WorksheetsPraxis 5205-4
Total questions: 42
Worksheet time: 21mins
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.
A teacher scores student writing samples using criteria that define expectations for different levels of proficiency. Which of the following tools is the teacher most likely using?
Anecdotal notes
Checklist
Scoring guide
Rubric
A first-grade teacher notices during small-group instruction that a student has difficulty decoding words such as “ran,” “pet,” “him,” and “hot.” Which of the following is the most appropriate way for the teacher to confirm the student’s difficulty?
Administering a phonemic-awareness assessment in which the student breaks spoken words into individual phonemes
Choosing an appropriate passage for the student to read aloud and noting how many words the student can read in 1 minute
Checking for understanding by asking explicit questions after the student has completed reading a grade-level passage
Presenting a list of grade-level high-frequency words for the student to read aloud
In order to develop students’ spelling skills a teacher presents the following words to the class.
Chin
Shut
Draw
Rash
Which of the following strategies best utilizes a multisensory and recursive approach to teaching the spelling of these words?
Chanting a poem with the digraph sounds found in the words
Using letter tiles to build previously learned CVC words along with the new words
Completing a work sheet that matches pictures with the correct digraphs in the words
Writing each new word and similar CVC words multiple times
A primary purpose of a criterion-referenced reading benchmark is to
dentify a student’s level of mastery of a curriculum-based skill as beginning, developing, or proficient
compare a student’s mastery of a specific skill to that of peers who have previously taken the same assessment
evaluate student skill mastery by reporting performance with raw scores, percentile ranking, and grade equivalents
set the standards for student skill mastery along with a time frame indicating when the level of mastery should be achieved
A second-grade teacher reviewed data from the midyear literacy screening and compared them to the data from the beginning-of-the-year literacy screening. The data revealed that the students who were grade-level readers at the beginning of the year showed very little growth in reading comprehension, and two-thirds of the emergent readers were ready to be placed with the grade-level readers. Which of the following strategies will best help accelerate the growth of the grade-level readers?
Playing recordings of interesting stories that are above the students’ reading level and discussing character development, plot, and theme
Assigning students texts at their independent reading level during small-group instruction and asking them to complete comprehension questions
Telling students to practice silent reading with texts at their instructional level and requiring them to journal about setting, conflict, and resolution
Assigning students texts at their frustration level during small-group instruction and practicing the use of context clues to define new words
A fourth-grade teacher works with a small group of students who decode well but demonstrate poor comprehension. Through various informal assessments, the teacher determines that the students do not effectively apply knowledge of prefixes, suffixes, roots, and bases when words change form, and therefore students often lack understanding of academic text. Which THREE of the following activities best help students improve morphological analysis for better reading comprehension?
Combining word parts written on cards to form new words
Making lists of words with similar affixes in a vocabulary notebook
Completing a cloze by using a bank of word parts to fill in blanks in sentences
Examining word affixes and roots on semantic map posters
Studying words with common bases and roots for a spelling quiz
A kindergarten teacher uses bright-colored chalk to write individual letters on sheets of black construction paper. Students take turns pointing a flashlight at and naming the letter on each sheet. Which of the following instructional objectives does the activity target?
Improving phonological awareness skills
Building understanding that words are made by sequencing letters
Supporting learning of the alphabetic principle
Reinforcing knowledge of using phonics as a decoding strategy
Which of the following should a teacher do to best help students who are revising their own writing?
Give the students a minilesson on how to identify errors in subject-verb agreement.
Identify grammatical errors in the students’ writing that need correction.
Recommend that students elaborate and use words to make images more specific.
Require students to use dependent clauses to make simple sentences more elaborate.
Mr. Krause’s fourth-grade students are having difficulty answering text-dependent comprehension questions. He plans to use the question-answer relationship (QARQ A R) strategy to help students comprehend the types of questions being asked. The QARQ A R strategy supports students in
distinguishing between textually explicit and textually implicit questions
identifying the text structure presented in the questions asked
determining whether the question requires an answer or is hypothetical
using words directly from the question to formulate a complete response
While conducting a think-aloud to demonstrate a word-learning skill for use in decoding multisyllabic words, the teacher states, “I look for parts of the word I know.” By using this technique, the teacher provides instruction that focuses primarily on
Phonics
Knowledge of cognates
etymology
structural analysis
After presenting a group writing assignment to students, a third-grade teacher plans to introduce technology to foster group collaboration. Which of the following uses of technology would best help the teacher meet this goal?
