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WorksheetsPractice Praxis Test 5205
Total questions: 96
Worksheet time: 48mins
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.
A teacher holds up cards with familiar pictures on them—sun, ball, hat. The teacher has students identify and pronounce only the ending sound in each word. This activity is most appropriate for students struggling with:
Onset and rime
Syllabication
Isolation
Word recognition
A student is taking a spelling test and is struggling with a few words. Which of the following skills should the teacher focus on when working with this student? Spelling Word - Student Answer: sign - sing, depend - depned, girl - gril
A. Syllables
B. Phoneme sequencing
C. Onset and rime
D. Silent letters
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?
Have students participate in a spelling test.
Help students memorize high frequency words.
Analyze CVCe words and how they are pronounced.
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?
Memorize high-frequency words.
Read independently to practice.
Use phonics to decode the words.
Work on the student's phonemic awareness.
The teacher gives the students the cards below and instructs them to put the cards in order, so the words make sense. Which of the following strategies is the teacher using?
Clapping syllables
Orthographic mapping
Syllable manipulation
Spelling 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 phonological awareness to break words up by their syllable parts.
Using explicit morphological analysis to understand word parts and their meanings.
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 using phonics instruction to focus on how the endings in words can change the words’ meanings. The teacher is working on:
Semantic cueing
Phonemic segmentation
Inflected morphemes
Etymology
Students are reading about an amusement park and identifying different types of syllables in words. She is using a word walk to help students organize words based on their syllable types. Match the words to the proper syllable type in the table. Word: ride, snack, worker, boat.
r-controlled
ride
CVCe
snack
Closed syllable
worker
Vowel team
boat
A teacher is working with a student and asks, “What do you do when you come to a complex word with different syllables?” The student answers, “I look for parts of the word I know.” Which of the following approaches is the student using?
Phonics
Phonemic awareness
Structural analysis
Closed vs open syllables
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
Analyze suffixes in words
Break apart compound words
Clap multi-syllable words
When a student sees the word unbelievable, the student breaks up the word into its prefixes, suffixes, and root. Which cueing system did the student use?
Syntactic
Semantic
Graphophonic
Pragmatic
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 memorize high-frequency words to increase automaticity.
Students must decode low-frequency words regularly to derive meaning.
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.
Which of the following would be most appropriate for a first-grade class beginning to learn syllables?
Break down prefixes and suffixes and define them.
Clap syllables when saying them aloud.
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 rewrite words using different suffixes until the words make sense.
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.
Which of the following phoneme-grapheme correspondence should be taught last?
A. a, m, s
B. kn, gn, ps
C. a, e, i
D. ng, igh, ew
Which of the following would be considered recursive phonics instruction? Choose all that apply.
Having students identify words that contain vowel teams
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
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.
A second-grade teacher is using the following words below to help student with which phonics skills. soap, soap, loop, hook
Doublets
Diphthongs
Vowel teams
Digraphs
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.
A teacher wants to work on students’ expressive vocabulary. What would be the most effective activity?
Reading and writing
Speaking and listening
Listening and reading
Speaking and writing
Which of the following would be most effective in teaching students tier III words in a science class?
Have students copy words from the glossary.
Have students use vocabulary words in a five-paragraph essay.
Have students use an interactive word wall to use words in context.
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:
Find multiple meanings of words.
Use syntactic clues to identify words.
Clarify and extend knowledge of unfamiliar 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?
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.
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.
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.
Which of the following skills combination represents expressive vocabulary?
Reading and writing
Reading and listening
Speaking and listening
Speaking and writing
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 through the text, only stopping at words he or she needs to decode.
Reading with inflection and expression.
Reading effortlessly through the text at >95% accuracy.
Reading through the text using sight words.
Which of the following should be added to the feedback to provide a comprehensive overview of the student's fluency?
rate
prosody
accuracy
automaticity
Which of the following conditions does fluency strengthen for better reading comprehension?
Phonemic awareness
Phonics
Phonological awareness
Cognitive endurance
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
Increasing cognitive endurance
Which of the following would be most appropriate to help a student increase automaticity and rate?
