Practice Praxis Test 5205

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.

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

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.

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.

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

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.

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

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:

• Directionality

• Sequencing

• Leveling

• Pictures

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?

• Have students write unfamiliar words over and over.

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

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

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

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.