following best describes one important way in which this activity is likely to benefit English learners? Discussing and writing about a content-area topic supports English learners' reading of related texts by reinforcing key vocabulary, language structures, and schemata After participating in this activity, all of the students review the chapter in their science text about volcanoes. The paragraph-building activity designed by Mr. Batista is likely to promote English learners' reading development primarily by helping them Transfer skills from oral language to written language Mrs. Show is teaching a unit on biographies. Which of the following assignments is most likely to reflect cultural diversity and deepen students' knowledge of how literature can develop an understanding of people's lives as they relate to the culture and environment in which they live? Have students select two biographies to read that are about individuals from two different cultures. Have students compare the subjects of the biographies with a special emphasis on how their lives were shaped by their surroundings. A second grade teacher wants to assess students' ability to apply knowledge of phonics to spell words correctly. Which of the following assessment strategies would be most effective for this purpose? The teacher dictates a set of words for the students to write, and then the teacher analyzes how the students encode different sounds Which of the following is the LEAST beneficial for helping English learners prepare to take a standardized test? Spend the majority of class time on practice tests. Miss Charles is reviewing the standardized reading test results for her students. Which of the following statements best reflects what she should consider as she reviews the results for her English learners? Standardized tests in English often do not reflect the true content knowledge of English Learners A second grade student reads slowly and has trouble decoding words like also and over. The student most likely needs practice sight words Ongoing assessments are critical to help a teacher plan instruction, especially for English learners. Which of the following is the LEAST important step for a teacher to take after gathering assessment data? Provide a grade for each assessment Which of the teacher prompts is a weak response? That's right - toys! In her response to "It was funny," the teacher used the word amusing to purposefully model an alternative word that the child is not accustomed to using A first grade teacher uses sentence stems to assist English learners' reading and writing skills. This activity might also promote students' writing development by helping students build an understanding of syntactic structure Mr. Chavez is a second grade teacher who has several English learners in his class. He is planning the next lesson in his fraction unit, which will focus on halves, fourths, and eighths. To meet the content, language, and literacy needs of all students, which of the following lesson activities should Mr. Chavez implement? Mr. Chavez places each student with a partner. Working together, each pair of students draw three different shapes with shading that represents examples showing halves, fourths, or eighths. When students finish, each pair shares their drawings with the class Miss Bolton has planned a reading response assignment that corresponds with the novel her sixth grade students are reading. The English learners in her class, all in the intermediate language proficiency level of speaking and writing, have enjoyed the novel and participated well with class discussion and comprehension checks. She knows they may have difficulty, though, knowing how to approach this assignment. Which of the following strategies is the most helpful to support their understanding of the assignment? Provide a sample of what a completed project might look like. During guided reading groups, a teacher points out the use of apostrophes in possessive nouns to a group of students. The teacher was building an understanding of writing conventions through the use of literature Mrs. Gomez just welcomed two new students who are English learners into her first grade classroom. Both students are at the Beginning level of English language proficiency in listening and speaking. To support their oral language development in English, which of the following activities would best help these two English learner begin to make cross-language connections? activities that introduce these students to sounds that are common and uncommon in their native language and English In the activity, students will move one counter for each sound heard in CVC words that the teacher presents orally. The intent of the above activity is most likely: to make the segmenting of words into phonemes less abstract. Mr. Kano uses the Picture Word Inductive Model in his second grade class to help his students develop content vocabulary. He posts a large picture related to a subject the class is studying. As the class discusses the picture, Mr. Kano labels elements of the picture the students know. Which of the following language skills is LEAST likely to be developed during this activity? blending sounds in words A kindergarten teacher has several students who need to improve their basic phonemic awareness skills. The teacher conferences with parents on ways to help these students at home. Which one of the following activities would the teacher most likely recommend? Play rhyming and sound games A first grade teacher is trying to get her students to recognize the sound made by the letter b. Which of the following activities is most likely to accomplish that? Have students clap once every time they hear the sound of the letter b in a story the teacher reads to them. Which of the following phonemic awareness skills is usually developed last and often after the age of six? Sound deletion A beginning first grade teacher confers with a reading specialist teacher in school about the difficulties several English learners are having with orally segmenting three- and-four-phoneme words. Based on a convergence of research evidence, which of the following piece of advice should the reading teacher give? Continue with oral phoneme segmentation activities but begin linking sounds to letters and print as soon as possible. A kindergarten teacher wants to plan instructional activities to enhance her students' ability to blend and segment onset and rime. Which of the following instructional activities is least likely to help accomplish this goal? The teacher says, "cow" and "boy", the student says, "cowboy" A new kindergarten teacher has asked for help in determining an appropriate way to assess a student's ability to produce rhymes. Which of the following informal assessment techniques is most likely to give the kindergarten teacher the information she seeks? The teacher gives the student three rhyming words, the student is asked to give another word that follows the pattern (e.g. the teacher says, "sip, dip, flip, What is another word that rhymes with sip, dip, and flip?" The student says, "rip") The teacher uses this activity in small groups on a regular basis, adding or changing letter cards as new letter sound correspondences are