Readers’ theater
Miscue analysis
Choral reading
Repeated reading
First grade students are at the beginning stages of fluency. They have mastered accurate and automatic letter naming. Which of the following is the most appropriate skill the teacher should focus on?
Word reading
Sight word memorization
Reading connected text
Reading complex academic texts
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?
Repeated reading of the text
Choral reading of the text
Decoding unfamiliar words using phonics
Reading the text with prosody
A student is reading a piece of text during a running record. The student reads quickly and fails to stop at periods or pause at commas. While the student reads most of the words correctly, he does not use inflection when reading. At the end of the passage, the teacher asks the student what he remembered about the text. The student replies, “I don’t remember what I read.” Which of the following aspects of fluency should the teacher help the student focus on so he can increase comprehension of the text?
Rate
Accuracy
Automaticity
Prosody
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?
As a whole group, engage in echo reading.
In a small group use phrase-cued 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?
Engage in a whole group echo reading of the text and stopping to decode words that are complex.
Have students engage in independent reading of the text first, then engage in a whole group read of the text.
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.
What can a content-area teacher do to enhance students’ experiences with content area text?
Have students practice reading aloud in class.
Read aloud to students so they can hear fluency.
Reference student data to determine what skills students are lacking.
Ask the reading teacher for a list of students who struggle in reading.
When a teacher asks students to make predictions about a text, he or she is fostering the students':
Fluency
Comprehension
Decoding skills
Automaticity
Why is it important for a teacher to integrate oral, written, and visual elements from texts when teaching comprehension?
Integrating oral, written, and visual elements from texts helps to make the material interesting to students, which helps students comprehend the text.
Integrating oral, written, and visual elements from texts helps to make classical text modern so students can understand the text.
Integrating oral, written, and visual elements from texts makes reading the text easier for students to understand than if those elements were not integrated.
Integrating oral, written, and visual elements from texts enhances the meaning of complex text, which helps students comprehend the text.
Which of the following is a component of fluency?
Reading comprehension
Identifying text structure
Summarizing events in a text
Reading with prosody
The teacher is using a text where each chapter is written in first-person from a different character’s perspective. What would be the benefit of using this novel?
Students can analyze each character’s perspective of events occurring in the text.
Students can check to see if the narrator switches point of view anywhere in the text.
Students can each read for the different characters in the text.
Students can identify similarities among all the characters in the text.
Which of the following would be an effective activity to help students think and listen critically?
Collaborative discussions where students evaluate what each other is saying and repeat pieces of those discussions back before presenting a new idea
A debate where students use proper parliamentary procedures to state their opinions and cite evidence to support their opinions
Literature circles where every student plays a role in the outcome of the discussion
An activity where students work together to build a website
A teacher is asking students to compare two texts with similar themes and evaluate their meanings and how they relate to each other. This is an example of:
Critical thinking
Qualitative thinking
Complexity of text
Text to self
Several students in the class are struggling with comprehension skills. Which of the following would be most effective when helping these students?
Partner reading to focus on key vocabulary words
Comprehension games for maximum engagement
Differentiated instruction with targeted interventions
Whole-group memorization strategies
A student is struggling during reading. The student often stops when encountering high-frequency words and tries to decode them. This interrupts the reading and makes it difficult for the student to understand meaning in the text. Which of the following interventions should the teacher employ?
The teacher should have the student focus on spelling because spelling is phonics, and phonics is a necessary part of the comprehension process.
The teacher should have the student take a diagnostic test and then have the reading coach work with the student where the student's skills are weak.
The teacher should use a running record to record the miscues a student demonstrates during one minute of reading.
The teacher should focus on fluency and automaticity strategies for this student because proper fluency and automaticity will reduce the cognitive demand needed for decoding, leaving more cognitive space for comprehension.
A teacher is helping students use the semantic cueing system. Which of the following questions aligns with the semantic cueing system?
Is that structured properly?
What sound does that letter make?
