Praxis 5205-4

A teacher reviews the following student scores on a standardized reading test wiht the goal of dtermning the areas in which the student will require additional instruction.

75th percentile in vocabulary knowledge

85th percentile in decoding

40th percentile in comprehension

70th percentile in fluency

• Reviewing high-frequency words

• Identifying context clues in sentences

• Listening to an audio version of the text

• Using a plot chart to track the events in a story

A kindergarten teacher plans a lesson desigend to give students guided practice in learning a phonological awareness skill. Having students particpate in which of the following activities best meets the teacher's goal?

• Asking students to follow along as the teacher moves a finger from left to right while orally reading a line of text in a picture book

• Having students say the word "airplane" and then asking them to say it again without pronouncing "air"

• Distributing a set of plastic letters to students and having them use the manipulatives to form decodable words

• Cutting a student's name card into indvidual letters modeling how to put the letters together to form a name

Answer the question below by clicking on the correct response.

Question:

A first-grade teacher selects a picture book that retells the well-known fairy tale Goldilocks and the Three Bears to read aloud to the class. Following the first oral reading of the text, the teacher distributes a graphic organizer with a set of questions for students to answer as the text is read again. During the second reading, the teacher pauses at different parts of the story and asks students to independently answer one of the questions related to that part of the story on the work sheet. A portion of the graphic organizer the teacher uses is shown below.

Question The Story SaysI SayAnd So I Believe…

Why did goldilocks break baby bear's chair    

The teacher’s instructional method best engages students in which of the following thinking processes related to successful reading comprehension?

• Making decisions about what is going to happen next in a story by connecting existing knowledge to new information an author gives as a text is read

• Determining what is important in a story and recording it in the student’s own words

• Searching a story to reach a conclusion based on clues an author gives and prior knowledge to construct meaning that goes beyond what is literally stated

• • Creating mental images of the events happening in a story that support recall of main ideas

A first-grade teacher works with small groups of students to teach them how to develop their writing skills. Which of the following methods best fosters the students’ ability to use correct mechanics, such as punctuation and capitalization, in their own writing?

• Assigning punctuation and capitalization work sheets from a workbook to complete

• • Having students copy punctuation and capitalization rules in their copybooks for reference

• Emphasizing pauses indicated by punctuation during read-alouds

• Modeling how and when to use punctuation and capitalization during writing instruction

Which of the following phonemic manipulations is the most complex and is generally developed last by most students?

• • Change the /m/ in “mouse” to /h/.

• Say “frame.” Say it again without the /r/.

• • What word is made when “bl” and “oom” are combined?

• • Say “doughnut.” Now say it again, but don’t say “dough.”

A third-grade teacher’s reading instruction includes sources from multiple content areas. During a science lesson, students are reading a trade book about plants; the book contains many new and difficult vocabulary words, such as “chlorophyll,” “germinate,” and “photosynthesis.” Which of the following teaching activities will best help the students develop an understanding of the new words?

• Making list of words form the science book to post on a word wall in the classroom

• Planning direct instrcution using multimedia memthods to introduce words in rich context

• Having students assume definitions for the new words and relate them to words they already know

• Giving the students Venn diagrams to sort the new vocabulary into well-defined categories

A kindergarten teacher assesses students’ understanding of concepts of print at the beginning of the year. The results of one student’s assessment are shown.

Concepts of Print Assessment September May

Can you point to the front cover of the book? Yes

Can you point to the picture at the top of the book? Yes

Can you show me one letter? Yes

Can you show me where to read after this word? No

Based on the data, which of the following instructional methods will best promote the student’s understanding of print conventions?

• Teaching letter-sounds relationships explicitly and in isolation

• Activating the student’s background knowledge of concepts that are important to the content of the text

• • Using a finger to draw attention to letters and words in the text during a shared reading

• Previewing the text to make predictions about its content before a shared reading

Ms. Jones introduces visualizing as a comprehension skill to her first-grade students using a short passage of text. Which of the following strategies illustrates how to best introduce the skill?

• Allowing the students to read the passage independently and draw an illustration to match it

• Assigning partners to illustrate the passage that is read aloud by the teacher

• • Demonstrating how to summarize the passage using a story map with pictures

• • Explaining the process in detail and modeling it by thinking aloud while reading the passage

A first-grade teacher is preparing a phonics lesson on irregular high-frequency words to introduce to the students. To prepare for the lesson, the teacher identifies several activities that would benefit the students in acquiring the irregular high-frequency words. Which of the following demonstrates an understanding of how to approach instruction in sight word recognition?

• Having the students tap out the regular sounds correspondences in the word frist

• Writing words on index cards to flash to students when they are in a literacy center

• Having students copy and trace words on a work sheet

• Partnering students to have them find the words in a word search

Which of the following statements about the correlation between phonemic awareness and reading development is best supported by research?

• • Students’ reading skills advance as students develop greater phonemic awareness.

• Weak phonemic awareness has virtually no impact on reading skills after the third grade.

• • Students with weak phonemic awareness often acquire strong decoding skills to compensate.

• • Poor reading skills in the later grades are solely the result of weak phonemic awareness in the early grades.