Praxis ELA

A preschool-aged child scribbles on a piece of paper and calls it her grocery list. On the back, she draws a picture of her and her mom in the grocery store. At the store, she pretends to read food items off the side containing the scribbles, asking her mom to buy various items. This behavior suggests that the child:

• is ready to begin learning decoding skills.

• understands sound-letter correspondence.

• understands that text functions differently than pictures.

• has alphabetic knowledge.

Tags

CCSS.RF.1.3E

CCSS.RF.1.4C

CCSS.RL.11-12.10

CCSS.RF.1.3D

CCSS.RF.K.3C

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?

• 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.

• After reading the text aloud, the teacher asks the students what they noticed about the words or sounds in the story.

• Holding the book up so that it is visible to the students, the teacher points to the words as she reads them aloud.

Tags

CCSS.RF.2.4B

CCSS.RF.3.4C

CCSS.RL.8.10

CCSS.RF.3.3C

CCSS.RF.4.4C

With on-going instruction, teachers expand student understanding of spelling rules and how they apply to various words. Through this process, they are deepening their understanding of which linguistic concept?

• pragmatics

• orthography

• morphology

• segmentation

Tags

CCSS.RF.1.3F

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

A prekindergarten teacher observes her student pick up a book and begin flipping through the pages from the back of the book toward the front of the book. This is evidence that the student has not yet mastered which of the following skills?

• print concepts

• alphabetic knowledge

• phonemic awareness

• alphabetic principle

Tags

CCSS.RF.2.3F

CCSS.RF 4.3.A

CCSS.RF.5.4C

CCSS.RI.6.10

CCSS.RF.4.4A

Which of the following would best promote students' knowledge about how printed words represent specific sounds?

• use words with silent ending letters

• have a calendar posted in the classroom for students to see

• provide labels for commonly referred to items around the classroom

• say several words with the same beginning sound

Tags

CCSS.RF.5.3A

CCSS.RF.K.3B

CCSS.L.1.2D

CCSS.RF.K.3A

CCSS.L.K.2C

Which of the following concepts involves understanding that spoken words consist of a sequence of individual sounds?

• graphophonic knowledge

• phonemic awareness

• morphology

• syntax

Tags

CCSS.RF.1.3F

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

Which of the following is not a component of print concepts?

• phonemic awareness

• understanding the difference between letters, words, spaces, and sentences

• awareness of the left-to-right, top-to-bottom progression of text

• identifying basic punctuation

Tags

CCSS.RF.K.3A

CCSS.RF.3.4C

CCSS.RF 4.3.A

CCSS.RF.2.3C

CCSS.RL.6.10

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?

• oral language

• alphabetic knowledge

• alphabetic principle

• print concepts

Tags

CCSS.RF.4.3A

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

Mr. Clark devotes a whole month of his class time introducing students to root words, practicing using and defining words with roots, playing word games where students create new words with existing roots, and other morphology-based activities. These morphology lessons demonstrate Mr. Clark's awareness of which concept related to literacy development?

• Understanding common spelling patterns enables students to write more quickly and have their writing understood by readers.

• Students must understand the relationships between phonemes and graphemes before they can successfully decode words.

• Language follows normal structural patterns and students must learn to recreate these patterns to successfully communicate.

• Students who learn roots, prefixes, and suffixes can more easily decode new vocabulary while reading.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Which of the following skills is not part of phonological awareness?

• sound awareness

• letter awareness

• rhyme awareness

• syllable awareness

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.K.3A

CCSS.L.K.2C