WorksheetsPRAXIS Teaching Reading: Elementary 5205
Total questions: 23
Worksheet time: 45mins
A sixth-grade teacher selects several domain specific vocabulary words from a textbook before starting a new chapter. In planning an instructional strategy, the teacher chooses the new vocabulary words because they are essential to understanding the new topic. An instructional technique that requires students to gain the deepest knowledge is the most appropriate instructional technique for the teacher to select.
Based on the teacher's goal, which of the following research-based techniques is best for the teacher to include in the instructional plan?
Having students create original sentences using the words and apply word meanings across contexts
Creating activities in which students categorizing words and generate multiple meanings for each word.
Presenting new vocabulary in an authentic context by asking students to use the words to complete framed sentences
Telling students to associate an unfamiliar word with a definition and a synonym or antonym
A third-grade teacher has completed a running record and a spelling inventory for each member of the class. One student misread the words "big," "chat," and "pen" during the running record. On the spelling inventory, the student was able to successfully complete all beginning and ending consonants in CVC pattern words. Which of the following is the best instructional focus for the student?
Digraphs
Short vowels
Word-attack skills
Long vowels
A second-grade teacher is reading the text Click, Clack, Moo: Cows That Type by Doreen Cronin to the class. The teacher reads the sentence, "The cows were growing impatient with the farmer." The teacher stops reading after this sentence and says to the class, "Hmm... I wonder what the word 'impatient' means? I know that the farmer just got another note from the cows that said they won't give any milk. I bet that makes the farmer really mad! I'm going to keep reading to see whether I can figure out what impatient means." The teacher is using which of the following?
A miscue analysis
A semantic-feature analysis
A think-aloud strategy
A running record
Place the reading strategies in the list in order according to when the strategy is used: before, during, or after reading.
(a) Summarizing
(b) Self-monitoring
(c) Setting a purpose
- Before reading
- During reading
- After reading
a, b, c
b, c, a
c, a, b
c, b, a
Which of the following is the best way for a teacher to assess students' phonological awareness?
Saying the word "lamp" and asking students to come up with rhyming words
Asking students to identify the letter at the beginning of the word "desk"
Distributing the letter cards "b," "a," and "t" and asking students to order the letters to create a word
Displaying the written word "cat" and asking students to sound it out as they tap each letter.
Which of the following best identifies the long-range goal of the instructional technique used to support students' learning?
Providing direct instruction to help students learn the conventions of formal academic writing
Supporting students' ability to paraphrase a variety of facts that can be later used as a source in other writing assignments
Fostering students' critical-thinking skills and processing of key concepts and ideas in a content area
Showing students that writing can be used to initiate oral discussions and generate a diversity of views about an author's purpose
Which of the following text-dependent questions best focuses students to think about the craft and structure of a text?
What did the main character do when he saw the letter? Why?
Have you ever read another story like this? How are they similar?
How has Ma and Karin's relationship changed over the course of the story? What changed it?
How did the author describe Bradley's uncle? Why did the author choose to describe him that way?
A dialogue between a teacher and a student follows.
Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Which of the following probing questions best ensures that the student understands the vocabulary with no misconceptions?
Can you give me an example of a nocturnal animal?
Does a nocturnal animal have any special characteristics?
What is a diurnal animal?
Where do nocturnal animals live?
A fourth-grade teacher presents the word "mobile" to students when discussing cell phones and states that sometimes a cell phone is a called a "mobile phone." The teacher then presents the class with the words "automobile" and "mobilize" and asks them to explain, based on their knowledge of these two words, why it makes sense to refer to a cell phone as a "mobile phone." The teacher is focusing instruction on which of the following?
Context clues
Letter-sound correspondence
Morphology
Syntactic Knowledge
Which of the following actions best reflects an understanding of the research on teaching the alphabetic principle to young students?
Teaching students the letters and their corresponding sounds in alphabetical order
Introducing students to similar-sounding or similar-looking letters in close succession
Introducing students to the long vowel sounds before introducing them to the short vowel sounds
Teaching students continuous vowel consonant sounds before teaching stops, or clipped sounds
A fourth-grade teacher works with a group of English Learners (ELs) on academic vocabulary words. The students discuss the words "house," "bill," and "state," which appear in a social studies text. Before the students read the text, the teacher asks them to write down the definition they already know for each word. Which of the following strategies will best help the students determine the meaning of the vocabulary words while reading?
Underline the vocabulary words as they read and using the text around the words to figure out the alternate definitions
Looking up the vocabulary words in a dictionary and writing down the definitions on a piece of paper to refer to while reading.
