Praxis 5205-2

A 4th grade teacher is helping students extend their word recognition skills. Which of the following is the most effective strategy to use?

• Provide students with opportunities to engage with multiple types of literary and informational texts

• Allow students to choose the books they read based on their interests and reading level.

• Pair readers up and have them discuss different types of words they are having trouble with.

• Use basal readers to help students recognize words by engaging in repeated reading

A second-grade teacher is using the following words below to help student with which phonics skills. soup, soap, loop, hook

• Doublets

• Diphthongs

• Vowel teams

• Digraphs

Students are talking loudly as they enter the classroom. The teacher says, “Please avoid horseplay and loud chatter when entering the classroom. It causes cacophony and sets a disorganized tone for the rest of the class.” What type of vocabulary application is the teacher using?

• The teacher is using incidental vocabulary instruction.

• The teacher is using systematic vocabulary instruction.

• The teacher is using accidental vocabulary instruction.

• The teacher is using direct vocabulary instruction.

A teacher wants to work on students’ expressive vocabulary. What would be the most effective activity?

• Reading and writing

• Speaking and listening

• Listening and reading

• Speaking and writing

Which of the following would be most effective in teaching students tier III words in a science class?

• Have students copy words from the glossary.

• Have students use vocabulary words in a five-paragraph essay

• Have students use an interactive word wall to use words in contex

• Have students circle the vocabulary words in a piece of text.

Before reading a page out of the social studies text, a fifth-grade teacher has students discuss some words or topics they may see in the reading. Next, the teacher has the students write down the words on sticky notes. She has them come to the board and sort the words in groups. Students must communicate why they are grouping the words a certain way. This exercise is helping students:

• Find multiple meanings of words

• Use syntactic clues to identify words

• Clarify and extend knowledge of unfamiliar words.

• Memorize low-frequency words use in content-specific text

Students are reading a paragraph and come across some idioms. This confuses the students. What is the best way to help the students understand idioms like the ones below?

It was the last straw for her before she quit. The news did her in, and she was unable to work after that.

• Have students find other places these idioms are used.

• Have students look up the word idiom in the dictionary and apply it to the words.

• Have students look up the phrases on the Internet and use them correctly in their writing.

• Have students use the context of the passage to derive intended meaning.

Students are reading trade books about plants, and much of the information include tier III vocabulary like chloroplasts, vacuole, and photosynthesis. How can the teacher support students while reading?

• Have students make a list of words they do not understand and post the words to the word wall in the front of the room

• Use direct, explicit instruction during reading by incorporating short videos and pictures to show the words in different contexts

• Give students a graphic organizer where they can sort the words and categorize them into words they know and don’t know

• Give students a graphic organizer where they can sort the words and categorize them into words they know and don’t know

Which of the following sentences would be most effective in using context clues in understanding the underlined word?

• He took scrupulous notes, making sure to cover everything covered in class

• She often found herself in serendipitous situations.

• The situation was exacerbated when the principal showed up.

• She knew she needed to use her academic prowess in this situation.

When a student reads the following passage, she pronounces the underlined words correctly. However, when she sees those words in isolation, she struggles to pronounce them. Jordan believed she could do it. All she had to do was concentrate and focus on the task in front of her. She knew she could win.

• believed

• concentrate

• knew

Which of the following assessments is correct for this situation?

• The student can use context clues to figure out words but is weak in decoding skills using phonics

• The student is weak in context clues but strong in decoding using phonics.

• The student is proficient in fluency and comprehension but low in spelling.

• The student has a low level of phonemic awareness and phonics and is guessing the words as she reads.