Teaching Reading 1 Praxis Practice

Front

Based on the student scores in a standardized reading test: 75th percentile in vocabulary knowledge, 85th percentile in decoding, 40th percentile in comprehension, 70th percentile in fluency, which activity best addresses the student’s needs? Options: a) Reviewing high-frequency words, b) Identifying context clues in sentences, c) Listening to an audio version of the text, d) Using a plot chart to track the events in a story

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Using a plot chart to track the events in a story

Front

A kindergarten teacher plans a lesson designed to give students guided practice in learning a phonological awareness skill. Having students participate in which of the following activities best meets the teacher’s goal? a) Asking students to follow along as the teacher moves a finger from left to right while orally reading a line of text in a picture book, b) Having students say the word “airplane” and then asking them to say it again without pronouncing “air”, c) Distributing a set of plastic letters to students and having them use the manipulatives to form decodable words, d) Cutting a student’s name card into individual letters and modeling how to put the letters together to form the name

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Having students say the word “airplane” and then asking them to say it again without pronouncing “air”.

Front

A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which method best fosters the students’ ability to use correct mechanics, such as punctuation and capitalization, in their own writing? Options: a) Assigning work sheets from a workbook to complete, b) Having students copy rules in their copybooks for reference, c) Emphasizing pauses indicated by punctuation during read-alouds, d) Using mentor texts to encourage imitation of effective writing

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Using mentor texts to encourage imitation of effective writing

Front

Which of the following phonemic manipulations is the most complex and is generally developed last by most students? a) Change the /m/ in “mouse” to /h/. b) Say “frame.” Say it again without the /r/. c) What word is made when “bl” and “oom” are combined? d) Say “doughnut.” Now say it again, but don’t say “dough.”

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Say “frame.” Say it again without the /r/.

Front

A third-grade teacher’s reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as “chlorophyll,” “germinate,” and “photosynthesis.” Which teaching activity will best help the students develop an understanding of the new words? Options: a) Making lists of words from the science book to post on a word wall in the classroom, b) Planning direct instruction using multimedia methods to introduce words in rich contexts, c) Having students assume definitions for the new words and relate them to words they already know, d) Giving the students Venn diagrams to sort the new vocabulary into well-defined categories.

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Planning direct instruction using multimedia methods to introduce words in rich contexts.

Front

Place the following oral language milestones in the order in which they are developed, earliest to latest: a) Responding to simple questions with a “yes” or “no”, b) Using content-related vocabulary correctly during conversations, c) Making an oral presentation that is appropriate for the given audience, d) Answering questions using complete sentences and a variety of sentence structures.

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ADBC

Front

Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill? a) Allowing the students to read the passage independently and draw an illustration to match it, b) Assigning partners to illustrate the passage that is read aloud by the teacher, c) Demonstrating how to summarize the passage using a story map with pictures, d) Explaining the process in detail and modeling it by thinking aloud while reading the passage

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Explaining the process in detail and modeling it by thinking aloud while reading the passage.

Front

Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research? a) Students’ reading skills advance as students develop greater phonemic awareness. b) Weak phonemic awareness has virtually no impact on reading skills after the third grade. c) Students with weak phonemic awareness often acquire strong decoding skills to compensate. d) Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.

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Students’ reading skills advance as students develop greater phonemic awareness.

Front

A teacher scores student writing samples using criteria that define expectations for different levels of proficiency. Which of the following tools is the teacher most likely using? a) Anecdotal notes, b) Checklist, c) Scoring guide, d) Rubric

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Rubric

Front

A first-grade teacher notices during guided reading that a student has difficulty decoding words such as “ran,” “pet,” “him,” and “hot.” Which of the following is the most appropriate way for the teacher to confirm the student’s difficulty? Options: a) Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes, b) Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute, c) Checking for understanding by asking explicit questions after the student has completed reading a grade-level passage, d) Presenting a list of grade-level high-frequency words for the student to read aloud.

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Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes.