PRAXIS II 5203 Reading (24 ques.)

Which of the following is the most accurate statement about the language acquisition process of young children?

• Young children understand full sentences at a relatively late stage in language development.

• Young children exhibit random, highly variable errors in sentence construction.

• Young children infer the underlying rules of language to which they are exposed.

• Young children require panned early instructional intervention to master the grammar of the English language.

Which of the following is the most effective instructional technique for helping kindergarten students develop an understanding of concepts about print?

• Exposing students to a variety of rhyming texts.

• Modeling how to track text during shared reading of a text.

• Modeling finger tapping to identify the number of phonemes in words.

• Providing direct instruction in common letter-sound relationships.

Which of the following pair of words demonstrate that different letter combinations can represent the same speech sound?

• Church...chorus

• Bow...bow

• Hot...cold

• Phone...laugh

How many morphemes are in the word "rerecorded"?

• 1

• 2

• 3

• 4

Which of the following is the best way for a teacher to assess student' phonemic awareness?

• Ask students to identify the letter at the beginning of the word "desk"

• Say the word "lamp" and ask students to break it into individual sounds.

• Distribute the letter cards "b", "a" and "t" and ask students to order the letters to create a word.

• Display the written word "cat" and ask students to sound it out as they tap each letter.

A 5th grade class studies the American Revolution. The teacher wants students to understand the differences in perceptions between the colonists and the British in regards to their actions in the Boston Tea Party as protest or rebellion. Which student activities is most effective in understanding the differences in perceptions?

• Listing examples of significant protests and rebellion during other historical time periods.

• Writing a letter persuading a friend to view the Boston Tea Party as an act of legitimate protest.

• Creating a Venn diagram to compare and contrast the concepts of protest and rebellion.

• Reading a 1st-person account told from the perspective of someone who participated in the Boston Tea Party.

A teacher notes that a student is consistently not meeting grade level performance standards. Which of the following should be the classroom teacher's 1st step?

• Adjust instructional techniques to meet the student's unique learning needs

• Continue to assess and monitor the student's academic progress on a regular basis

• Refer the student for testing to determine if he or she qualifies for special services

• Identify specific learning goals based on the student's current performance levels.

When preparing to do a close reading of a complex text with students, it is important to know which of the following?

• Students should be focused on trying to accurately summarize the text and identify key story elements.

• The teacher's role is to guide students through the text and interpret the meaning of challenging text for students.

• Students should read the text multiple times and focus on a different outcome during each reading.

• The teacher's role is to plan extensive pre-reading activities and elicit students' prior knowledge before students read the text.

Which of the following text-dependent questions best focuses students to think about the craft and structure of a text?

• What did the main character do when he saw the letter? Why?

• How did the author describe Bradley's uncle? Why did the author choose to describe him that way?

• Have you ever read another story like this? How are they similar?

• How has Ma and Karin's relationship changed over the course of the story? What changed it?

Which of the following best reflects research about teaching alphabetic principle to young students?

• Teaching students the letters and their corresponding sounds in alphabetical order

• Introducing students to the long vowel sounds before introducing them to the short vowel sounds

• Introducing students to similar sounding or looking letters in close succession

• Teaching students continuous vowel and consonant sounds before stop (or clipped) sounds