learned and mastered. This making-words activity is likely to promote students word recognition by: helping students read regular words Mrs. Hefner recently administered a print concepts assessment among his kindergarten students. While analyzing each student's correct are incorrect responses, he noticed a small group of students appeared to struggle with directionality. Which of the following would be the most appropriate differentiation strategy that Mr. Hefner may incorporate into future instruction? While reading text aloud, Mr. Hefner should model directional tracking by using finger pointing to physically demonstrate how letters words, and lines of text are read. A kindergarten class is learning about the letter m. The teacher plans homework around this focus. Which of the following activities best reinforces student knowledge of the alphabetic principle ? The teacher has students cut out and label objects which begin with the letter m. The purpose of the writing step of the lesson describe above is to associate their name, sound, and shape Which of the following is the least accurate representation of how phonemic awareness connects to spelling development? Phonemic awareness plays a significant role in students' ability to name letters, but it does not have an impact on students' spelling development Which of the following is most likely to foster print awareness among preschoolers? The teacher models one-to-one match by pointing words in the lyrics while singing a popular song that the entire class knows. Which of the following statements best represents why the letter "Cc" may pose difficulties for English learners who have home languages that are more phonetically regular than English? The letter "Cc" is phonologically similar to several other letters in the alphabet Mandy, a student in Mrs. Brimwell's first grade class, frequently mixes up the letter "b" and the letter "d" in both reading and writing. Which of the following describes the best approach for Mrs. Brimwell should take to address this? Help Mandy establish a reference point for one or both letters. For example, Mandy could use her name and the name tag on her desk to check how a "d" is written. A first grade teacher has several students who are having difficulty applying the alphabetic principle. When assessed on letter knowledge, the students know the letter sounds; however, they still seem to have difficulty with blending the sounds together to pronounce words. What further assessment would you suggest the teacher give the pinpoint the nature of the students' difficulties? an informal assessment of the students' phonemic awareness A first grade teacher has several students who are having difficulty applying the alphabetic principle. When assessed on letter knowledge, the students know the letter sounds; however, they still seem to have difficulty with blending the sounds together to pronounce words. Based on the scenario above, in which of the following areas would the students most likely benefit from explicit instruction? blending strategies Mr. Cochran is a second grade teacher. He is creating his lessons plans for the upcoming week and wants to incorporate explicit spelling instruction each day. Mr. Cochran determined that the focus for the week would be on multisyllabic words with r-controlled vowels. Which of the following would be an ideal teaching strategy for Mr. Cochran to include in his lesson plans? Mr. Cochran gives each student a sentence strip that has a two-syllable word with "ar" in the first syllable. Starla is a first grade student who is developing her skill at decoding words by she sometimes gets stuck after making just the initial sound or initial segment of a word. Which of the following strategies provides the most support for helping Starla read through parts of the word? The teacher writes the word one segment at a time on a dry erase board. Which of the following high-frequency words is also an example of an irregular word? of Which of the following words ends in a stop consonant sound? mop Being able to connect speech sounds with the printed letters they represent is a description of phonics [Show Less]
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STR 293 Certify Teacher questions with complete solution latest 2023(passed)
What would be the most appropriate scaffolding for an English learner who is having difficulty identifying objects and the initial sounds? Teacher names a... [Show More] ll the objects before having the students participate in the task; EL may be unfamiliar with names of objects, so naming tgem gives them an opportunity to articulate initial sounds Heterogeneous grouping is most likely to benefit the students in what way? Mixed groups allow students to help scaffold learning among peers A teacher wants to use a variety of media tools to create a book report. The teacher use technology to Communicate a message through language, medium, and presentation A teacher uses cooperative groups as an approach to reading instruction primarily because Cooperative grouping Allow for student choice in learning, and this is linked to increased reader motivation and comprehension Word families are groups Of words that contain similar spelling and same same rhyme. e.g. word family "at": sat, cat, rat, mat, pat, etc What percentage of words in the English language are phonetically regular (meaning they can be decided using letter-sound correspondence)? 50% The alphabetic arc helps students learn New words through analogy with letter patters in familiar word. e.g. If student recognizes /ran/ he should be able to decode/spell /fan/ Diagraph combination of 2 letters possessing a single sound (graph= ph/ swing=ng/chance=ch/head=ea) Trigraph three letters that make one sound How many words correct per minute (WCPM) should a student at the third grade be able to read? 100-120 wcpm How many words correct per minute (WCPM) should a student in second grade be able to read? 80-100 wcpm How many words correct per minute (WCPM) should a student in first grade be able to read? 70-90 wcpm When a sentence is grammatically correct, we call that Syntactically (grammar) well-formed Syntax The arrangement of words and phrases to create well-formed sentences in a language. RTI Tier One General education setting, level of support is mild: about 80-90% of students are in this tier RTI Tier 2 General education, small group instruction, individualized support; level of support is moderate; about 15-20% of students are in this tire RTI Tier 3 special education is likely; level of support is intensive; about 1-5% of students are in this tire Dual Language Immersion/ Two-Way 1/2 class know foreign language, 1/2 class know English language, and all students are encouraged to work together to learn each other's language What is a INEFFECTIVE way to help students prepare for standardized exams? Spending majority of time using practice tests (drills) What activities help English Learners reinforce vocabulary, language structure and schemata (mental framework) Discussing (oral activities) and writing Younger foreign students typically develop Oral language skill in a second language before developing reading and writing skills in the second language Older foreign students can sometimes Develop reading/writing skills in a second language before developing second language oral language skills Alphabetic Principle The concept that written letters or written letter combinations represent a sound in spoken language When a student is using graphophonic cues, he is using Hints based on sound-symbol correspondence that help student decode a work What are multimodal texts? Texts that include different forms of langua [Show Less]