Locating synonyms for the vocabulary words in a thesaurus and replacing them in the text with similar terms
Examining the part of speech for each vocabulary word and using it to help determine its meaning in context
A class prepares to read a science text about an unfamiliar, complex process. The best way the teacher can support students' successful reading of the text is to
guide students to continue reading when they come to an unfamiliar word in order to search for context clues
assign a small portion of text, and then pause for discussion and student questions before moving on
make dictionaries available to students so that they can look up the meanings of challenging vocabulary words before reading each section of the text
ask students to do a quick write-up about the process using their background knowledge, and then ask them to share their writing with a partner
A student demonstrates mastery in spelling the CVC and CVCe pattern words. The next spelling word pattern that will be focused on during explicit instruction are vowel digraphs. Which of the following instructional activities best supports directed instruction of vowel digraphs?
Picture sorts
Elkonin boxes
Open-word sorts
Closed-word sorts
After reading a short story with the class, a teacher asks students to write about two ways that Coyote is clever. A student, Devon, responds as follows
The ferst way hes clever is that he can Shot bowinerows The Next way hes clever is that He noes howto get to the moon
Which of the following best describes Devin's writing skill?
Devon uses evidence from the text and knows that each syllable of a word contains a vowel sound.
Devon spells most high-frequency words correctly and inserts spaces between individual words.
Devon understands one-to-one letter sound correspondence and knows how to apply capitalization and punctuation rules
Devon shows an understanding of story structure and knows how an author uses details to portray characters.
Which of the following is most appropriate for a teacher to use when organizing flexible groups for reading instruction?
Current standardized reading assessment results when developing long-range goals
Results from a variety of assessments when forming balanced mixed-ability groups
Formal and informal measures when targeting students' short term common needs
A teacher-prepared survey when determining students' authentic reading interests
A teacher engages students in a discussion of how the two sentences in each of the preceding examples are combined into one sentence. The teacher's goal can best be identified as providing instruction in which of the following rules of grammar?
Complete sentences contain a subject, a verb, and a stand-alone idea.
Appositives are modifying nouns or phrases that eliminate wordiness and redundancy.
Dangling modifiers can be avoided by writing in the active rather than the passive voice.
Parallelism means that phrases in the same sentence have the same grammatical structure.
A teacher sets up an intervention lesson using a three-pocket chart holder for a student struggling with spelling. The teacher chooses the word "fog" because it appears in a picture book that is familiar to the student. The teacher then places an alphabet card representing individual letters of the word in a each pocket and flips the cards over so the letters do not show. The teacher then asks the students to find the correct sound-letter placement of the word by pronouncing a sound and asking questions such as "Where is the /g/ in fog?"
The activity primarily targets the student's understanding of which of the following?
High-frequency sight words
Short vowel sounds
Initial consonant sounds
Phoneme segmentation
As students read a complex piece of text, a teacher asks them to record their reactions in the margin, including their questions, summaries, and personal connections. The primary purpose of the activity is to ensure that students
develop strong sequencing skills
apply word-analysis strategies effectively
identify the organizational structure of the text
think strategically about what and why they are reading
During a reading conference, a teacher notices that a student is unable to answer basic comprehension questions about a book after reading it. Which of the following actions is best for the teacher to take first?
Preparing an outline of the plot to assist the student in recalling important details
Encouraging the student to reread the parts of the book that were difficult to understand
Conducting a mini-lesson on active reading strategies the student can use while reading
Administering an informal assessment to identify the skills with which the student is struggling
A student spells the following words correctly: "chat," "fish," "shape," and "church." Which of the following spelling patterns has the student mastered?
Digraphs
Blends
Short vowles
Long vowels
Which of following instructional strategies best completes the chart?
Semantic feature analysis
Brainstorming
Readers' theater
Anticipation guide
During a lesson on how to conduct online research, a teacher introduces guidelines to students about how to determine whether information is credible. Which of the following guiding principle of assessing the reliability of sources?
Using only primary sources for research
Evaluating sources based on their authority, relevance, and accuracy
Examining the information to ensure it is thorough enough for the topic
Incorporating resources that are blogs or wikis, no matter the type of research
A first-grade teacher engages students in phonemic awareness activities. Students have worked on segmenting and blending words and are now working on phoneme deletion. Which of the following activities best incorporates the target concept?
Asking students to guess which classmate's name will be said by enunciating the first phoneme only and repeating several times
Directing students to look at picture cards and telling them to identify one word in a series of four containing a different vowel sound
Presenting students with a colored tile that represents one phoneme and adding a different colored tile representing a new sound
Showing students a word made of three colored tiles containing three phonemes and removing one colored tile to create a new word
