5205 Praxis Teaching Reading Concepts

Which of the following is the most effective strategy for building and extending students' vocabulary knowledge?

• Showing students how to use roots and affixes to determine meanings

• Asking students to use unfamiliar words in a sentence

• Asking students to look up the definitions of unfamiliar words to determine meanings

• Requiring students to memorize the spelling of unfamiliar words

Tags

CCSS.RF.2.3C

CCSS.RF.2.3D

CCSS.RF.2.4

CCSS.RF.4.3A

CCSS.RF.5.3A

What of the following is the ability to recognize that words in oral language are made up of a variety of sound units?

• Alphabetic knowledge

• Phonological awareness

• Letter knowledge

• Print awareness

Tags

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.4.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

Which of the following instructional strategies is best for a first-grade teacher to use with emergent readers?

• Teaching a mini lesson on a specific skill and asking students to complete independent practice on that skill

• Providing students with time to read independently and helping them select books with proper leveling, content, and interest factors

• Demonstrating two or three reading objectives in one lesson and facilitating guided practice for each of the objectives

• Designing a series of lessons with one reading objective and providing modeling, explicit instruction, and guided practice of the objectives

Tags

CCSS.RF.1.3D

CCSS.RF.1.3E

CCSS.RF.1.4C

CCSS.RF.2.3A

CCSS.RF.2.3F

The instructional strategy list-group-label is most effective for teaching which of the following?

• Vocabulary

• Phonics skills

• Concepts

• Phonological arareness

Tags

CCSS.RF 4.3.A

CCSS.RF.4.4A

CCSS.RF.5.3A

CCSS.RF.5.4B

CCSS.RF.5.4C

The two best predictors of beginning reader's future reading success are alphabetic knowledge and the development of...

• phonics skills

• reading fluency

• sight word recognition

• phonemic awareness

Tags

CCSS.RF.1.4C

CCSS.RF.2.3E

CCSS.RF.3.3B

CCSS.RF.3.4B

CCSS.RF.4.4B

While reading a short passage from a realistic fiction story aloud to the class, a student reads the following sentence. "I didn't think what I had done was so bad, but my mother sure knows how to make a mountain out of a molehill." The teacher her focuses the students' attention on the author's use of the phrase "to make a mountain out of a molehill" as an example of figurative language. Which of the following teacher actions is the most appropriate next step in helping students understand the phrase?

• Having students recall other texts in which an author has used other unique linguistic structures

• Asking students to decide whether the literal meaning of the phrase is the author's intended message

• Adding the phrase to a student-centered poster of author's tools used to convey meaning by using language in interesting ways

• Requiring that students write explanations of their personal reactions to the author's purposes for selecting the phrase to convey meaning

Tags

CCSS.L.1.4A

CCSS.RI.1.4

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.

Tags

CCSS.RF.1.4A

CCSS.RF.2.3E

CCSS.RF.2.4A

CCSS.RF.3.4A

CCSS.RF.3.4C

How many morphemes are in the word "rerecorded"?

• 1

• 2

• 3

• 4

Tags

CCSS.L.1.4B

CCSS.L.1.4C

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

Tags

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.4.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

Which of the following is the best way for a teacher to assess student's 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.

Tags

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.4.3A

CCSS.RF.K.1D

CCSS.RF.K.2A