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STR Practice Study Guide updated last 2023 to pass
Code/Phonics -based approach refers to the alphabet . - Focus on alphabet letters, letter groups and distinct speech sounds. - Emphasize learning and comb... [Show More] ining speech sound units that make up words and applying them to sounding out unfamiliar words meaning based approach involves asking a child to read a passage of text that is leveled appropriately for the child, and then asking some explicit, detailed questions about the content of the text (often these are called IRIs). pseudo word assessments This assesses students' ability to read unfamiliar, multi-syllabic words, count the correct number of syllables in each word, and identify the vowel spelling patterns in each syllable. morphemic analysis skills When a student comes across a new word and breaks it down into segments in order to assess the meaning to certain parts and thus come to a more reasonable definition then just guessing key assessment concepts validity, reliability, equity in testing Phonemic awareness Refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. For example, the word 'mat': /m/ /a/ /t/. phoneme Smallest unit of speech distinguishing one word (or word element) from another, as the element p in "tap," which separates that word from "tab," "tag," and "tan." Phonological awareness A meta-cognitive skill (i.e., an awareness/ability to think about one's own thinking) for the sound structures of language. Allows one to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level. Phonics A method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system. A way of teaching children how to read and write. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: "tap", "taps", "pat", "pats" and "sat". Word identification skills. reciprocity Something that can be learned from culture, upbringing, experience or influence, or maybe they're just something you're born knowing. Decoding Involves translating printed words to sounds or reading Encoding Using individual sounds to build and write words. Orthographic knowledge Refers to the information that is stored in memory that tells us how to represent spoken language in written form. alphabetic principle The understanding that there are systematic and predictable relationships between written letters and spoken sounds. prosody the expressiveness with which a student reads adage A saying or proverb expressing a general truth or philosophical belief etymology The study of the origin of words and the way in which their meanings have changed throughout history quantitative dimensions Relating to, measuring, or measured by the quantity of something rather than its quality qualitative dimensions involving quality or kind antonym a word that means the opposite of another word visual cueing onverbal communication tool that conveys messages to an audience through body movements, hand gestures, facial expressions, eye contact, posture, and interpersonal distance. ex: teacher cups ears and asks the students to listen carefully Phoneme blending is the process of smoothly blending phonemes to form words. /M/ /a/ /n/ blends together to make the word man. Phoneme segmentation is the process of isolating individual phonemes within a word. Phoneme segmentation Consider the word bat. The first sound is /b/, the second sound is /a/, and the last sound is /t/. Phoneme segmentation is particularly important for spelling unknown words when students begin writing. Students need to be able to break the word into phonemes and write the letter(s) that represents each phoneme. Phoneme manipulation refers to adding, deleting, or substituting phonemes in words. If I add /s/ to the end of tap, I have taps. If I delete the /h/ in ham, I have am. If I substitute the /b/ in bag with /r/, I have rag. Onset-rime blending combining the initial consonant or consonant cluster (the onset) with the vowel and consonant sounds that come after it (the rime). The onset /sh/ and rime /irt/ combine to make the word shirt. Onset-rime segmentation is separating the initial consonant or consonant cluster (the onset) from the vowel and consonant sounds that come after it (the rime). Shirt can be segmenting into its onset /sh/ and rime /irt/. Semantic Cues This is generally information about the world around them: culture, geography, animals, the environment, anything that a person can know about. The extent of a student's vocabulary is also part of semantic cues in that the more words a person knows, the more information they have to pull from when faced with a new word or trying to describe a concept. In writing, the more a person knows, the bigger the well of information and ideas they have to choose from when writing. The bigger their vocabulary, the more interesting they will be able to make their writing by using many different words. [Show Less]
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STR Practice Exam 1 question & answer 2023
An important building block of literacy skills involves awareness of the sounds of human language. To build this awareness, prekindergarten teachers will s... [Show More] ing songs, play word games, and read books that contain rhymes and alliteration. Which of the following terms is used to describe the sounds of human speech? syntax phonetics morphology pragmatics phonetics describes the sounds of human speech A third-grade 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 then collects their writing to score with a rubric. This lesson would be best described as an example of: integration of language skills small group instruction differentiation an informal assessment integration of language skills this lesson requires students to read, listen, speak, and write, making it an example of the integration of language skills A prekindergarten teacher reads a big book aloud to her class. The book emphasizes alliteration, with many words starting with the letter B. As she reads, she uses a pointer to follow along in the text. Read the following excerpt from the book: The big brown bear began each day with a big, hearty breakfast. After reading the book, the teacher points to the better "b" and asks her class what letter it is. Next, she asks her class what sound the letter makes. Which of the following skills is this teacher assessing in this activity? word awareness and tracking directionality and tracking alphabetic principle and word awareness letter recognition and alphabetic principle letter recognition and alphabetic principle When the teacher points to the letter "b" and asks the name, she is assessing letter recognition, and when the teacher asks what sound that letter makes, she is assessing alphabetic principle. 