A kindergarten teacher wants to help students identify words by exposing students to environmental print. Which of the following would be the most effective strategy in this situation?

Post words next to common objects in the room like door, pencils, desk, etc.

Have students write unfamiliar words over and over.

Use an interactive word wall for academic words used in context.

Provide students with dictionaries so they can look up unfamiliar words.

A teacher wants students to take an analytic approach to phoneme-grapheme relationships. Which of the following would be the most effective strategy in this situation?

Have students break down familiar words based on sound-letter correspondence patterns.

Have students identify unfamiliar words and segment them into different sounds.

Have students sort words based on the word’s onset and rime.

Have students divide words based on syllables.

Which of the following would be most effective for teaching students common consonant vowel patterns in words?

Analyze CVCe words and how they are pronounced.

Have students participate in a spelling test.

Help students memorize high frequency words.

Identify words that have vowel teams in them.

As a student reads, she attempts to decode words like said, want, and would. Which of the following strategies should the teacher use to help the student in this process?

Use phonics to decode the words.

Work on the student's phonemic awareness.

Read independently to practice.

A third-grade teacher is helping students break down words that are morphemically complex. The teacher helps students locate the root word and then detach the prefix and suffix, so the word is divided into chunks. The chart below shows a few examples. Describe the method the teacher is using in this activity.

Using explicit morphological analysis to understand word parts and their meanings.

Using phonological awareness to break words up by their syllable parts.

Using phonetics to help students spell and understand complex words and their parts.

Helping students use sight word recognition to map words orthographically.

A teacher is helping students determine if a word is past or present tense. Which of the following strategies would be most useful in this situation?

Decode words and locate vowel teams

When a teacher is helping students break up words by analyzing the roots in the words, the teacher is helping students:

Use etymology to derive meaning from words.

Decode words based on suffixes.

Use semantic analysis to figure out complex words.

Use syntax to decode high-frequency words.

Which of the following is most important when students are learning multi-syllable words?

Students must analyze the general rules of phonics in all parts of multi-syllable words.

Students must analyze syllables and morphemes in relation to spelling patterns.

Students must memorize high-frequency words to increase automaticity.

Students must decode low-frequency words regularly to derive meaning.

Which of the following would be most appropriate for a first-grade class beginning to learn syllables?

Clap syllables when saying them aloud.

Break down prefixes and suffixes and define them.

Identify closed and open syllables in words.

Manipulate syllables in different words.

A student is having difficulty with multisyllable words when reading aloud. How can the teacher help the student with decoding multisyllable words?

Have the student chunk the words into distinct syllables.

Have the student clap the syllables as the student reads.

Have the student scoop the syllables as the student reads.

Have the student skip over the words to not impede the reading.

What can the teacher focus on to clear up confusion students may have when choosing the proper suffix?

Have students engage in inflected morpheme practice so they can see how changes in endings change the meaning of words.

Practice etymology and show students that suffixes can differ depending on the root word.

Have students use a dictionary to look up words with the same endings and write the definitions in their notebook.

Have students rewrite words using different suffixes until the words make sense.

Which of the following would be considered recursive phonics instruction? Choose all that apply.

Having students review basic phonics skills and apply them to complex skills

Teaching students CVC words, then CVCC words, then CVCe words

On a spelling test, including words taught during the previous lesson

Having students identify words that contain vowel teams

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.

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.

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

Have students use an interactive word wall to use words in context.

Have students copy words from the glossary.

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

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:

Clarify and extend knowledge of unfamiliar words.

Find multiple meanings of words.

Use syntactic clues to identify 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?

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.

As students come to difficult words, have students look them up in dictionary and write their definitions.

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.

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.

Which of the following assessments is correct for this situation?

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

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

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

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

Why is it important for students to work on fluency?

Fluency helps a student read quickly, which helps the student get through the reading with enough time to answer comprehension questions.

Fluency reduces the amount of time a student spends decoding words, which helps the student apply cognitive energy to understanding the text.

Fluency helps a student increase correct words per minute measures, which helps the teacher group students into comprehension centers.

Fluency allows the student to decode words more efficiently, which helps the student focus on complex vocabulary rather than sight words.

If a student is reading with automaticity, the student is:

Reading effortlessly through the text at >95% accuracy.

Reading through the text, only stopping at words he or she needs to decode.

Reading with inflection and expression.

Reading through the text using sight words.

A teacher is working with 2nd grade students on their beginning fluency skills. Which of the following fluency skills should a teacher focus on first?

Decoding content-specific words accurately

Using prosody when reading aloud

Increasing reading rate and automaticity

A fifth-grade teacher is guiding students through content-specific science text. In the text are academic words and complex concepts. Which of the following would be the most appropriate skills to focus on first in this situation?

Decoding unfamiliar words using phonics

A 3rd grade teacher has a group of 5 students who are having difficulty with fluency. The students are struggling with grouping words when reading through text. Which of the following would be the most effective intervention for these students?

In a small group use phrase-cued reading.

As a whole group, engage in echo reading.

As a whole group, use readers’ theatre.

Individually, use repeated reading of instructional level text.

Which of the following is most effective in positively impacting students’ fluency of a science text regarding photosynthesis in plants?

Have students engage in independent reading of the text first, then engage in a whole group read of the text.

Engage in a whole group echo reading of the text and stopping to decode words that are complex.

Model prosody in small groups while reading through the text aloud to students.

Engage in a whole group discussion about photosynthesis before reading to increase background knowledge on the subject.

Practice Praxis Test 5205

Quiz

•

Professional Development

•

Professional Development

•

Practice Problem

•

Hard

Hollie Monroe

Used 3+ times

FREE Resource

96 questions

Show all answers

MULTIPLE SELECT QUESTION

30 sec • 1 pt

Which of the following exercises would demonstrate students are beginning to understand the alphabetic principle?

Students can remember all 26 letters in the alphabet.

Students can trace letters properly with their fingers.

Students can associate pictures with letters on flashcards.

Students can spell phonetically using their letter-sound correspondence.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following would NOT be a systematic instructional strategy used in phonemic awareness?

Identifying the beginning sounds in words

Clapping syllables in words

Identifying the ending sounds in words

Deleting sounds in words

MULTIPLE SELECT QUESTION

30 sec • 1 pt

Which of the following would be a sign of early print awareness? Choose all that apply: A. When the teacher holds the book upside down, the student tells the teacher to turn it right side up. B. A student can pronounce all the sounds in the word forgetful. C. A student knows that in English we read from left to right, top to bottom, front to back. D. A student can substitute the /b/ sound in bat with a /p/ sound and make the word pat.

A. When the teacher holds the book upside down, the student tells the teacher to turn it right side up.

B. A student can pronounce all the sounds in the word forgetful.

C. A student knows that in English we read from left to right, top to bottom, front to back.

D. A student can substitute the /b/ sound in bat with a /p/ sound and make the word pat.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following should the teacher focus on next for this student?

A. Work on identifying beginning sounds in words.

B. Work on identifying ending sounds in words.

C. Work on blending phonemes in words.

D. Work on medial sounds in words.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A teacher is outside with students and asks them to identify objects on the playground that have the same beginning sounds. Students choose fence, flowers, frog, and fish. Then they find a bug, ball, bird, and a box. Which of the following skills is the teacher working on?

Distinguishing between letter and sound correspondence

Identifying medial sounds in words

Using alphabetic principle to attach letters to objects

Using phonemic awareness by identifying alliteration

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is a precursor for phonics and strong indicator of success in acquiring reading skills?

Understanding phonemic awareness

Understanding onset and rime

Being able to break apart compound words.

Being able to read fluently.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

When a student is substituting different sounds in words, the student is using:

Advanced blending skills

Basic phonemic awareness skills

Onset and rime skills

Phonological working memory

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Practice Praxis Test 5205

96 questions

Which of the following exercises would demonstrate students are beginning to understand the alphabetic principle?

Which of the following would NOT be a systematic instructional strategy used in phonemic awareness?

Which of the following should the teacher focus on next for this student?

A teacher is outside with students and asks them to identify objects on the playground that have the same beginning sounds. Students choose fence, flowers, frog, and fish. Then they find a bug, ball, bird, and a box. Which of the following skills is the teacher working on?

Which of the following is a precursor for phonics and strong indicator of success in acquiring reading skills?

When a student is substituting different sounds in words, the student is using:

A kindergarten teacher displays an oversized book in the front of the class. As the teacher reads the lines in the book, she sweeps her hand from left to right, indicating how students read in English. The teacher is working on this type of concept of print:

A kindergarten teacher wants to help students identify words by exposing students to environmental print. Which of the following would be the most effective strategy in this situation?

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