Having the students take turns at a computer station
Employing an online document-sharing service
Setting up a group chat on a social-media platform
Utilizing an online bulletin board
Ms. Dorsey, a second-grade teacher, begins a lesson by reviewing the story grammar of conventional short fiction. She reminds students that most stories have a beginning that includes information about the setting and the main characters. Then an event introducing a goal or problem occurs, followed by a series of events in which the characters attempt to solve the problem. At the end of the story, the goal or problem is finally resolved.
Which of the following best explains the teacher’s rationale for instructing students in recognizing story grammar in fictional texts?
To provide a framework that helps students to comprehend and retain story information
To improve skill in noticing how character traits change over the course of a story
To support interest and motivation to engage in wide, independent reading activities
To use the understanding of repetition in fictional plot development to write an original story
A kindergarten teacher is helping students develop concepts about print. The teacher can best achieve the goal by using which of the following approaches?
elping students understand that a new word is formed when adding certain sounds to the beginning of a familiar word
Having students identify a missing word in a familiar text when only one vowel in the word is provided
Asking students questions about the number of words in a sentence and where a sentence begins and ends in a paragraph
Creating word-family charts so that students can see that words look alike when their endings sound alike
Which of the following strategies is most likely to be effective in motivating elementary students to read independently in school?
Reminding students that reading is crucial to being successful in the future
Providing extrinsic rewards such as free time when students read more
Allowing students to reread familiar passages they have had success with
Engaging students in critical-thinking activities during small-group instruction
A teacher has students read the following passage during a science lesson. The teacher then refers to the same passage during the reading block to demonstrate the structure of certain forms of informational text.
Not all stars are the same, and it is important to understand their properties. There are five parameters of stars that we can measure. Luminosity is the measure of how much energy is emitted by the star. Stars also have their own size and temperature. The mass of stars can be measured, and we can also determine their composition.
The passage best demonstrates which of the following text structures?
Generalization
Sequence
Enumeration
Classification
A teacher focuses on the following skills while working with a group of students.
Clarifying a purpose for reading
Previewing a text before reading
Monitoring understanding by adjusting reading speed
Checking for understanding after reading a text
The teacher is primarily developing students’ ability to
draw conclusions from information or clues they find in a text
use metacognitive strategies to think about and have control over their reading
activate background knowledge to help them understand what they are reading
synthesize information in a text to explain what the text is about
Which of the following reading skills is the most important prerequisite to understanding an author’s purpose?
Creating mental images while reading
Eliminating unnecessary information
Distinguishing between facts and opinions
Making personal connections to the text
Which of the following is the most effective strategy for building and extending students’ vocabulary knowledge?
Showing students how to use roots and affixes to determine meanings
Asking students to use unfamiliar words in a sentence
Asking students to look up the definitions of unfamiliar words to determine meanings
Requiring students to memorize the spelling of unfamiliar words
Which of the following is the ability to recognize that words in oral language are made up of a variety of sound units?
Alphabetic knowledge
Phonological awareness
Letter knowledge
Print awareness
A preschool teacher works with a small group of students in a center and asks them to walk around the room to find and name groups of five objects or pictures that begin with the same sound. Students first find a bat, a ball, a box, a boat, and a bug. Then they identify a chair, a chart, a chain, a chick, and a cherry. Which of the following early literacy concepts is best supported by the instructional activity?
Distinguishing letter-sound correspondence in printed words
Locating the onset and rime of words commonly used in class
Developing phonological awareness by recognizing alliteration
Building vocabulary based on items that are accessible in class
I Like to ___________
I like to _________, and after that I like to _______
When I ________, I like to _________
My brother didn't go to _________, because he _________
By guiding students to fill in the blanks, the teacher best supports student learning in which of the following areas?
Combining two or more sentences
Expanding sentences with different parts of speech
Writing a variety of sentence types
Applying punctuation rules to simple sentences
A fourth-grade teacher uses a variety of personal narrative writing samples as models to provide instruction in the characteristics of the genre. Following the instruction and a review of steps in the writing process, the teacher assigns a project in which students are asked to write personal narrative stories. Jennifer, a student, begins the process of writing a personal narrative to share with peers about an adventure that happened during a recent family camping trip. She uses a story-map organizer as a prewriting strategy to focus on the basic elements of the genre as they relate to the experience. Jennifer then uses the information in the graphic organizer to write a draft. Next, she begins the revision step in the writing process and while rereading the draft pauses to consider her audience. Through reflection on her work, Jennifer decides to return to the graphic organizer to add more vivid language and details to make the writing piece more exciting to classmates.
Jennifer’s actions best demonstrate an understanding of which of the following essential components of effective writing?