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 Since they are repeating the letter's sound, they are reinforcing the connection between the letter and the sound it makes. 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 Prekindergarten students are likely to understand 3,000 - 4,000 words by the end of the year. Prekindergarten children should be able to use a wide variety of words to label and describe people, places, things, and actions. They should also understand the terms used in the instructional language of the classroom. 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 expresses concerns about how the student's limited vocabulary will impact reading development. Which of the following two reading skills is the teacher likely concerned about in relation to the student's vocabulary? Select all answers that apply. ability to comprehend texts ability to read fluently ability to learn sound and letter relationships ability to use metacognition while reading ability to comprehend texts Vocabulary skills impact reading comprehension because frequently encountering words that you do not know the meaning of can impact your understanding overall. ability to read fluently Vocabulary skills impact reading fluency because it is more difficult to decode a word when it is not a word that is in your vocabulary. 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 explains to the parents that part of the motivation to intervene early on is related to the Matthew Effect. Which of the following best describes the Matthew Effect? vocabulary challenges can only be addressed if intervention begins early on in the child's reading development initial reading success tends to make later success more likely, while initial deficit may make continued progress increasingly more difficult vocabulary challenges can impact student growth in all academic areas, not only language arts skills vocabulary detriments negatively impact how well students can comprehend and analyze texts over time initial reading success tends to make later success more likely, while initial deficit may make continued progress increasingly more difficult This is the correct explanation for the Matthew Effect and its role in reading development. 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 encourage active reading by requiring ELL students to annotate while they read provide ELL students with a graphic organizer of a plot pyramid to complete as they read provide ELL students with an alternative text on the same reading level for the assessment Providing ELL students with an alternative text would be the best option in this case. There is a reasonable chance that some ELL students will not have much background knowledge related to the 4th of July, making this an unreliable assessment of their comprehension. A kindergarten teacher is using a reading app provided by the district to assess her students' reading skills each grading period. She collects the data and uses it to track her students' progress over time. Which of the following best describes the type of assessment that the teacher is administering through the use of this technology? diagnostic assessment pre-assessment ongoing assessment summative assessment ongoing assessment This assessment would best be described as an ongoing assessment, or progress monitoring assessment, as it is used to track a student's progress throughout the school year. 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? prosody background knowledge automaticity comprehension prosody Fluency is assessed by evaluating a student's accuracy, speed, and prosody. 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 If the student is using an audiobook, they can focus on comprehension instead of focusing on decoding the words. This will help the student build comprehension skills without interference from fluency challenges. A kindergarten teacher has spent time each day working with her students to explore many of the word families common in the English language. Before moving on to new skills, the teacher individually assesses each student by holding up a series of words and asking the student to read them aloud. While most of the students were proficient at decoding these CVC words, some of the students continued to struggle. The following depicts the teacher's notes on one student's assessment: Word List Student Response cat ✓ met /m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/ fit No answer Which of the following is the best example of a lesson that may have led up to the individual assessments described in the above scenario? The teacher says a word aloud and the students take turns sharing aloud rhyming words. The students complete a word search activity that contains only examples of words from the day's word family. The teacher reads aloud a book that repeatedly uses words from one word family. The students work with a partner to use letter tiles to explore building different words within the day's word family, sharing out any words they find with the class. The students work with a partner to use letter tiles to explore building different words within the day's word family, sharing out any words they find with the class. This activity helps support student understanding of word families. The skills practiced in this activity will support their ability to decode and encode words. A kindergarten teacher has spent time each day working with her students to explore many of the word families common in the English language. Before moving on to new skills, the teacher individually assesses each student by holding up a series of words and asking the student to read them aloud. While most of the students were proficient at decoding these CVC words, some of the students continued to struggle. The following depicts the teacher's notes on one student's assessment: Word List Student Response cat ✓ met /m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/ fit No answer Which of the following is most likely to be the next phonics skill that the teacher will cover with the kindergarten class? sight words CCVC words vowel digraphs multisyllabic words CCVC words It would be reasonable to expect that the teacher would now cover CCVC words because they will build on the word family knowledge already discussed by adding consonant blends to the beginning of the word. A kindergarten teacher has spent time each day working with her students to explore many of the word families common in the English language. Before moving on to new skills, the teacher individually assesses each student by holding up a series of words and asking the student to read them aloud. While most of the students were proficient at decoding these CVC words, some of the students continued to struggle. The following depicts the teacher's notes on one student's assessment: Word List Student Response cat ✓ met /m/ /ĭ/ /t/ bat /b/ /ŏ/ /t/ pot /p/ /ŭ/ /t/ wet /w/ /ī/ /t/ fit No answer Which of the following would be the best way to support the student whose assessment is shown above and other students in the class that are similarly still struggling with the CVC words? Send home-specific assignments to facilitate parent support on this skill but move on to the next skill with direct instruction during class. Reach out to the special education department for help facilitating their intervention. Use small group instruction to continue direct instruction over sound-to-letter correspondence and blending sounds. Provide these students with books containing primarily CVC words for practice while continuing on to the next skill with direct instruction. Use small group instruction to continue direct instruction over sound-to-letter correspondence and blending sounds. Weak sound to letter correspondence and blending skills are the most likely cause of the errors in the example assessment. This type of small group instruction would be important to help these students master decoding CVC words. 