praxis II

Third grade students are creating a story map as they read about a donkey, Sylvester, who turns into a rock. The most important benefit of the story mapping activity is that it helps students to

• improve their comprehension of the story by organizing and sequencing events

• make connections to other characters who have solved a problem

• develop a vocabulary they can use in writing their own stories

• understand the essential features of a problem and its solution

Tags

CCSS.RL.1.10

CCSS.RL.1.3

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

A first grade students writes "R dg is bg n blk" and reads aloud "our dog is big and black". Which of the following activities will most likely improve the student's spelling skills?

• giving the student a list of high frequency words

• discussing the difference between "our" and "are"

• providing the students with explicit instruction in phonics

• reviewing capitalization and punctuation rules

Tags

CCSS.RF.2.3C

CCSS.RF.2.3D

CCSS.RF.2.3E

CCSS.RF.2.3F

CCSS.RF.2.4

Which of the following types of writing involves telling stories, recalling memories, or creating imaginative places?

• informational

• persuasive

• expository

• narrative

Tags

CCSS.RL.1.6

CCSS.RL.2.10

CCSS.RL.3.10

CCSS.RL.3.6

CCSS.RL.4.10

the writing sample below is typical of a particular student's work: me and my mom are great buddies. we always go so many fun places together. just yesterday a friend of ours gave my mom and I tickets to a terrific baseball game. the teacher can best help the student's writing development by reviewing which of the following with the student:

• syntax

• verbs

• pronouns

• spelling

Tags

CCSS.RF.2.3C

CCSS.RF.2.3D

CCSS.RF.2.3E

CCSS.RF.2.3F

CCSS.RF.2.4

ms bartholomew teachers a class of fifth graders from a variety of ethnic backgrounds. she often uses formal and informal rules to guide class discussion. in some cases, she uses playing cards to order the responses from the students. in other cases, she uses rules of procedure to guide class discussion, such as having students call on each other to give responses or limiting the length of their responses using a timer. what knowledge does the teacher demonstrate by using multiple discussion formats?

• formal speaking requires different skills than informal speaking

• students will not respect the speaking styles unless they are taught to

• conversation styles, including taking turns, are not uniform across cultures

• the teacher is allowing the students to take a leadership role, which will increase self confidence

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

which of the following activities involves structural analysis?

• students identifying the beginning, middle, and ending sound of a word

• students using individual sounds to blend the letters that make up a word

• students determining the number of syllables that make up different words

• students determining the meaning of a word by considering the word parts

Tags

CCSS.RF.2.3C

CCSS.RF.2.3D

CCSS.RF.2.3E

CCSS.RF.2.3F

CCSS.RF.2.4

a teacher gives students a set of cards with headlines written on them and a set of clippings of news articles. the teacher asks the students to match each news article with its corresponding headline. which of the following skills is the activity most likely to develop?

• making generalizations

• recognizing sight vocbaulary

• identifying main ideas

• using context clues

Tags

CCSS.RI.1.2

CCSS.RI.2.2

CCSS.RI.3.2

CCSS.RL.2.2

CCSS.RL.3.2

a fifth grade teachher in an urban school is having the class read the humorous book. the noonday friends, set in new york city's greenwich village, by mary soltz. a new students, who lived in a rural community for his entire life prior to moving to the school, us having difficulty understanding the story, although he has read many books of comparable difficulty. which of the following is the most probable explanation for the students difficulty in comprehension?

• the students reading achievement level is significantly below that of the rest of the class

• the students experiences do not include knowledge of the topic discussed in the book

• the students former reading instruction focused exclusively on the development of word attack skills

• the students oral language abilities are significantly above the students reading achievement level

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

which of the following is a student activity that reinforces the poetic element of alliteration?

• students are given a page with a word written down on the left side. they are asked to write a sentence or phrase, each one starting with a letter in the word

• students are given a page with a topic written on it. they are asked to write five lines about the topic they have been given

• students are given a page with a letter centered on the page. they are asked to write a sentence with four to six words with each word starting with the letter on the page

• students are given a page with a word centered on the page. they are asked to write as many words as they can rhyme with that word

Tags

CCSS.RL. 6.5

CCSS.RL.1.4

CCSS.RL.2.4

CCSS.RL.3.4

CCSS.RL.3.5

a teacher is informally assessing second grade students listening comprehension skills after reading aesop's fable about the lion and the mouse. which of the following prompts requires the children to draw an inference from the fable

• who are the characters in the fable

• what lesson does the fable teach us

• how does the mouse help the lion

• can mice and lions really talk

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1