Maintaining a focus that the purpose of writing is to inform an audience about a chosen topic of inquiry
Having adequate background knowledge on a subject to be able to work through the writing process independently
Patterning personal writing pieces on ideas in exemplary texts that show varied linguistic structures to make writing interesting
Being flexible and moving recursively through the stages of the writing process to best meet targeted goals
A kindergarten teacher prepares to use an interactive read-aloud to enhance students’ vocabulary knowledge. Which of the following best describes a guideline the teacher should adhere to when selecting the vocabulary words the students will learn?
ords that are abstract in meaning should be chosen, because they require more frequent exposure before students can conceptualize them.
Words that are used multiple times should be chosen, because they provide students with repeated exposure in a meaningful context.
Words that represent a variety of disparate themes should be chosen, because they help to broaden students’ background knowledge.
Words that are unique to an individual text should be chosen, because they are not likely to be seen elsewhere by students.
A teacher provides students with sentences to use to determine the meanings of words according to their contexts. Which of the following sentences best fulfills the teacher’s purpose?
“Decomposers” are beneficial to the environment.
Please “reanalyze” the errors in the assignment.
“Omnivorous” animals prefer eating both plants and meat.
My “radius” is broken, but the doctor says the injury is not life threatening.
A teacher selects both fiction and nonfiction texts that all students in a reading group can read independently with 95 percent accuracy. The teacher instructs the students to read the texts aloud together chorally three times over a period of time. Which of the following changes to the activity best facilitates reading fluency?
Including only texts that students can read with 100 percent accuracy
Choosing either all fiction or all nonfiction texts
Modeling how to read the selected texts before asking the students to read them
Introducing key vocabulary words before having students read the texts
A teacher selects words from a decodable text and places them in a pocket attached to the back cover of the book. The student removes all the words that they can decode effortlessly and attempts to blend and decode the remaining words. Which of the following is the instructional purpose of the activity?
Enhancing reading fluency
Developing phonemic awareness
Building sight recognition
Recognizing initial consonants in words
During a small-group literacy workshop, a teacher reads a classic fairy tale aloud to students. While reading, the teacher stops to discuss how good readers adjust the pitch and volume of their voice, use punctuation cues to attend to proper phrasing, and read with natural expression. The teacher’s instruction primarily emphasizes which of the following components of reading fluency?
Accuracy
Prosody
Automaticity
Rate
A teacher laminates pictures of book covers for several favorite read-aloud stories and places them in the retelling center. Student A chooses a cover and, without showing it to Student B, describes the beginning, middle, and end of the story. Student B guesses which story Student A is describing.
The activity is best suited to reinforce which of the following literacy skills?
Developing oral reading fluency
Conveying a point of viewq
Visualizing a book’s story elements
Interpreting a communicated message
The reinforcement method resulting from direct instruction is best illustrated through which of the following vocabulary-building activities?
The teacher introduces unfamiliar words during daily interactions with students
The teacher asks students to read books that incorporate new words.
The teacher builds in activities that provide students opportunities to use new words.
The teacher has students work in pairs to look up the meanings of new words in the dictionary.
When using a newspaper article for a shared reading activity, no students in the class can explain the meaning of the word “absence” in the following passage.
Sam was chosen because he is considered the best investigator of mechanical failures. The bridge collapsed overnight, yet the video shows no people, animals, or warnings of a problem. Sam read the report twice, yet he still could not overcome the absence of cause and gain a clear understanding about the factors that explained the disaster.
Based on the passage, which of the following teacher-directed questions is most appropriate for students learning to identify the meaning of unknown words?
Which definition in the dictionary explains the meaning of the word “absence”?
Was Sam confused because there were no people or animals near the bridge?
How would you use the word “absence” in a sentence?
Do the surrounding words offer a clue about the meaning of the word “absence”?
A teacher begins a new unit on writing a persuasive letter. Which of the following instructional methods is best for the teacher to use during the planning stage?
Providing students with a predetermined list of topic options
Pairing students to share sentences orally before writing them
Helping students determine appropriate goals for their letters
Presenting a checklist to students for evaluating their letters
Which of the following instructional strategies is best for a first-grade teacher to use with emergent readers?
Teaching a minilesson on a specific skill and asking students to complete independent practice of that skill
Demonstrating two or three reading objectives in one lesson and facilitating guided practice for each of the objectives
Designing a series of lessons with one reading objective and providing modeling, explicit instruction, and guided practice of the objectives
Providing students with time to read independently and helping them select books with proper leveling, content, and interest factors