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. 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 elements could the teacher add to the lesson in order to support student understanding of print concepts? Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud. After reading the text aloud, the teacher asks the students what they noticed about the words or sounds in the story. Before beginning to read, the teacher reads aloud the title and asks the students what the book might be about. Before beginning to read, the teacher asks students what they already know about cats. Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud. This is a good way to support print concepts because it will draw their attention to text directionality. 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. 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. The students in the scenario most likely have already demonstrated proficiency in: syllable segmentation. structural analysis. decoding skills. the alphabetic principle. the alphabetic principle. The alphabetic principle is the understanding of the relationship between letters and their sounds. A student who is beginning to read and working to blend sounds to form new words would be expected to have already been generally proficient in their understanding of the alphabetic principle. 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. 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? synthetic phonics approach spelling-based phonics approach analogy-based phonics approach sight word approach analogy-based phonics approach [Show Less]
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STR Practice Exam 2(correctly answered)2023
A teacher invites students to sit at her desk where she has a set of letter tiles. The teacher spells a CVC word with the tiles and asks the student to rea... [Show More] d the word aloud. The teacher notes whether the word is read correctly or not. Then the teacher swaps out a tile to create a new word and the process repeats. Students are assessed on how well they can read the new CVC words with a goal of 25 words correct. Based on the skill being assessed, this teacher most likely teaches which grade level? prekindergarten kindergarten first grade second grade kindergarten The ability to recognize that new words are created when letters are changed, added, or deleted is a benchmark associated with kindergarten-level students. A second-grade student is reading from a text and comes across the following sentence. "I'd go outside, but it's raining cats and dogs!" He raises his hand to call the teacher over. He asks how it can rain cats and dogs. The teacher replies, "'Raining cats and dogs' is something called an idiom," and suggests he looks at the illustration to take a guess what that might mean. The student reviews the illustration showing a heavy rain and asks, "It means there is a lot of rain?" Based on this example, this student is likely in which stage of reading proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-High advanced Beginning to understand and explore literal and figurative meanings of words is an example of what can be expected of an advanced reader. Every Monday students in a first-grade class are asked to write about a topic of their choice. The teacher informally reviews these journals as a way to assess her student's progress with certain orthographic or grammatical concepts. A student writes the following sentence. We got ice creem and spended time at the bech. Based on this writing sample, this student is most likely in which stage of spelling development? precommunicative semiphonetic conventional transitional transitional Transitional students can spell many words correctly, but still struggle with irregular spellings. Based on this student's errors, he is likely in the transitional stage. A veteran teacher has been asked by the principal to adjust his curriculum to include more multicultural literature and diverse authors. When choosing multicultural literature for the classroom, the teacher should look for texts that: are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. provide a sampling of all cultures in the world so that the class can experience as much diversity as possible. mirror the diversity in his classroom exactly, excluding cultures or ethnicities that are not currently represented by students in the class. stereotypically represent a culture so that students get a quick, easy-to-understand view of unfamiliar lifestyles. are reflective of the cultural makeup of his students while also offering new experiences of different, underrepresented cultures. Students come to texts with background knowledge when the multicultural literature matches their lives, but finding an appropriate balance between familiar and new is important for helping students grow as readers and citizens of the world. A third-grade teacher groups students together to discuss the nonfiction article they just finished. The teacher provides a list of discussion questions for the students to answer. As she walks around, she overhears a lot of simple "yes" or "no" style answers and realizes that the students are not engaging critically in this discussion. She wants to encourage her students to participate in more academic conversations about their reading. Which of the following would best promote this goal? Model thinking-aloud about a text while reading to the class. Model annotation strategies and provide time for students to practice annotating a text before discussion. Provide students with graphic organizers to record notes and key information on. Post a list of sentence starters on the wall for students to reference. Post a list of sentence starters on the wall for students to reference. Providing sentence starters and encouraging students to use them while discussing academic texts is one way to achieve this goal. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Most of the words on this list are tier three vocabulary words. Once students have written the terms in their notebooks, the teacher holds a discussion on each term. She reads the example sentence from the articles, points out any context clues present, and works with the class to create a working definition of the term. Which activities would most benefit student's learning and retention of these tier three terms? Select all answers that apply. Create a word web linking these terms to words the students already know and understand. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Give students a second example sentence to include in their vocabulary notebooks. Provide the definition and ask students to write it in their vocabulary notebooks. Create a word web linking these terms to words the students already know and understand. Breaking down complex vocabulary through a semantic map or word web helps students build connections between the new term and those they already know. Project images of the words and ask students to add a drawing to their vocabulary notebooks. Because tier three words are content-specific, students may not have any background knowledge to apply to the term. Showing photos when possible gives students a visual clue for the word's meaning which is beneficial when learning tier three terms. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: By asking students to complete the provided handout, the teacher is demonstrating her understanding that in order internalize new vocabulary words, a student needs: practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. knowledge of a word's denotation and connotation, origins, and related words to fully comprehend a word's meaning. opportunities to interact with the word authentically via reading, writing, and speaking after learning its definition. rote memorization activities enhanced by graphic organizers and writing assignments. practice defining a word using background knowledge, context, and word morphology, not solely through finding the definition in a dictionary. Using prior knowledge and word analysis skills to define a word is more useful in the long run than exclusively looking up and memorizing dictionary definitions. The teacher is allowing students to practice these skills through this handout. A third-grade class is working on a cross-curricular project focused on protecting natural environments. The students are reading about various local and national ecosystems, the challenges facing the survival of these areas, and ways humans can work together to protect these natural habitats. As students work, they are encouraged to write unfamiliar vocabulary words on a specific section of the whiteboard. Currently, the word lists include the terms: habitat marsh tundra extinction pollute conservation Any student who writes an unfamiliar term on the board is given the following handout to complete: Once the word list hits five or more new terms, the teacher calls everyone's attention to the board for a whole-class review of the words. Students are asked to write the words on a new page in the vocabulary section of their class journal. In order to facilitate the student's ability to use print resources while researching, the students should be required to: organize the word list in alphabetical order. rank the words based on frequency of use. underline or highlight any root words and include that root's definition in the entry. color-code the list based on part of speech. organize the word list in alphabetical order. Students should be able to alphabetize words to the third letter in order to help them when using printed reference materials. Practicing alphabetizing vocabulary lists is one way to teach this skill. The following is a conversation heard between two first-grade students during recess. Student A: Hey! Want to play tag? Student B: Sí. Run now? Student A: Do you want to be it first, or should I? Student B: I not sure... Student A: I'll be the tagger first. You go that way! Quick, run fast! Student B: Okay, I go! Based on student B's speech, she is most likely in which stage of speaking proficiency, according to the TELPAS Proficiency Level Descriptors? beginning intermediate advanced advanced-high intermediate This student is able to be understood by student A, but makes mistakes with verb tense and still speaks in short sentences, indicating she is likely in the intermediate stage of speaking. [Show Less]
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STR Exam(correctly answered )latest 2023
Which one is a parent company? a. Hampton Inn b. Motel 6 c. Choice d. Holiday Inn Express c. Choice Which is a true statement about parent comp... [Show More] anies? a. Management companies have contracts where they receive payment for their services and/or some portion of profits b. Management companies many only manage one chain c. Management companies will always own the hotels they manage d. Management companies serve the exact same role as asset management companies A. Management companies have contracts where they receive payment for their services and/or some portion of profits Which one of the following is an accurate statement regarding Scale and Class groups and a single chain? a. A Ritz Carlson hotel in the US can be in one Scale group and a Ritz Carlton hotel in Japan can be in a different Scale Group b. A Ritz Carlson hotel in the US can be in one Class group and a Ritz Carlton hotel in Japan can be in a different Class group c. A Ritz Carlson hotel will always be in the same Scale and Class groups in every country throughout the world d. A Ritz Carlson may choose which Scale and which Class they are in c. A Ritz Carlson hotel will always be in the same Scale and Class in every country throughout the world Which one of the following is an accurate statement regarding class groups? a. The names of the class group are very different than the names of the scale groups b. Class groups are more popular and relevant in North America rather than outside North America c. Independent hotels are slotted into class groups based upon the ADR of the independent hotel compared to the chain hotels in the same market d. Once an independent hotel is slotted into a class group, it will never change c. Independent hotels are slotted into class groups based upon the ADR of the independent hotel compared to the chain hotels in the same market Which is not a valid non-geographic category? a. Extended stay b. Boutique c. Guest Satisfaction Rating d. Destination Resort C. Guest Satisfaction Rating All of the following are good reasons for a hotel to have an additional comp set, expect which one? a. Have a local comp set based upon geography and another based upon a special feature or niche b. Have different sets for weekday/weekend or group/transient business c. Have one set that you can easily beat and another which is a realistic target d. different entities may not agree, for example, chain versus management company c. Have one set that you can easily beat and another which is a realistic target Which is NOT a valid rule related to changing a comp set? a. If adding 2 hotels to a comp set, both must be in different chains b. A single hotel may be added to a comp set if it has been open less than six months c. A single hotel may be added to a comp set at any time d. Any change must involve two or more hotels c. A single hotel may be added to a comp set at any time Which statement is true regarding RevPar? a. it is almost always higher than ADR b. It can be thought of as a combination of supply and demand c. When a hotel or GM is evaluated, the RevPAR metric is rarely considered d. It can be thought of as a combination of Occupancy and ADR d. It can be thought of as a combination of Occupancy and ADR Which one of the following statements is true regarding "sufficiency" as it is related to comp set data?a. If a comp set is not sufficient for 3 consecutive months, you will no longer receive a STAR report b. If a comp set number for just a single month is not sufficient, it will still be displayed on the STAR report c. Percent change number for a single month will appear on the STAR report if either the "This Year" or "Last Year" data is sufficient d. The sufficiency rules are in place to protect the confidentiality of the data d. The sufficiency rules are in place to protect the confidentiality of data KPIs for the comp set are: a. Always based upon the aggregated raw data of each member of the comp set b. Always based upon a straight average of the metrics, for example the occupancies, of each member of the comp set c. The comp set methodology differs inside and outside of North America d. The comp set methodology differs by hotel company a. Always based upon the aggregated raw data of each member of the comp set When happens when there is a non-reporting hotel in a comp set? a. modeled data is used for the non-reporting hotel b. Market data is used for the non-reporting hotel c. Prior year data for the non-reporting hotel is used d. The comp set average is calculated based upon the reporting hotels d. The comp set average is calculated based upon the reporting hotels When you receive your STAR report your ADR index was 110 and your occupancy index was 90. What do you know? a. The RevPAR index will be in the neighborhood of 115 b. The RevPAR index will be in the neighborhood of 100 c. The RevPAR index will be in the neighborhood of 105 d. The RevPAR index will be in the neighborhood of 85 b. The RevPAR index will be about 100 When you receive your STAR report, you see that your RevPAR index was 90 this year compared to 80 last year. What do you know for sure? a. Your hotel outperformed the comp set when it comes to RevPAR both years b. Your hotel outperformed the comp set this year when it comes to RevPAR, but not last year c. Your hotel will have a positive RevPAR Index Percent Change d. Your hotel would have a positive RevPAR Percent change c. Your hotel will have a positive RevPAR Index percent change The number of rooms available in a total market can change over time due to what four factors? a. New hotel openings, closings, brand conversions, and renovations b. New hotel openings, brand conversions, hotel room additions, and hotel room drops c. Hotel closings, brand conversions, hotel room additions, and hotel room drops d. New hotel openings, hotel closings, hotel room additions, and hotel room drops d. New hotel openings, hotel closings, hotel room additions, and hotel room drops What is the minimum number of reporting hotels for an industry segment to be considered sufficient? Four What is the minimum number of reporting hotels for a comp set to be considered sufficient? Three Which one of the following is an accurate statement regarding segmentation and additional revenue data on the STAR reports? a. Additional revenue categories include F&B, Rentals, and Other in addition to rooms revenue b. Group Rooms and Revenue are defined as business sold in blocks of 50 rooms or more c. very few luxury and upper upscale chain hotels submit segmentation and/or additional revenue data d. the most common example of contract rooms and revenue is airline crew business d. the most common example of contract rooms and revenue is airline crew business The line graph at the top of the Comp Set Report in a monthly star report shows what? a. actual values of occupancy, ADR and RevPAR of the subject hotel and the comp set b. Actual percent changes for Occ, ADR, RevPAR of the subject hotel and the comp set c. Index values for Occ, ADR, RevPAR d. Index percent change values for Occ, ADR, and RevPAR c. Index values for Occ, ADR, RevPAR Which is an accurate statement regarding the Day of Week and Weekday/Weekend tab in the Monthly STAR report? a. it shows all the KPIs for all four time periods for the property and the comp set b.it shows data by every day of the week, as well as a weekday and weekend subtotal c. It is a very valuable tab and can be used to find areas of improvement d. all of the above d. all of the above The "Weekly Performance At a Glance" tab on the Weekly STAR report displays what info? a. Detail daily data for every day of the prior week b. A weekly total c. Running 28 day data d. All of the above d. all of the above The "Perspectives" tabs of the weekly STAR report show what info? a. A recap of daily data performance for the last 28 days b. 12 weeks of weekly data c. Subtotals for the KPIs for the current week, running 28 das, running month-to-date, and running year-to-date d. Monthly performance numbers for the last 3 months a. A recap of daily data performance for the last 28 days The "Daily Data for the Month" tab on the Weekly STAR report displays what info? a. Provides a running MTD total based upon daily data b. Shows KPIs for the subject property and the comp set for each day of the prior month c. Displays graphs of index values for every day of the current month d. all of the above are displayed on this report d. All of the above are displayed on this report Which of the following is a rule related to requesting Trend Report(s)? a. You must select 4 or more participating hotels b. A single hotel may account for a max of 40 percent of the participating room supply c. If you request multiple Trend reports, the hotels you have selected must differ by more than one participating hotel on subsequent Trend request d. All of the above are rules related to requesting a Trend report d. All of the above are rules to requesting a Trend Report Which is NOT a valid type of data that you can request to include on a Trend Report, in addition to monthly data? a. Daily data b. Weekly data c. 12-month moving average data d. Segmentation data b. Weekly data Several tabs in the Trend Report display columns with Census Props and Rooms and STAR participation. Which is an accurate statement about this data? a. The data in these columns will not change over time b. These columns cannot help determine if there is a "consistent sample" for the Trend Report c. These columns show the total number of hotels and rooms for the selected group of hotels, as well as the percent of those rooms that submit performance data to STR d. All of the statements are accurate c. These columns show the total number of hotels and rooms for the selected group of hotels, as well as the percent of those rooms that submit performance data to STR Aggregating means: a. finding averages from several sets of individual data b. Temporarily removing a property from a comp set c. Changing a comp set d. Isolating a single property's data a. Finding averages from several sets of individual data A HOST or Profitability report displays what type of info? a. Profit and Loss, including revenue, expenses, and profits accounts b. Balance Sheet (assets) info c. Monthly Performance (Occ, ADR, RevPAR) data d. All of the above A. Profit and Loss, including revenue, expenses, and profit accounts The HOST report displays data based on what time period? Annual A HOST or profitability report display data for how many years? One [Show Less]
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STR Test Questions with complete solutions 2023 to pass
An English language learner regularly skips or misreads high-frequency prepositions while reading connected texts. In order to best help this student devel... [Show More] op accuracy and automaticity, the teacher should: provide practice readings that use the high-frequency prepositions and that include illustrations of the preposition in action. A first-grade teacher plans her reading lessons so that they always include time for the teacher to read at least part of the text aloud to students. What is one way in which teacher-modeled reading can benefit students' fluency skills? Listening to the teacher read will help students learn to develop prosody in their own reading. A pre-K teacher has children participate in the following activities: clapping syllables in students' names counting syllables in days of the week standing up if their names contain a specific number of syllables These types of activities help students to: develop phonological awareness by using meaningful words. A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal? how to separate words into syllables A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: (Venn Diagram) The teacher distributes another blank copy of the organizer to each student, along with two articles to read, one on amphibians and one on crustaceans. Using this organizer could help students retain the new information they learn by: providing a system for recording commonalities and differences between the topics. A third-grade class has been studying mammals and reptiles, and the teacher would like to help students synthesize all the information they have learned about both types of animals. The teacher seats students in pairs and asks them to fill in a blank Venn diagram. Next, the teacher conducts a class discussion in which each pair of students shares their organizer and she records their findings in a whole-group version, shown here: (Venn Diagram) Creating this type of graphic organizer will help students develop their reading comprehension skills by: showing them how to compare and contrast differences and similarities. A first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what. The student could benefit from additional instruction in which of the following areas? automatic recognition of high-frequency words A class of first-grade students has been learning how to decode words. Which of the following lessons would be the best way to teach them to decode words ending in the inflectional morpheme -ed? teaching students to read the -ed by itself and then decode the front of the word before the inflection before adding them together A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student. The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim's reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for "bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%. During the conference, the teacher should be sure to: tell the student the ways in which he read well as well as provide actionable areas of improvement. A first-grade teacher has recently conducted oral timed reading assessments. She records the number of words per minute a student completes as well as any miscues and self-corrections made by the student. The teacher meets privately with each student to share the results. The teacher meets with Tim first. She noted in Tim's reading that he made a number of miscues but did not pause to acknowledge them or attempt to self-correct. Tim read at an above-average speed, completing the reading 20 seconds faster than his peers. Some of his errors included saying "dark" for "bark," "nap" for "map," and "jab" for "gab." Previously Tim has been able to read grade-level texts with 95% accuracy, but on this assessment he scored closer to 75%. Based on the results of the assessment, which activity would best address the errors made by Tim and improve his oral reading in the future? modelling reading with appropriate speed and having Tim practice reading more slowly and with expression When working with English language learners on phonemic awareness and phoneme identification, it is most appropriate to select words that: include sounds used in both English and the student's native language. A small group of first-grade students are in the pre-alphabetic stage of reading development. In order to remediate these students and move them into the partial alphabetic stage, the teacher should provide instruction on: letter-sound correspondence and letter names. A kindergarten teacher is working with a small group of Chinese-speaking English language learners who have just moved to the school district. The students are confident readers when the text is written in Chinese but they struggle when presented with a text in English. In order to ease the transition to English written texts, the teacher should begin with a basic lesson on: English print concepts such as left-to-right, top-to-bottom print directionality. A teacher is reading aloud to the class from a retelling of "Jack and the Beanstalk," and during the reading she pauses to think aloud. Below is part of her think-aloud along with the text she is reading. The teacher's dialogue is italicized. Once upon a time, there lived a boy named Jack. He and his mother lived in a tiny cottage on a farm near the outskirts of town. They didn't have much money, and the shelves in the pantry were bare. The harvest was over, but not much food was saved for the winter. Oh no, what will they do in the winter without food? I wonder how they can get some money. Maybe they have crops from the harvest to sell. Jack's mother decided that they must sell their cow. "Please take the cow to town and sell her so we can buy some food," Jack's mother said. So off Jack went with the cow in tow. I bet a cow will sell for $400. They'll be able to buy so much food! On his way to town, Jack met a man on the side of the road. "Hey there, lad, that's a nice looking cow! I'd like to buy it! Here are five magic beans that, when planted, will grow to reach the sky!" Jack was amazed, and quickly said yes. He held the magic beans in his hand and thought, "Wow! Magic beans! Mother will be so happy." Hmmm...I wonder. I think my mother would be very disappointed and sad if I came home with only five beans instead of money. Do you think his mother will be happy with Jack? During this think-aloud, the teacher is modeling which of the following text analysis skills? Making Predictions A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down? Present several read alouds as a targeted phonics intervention and have students work on pronouncing the words containing digraphs and blends. A classroom is working on phonemic awareness using Elkonin boxes. Students need to place a chip in the box for each phoneme in the word. The teacher says a word aloud, then scans the room to see how students are answering before displaying the correct box on the board. As the activity continues, she notices many students making the mistake represented below. Word: CHAT Based on this Elkonin box answer, the students are having trouble with: identifying the number of syllables in the word. [Show Less]
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