Does that make sense?
Is that a long sound or short sound?
A fifth-grade teacher is helping students read through the text, which of the following would be the best graphic organizer for the passage?
Venn Diagram
Timeline
Outline
Semantic map
Which of the following should the teacher focus on when helping students with this passage?
A. Memorize the high-frequency, tier I vocabulary.
B. Use context to understand the low-frequency, tier III vocabulary.
C. Work with a partner on expressive vocabulary.
D. Work with individual students on receptive vocabulary.
Which of the following approaches would be best for an English learner who is having trouble reading through this passage?
Encourage the student to read the passage and answer comprehension questions in English to strengthen second language skills.
Provide the passage in both the first language and second language and use metacognition strategies to work through the passage.
Assign the student to another English learner who is proficient in English to help the student understand the passage.
Allow the student to observe others and do the lesson when the student feels comfortable.
What can a science teacher do to ensure he is helping to develop reading comprehension?
Provide opportunities for students to engage in content area reading.
Provide opportunities for students to engage in content area writing.
Use graphic organizers and other tools when reading in science.
All of the above.
Which of the following activities involves critical thinking and higher-order skills?
Students participate in cooperative learning to identify difficult words in the text.
Students complete a worksheet where they label parts of a sentence.
Students engage in partner reads and stop and analyze the story elements.
Students pair up to read excerpts of a text and identify punctuation at the end of sentences.
Which of the following would be most effective in developing students’ comprehension of complex text?
Encourage students to memorize portions of the text.
Encourage students to ask questions about the text.
Encourage students to partner read the text.
Encourage students to read the text for homework.
Which of the following activities would be effective in relating text to self?
Jigsaw
Think-pair-share
Reading response journal
Literature circles
A teacher is modeling the process of reading comprehension. The teacher uses context clues to figure out difficult words. The teacher stops to think aloud and predict, summarize, and ask questions. What skill is the teacher modeling?
Metacognition
Fluency
Vocabulary
Reading aloud
A teacher is working on literacy in her social science classroom. She wants students to have a comprehensive understanding of the topics. What would be the best approach to accomplish this?
Have students work in groups to read the textbook.
Have students choose novels based on their interests.
Have students read individually and answer comprehension questions.
Use a balanced literacy program rich with informational and literary text.
A teacher has students work in cooperative groups. They will read the text and then highlight the key points. They will then present the key points to the class. What are the students doing?
Predicting
Foreshadowing
Generating questions
Summarizing
Which of the following is the most effective strategy for a quick, informal discussion with a partner about a piece of text?
Literature circle
Evidence-based discussion
Think-pair-share
Class debate
A social studies teacher is beginning a new chapter on the Civil War and wants to help students with the complexity of the concepts and text. Which of the following would be most effective in stimulating interest and intrigue about the new chapter?
Have students locate complex vocabulary in the text before reading and work with a partner to define the words using a dictionary.
Have students use the Internet to search predetermined keywords and watch short video clips on some of the concepts that are in the text.
Have students pre-read the text at home and come to class prepared with questions to discuss before reading the text.
Have students engage in a debate about the Civil War to generate discussion before reading the text as a class.
Which of the following would be most effective in helping students with their listening comprehension?
In pairs, have one student tell the story and have another explain the story back to the student.
Have students read a story and then tell the story aloud to the teacher.
In pairs, have students partner read and then ask each other questions about the story.
Have students read stories at home with their parents and then discuss them in class.
What is the teacher helping the students understand?
A. Text sequence
B. Plot structure
C. Text transitions
D. Characterization
Which of the following would be most effective when developing first graders’ writing, specifically grammar, mechanics, and sentence structure?
Have student complete grammar worksheets.
Have students write down complex sentences during read alouds.
Have students engage in writing workshops.
Have students write or mimic sentences used in mentor texts.
The teacher is working with students on their spelling of consonant blends of CCVCC. The words the teacher presents are: black, stack, bring. Which of the following activities would be most effective if the teacher is using a multisensory, recursive approach?
Have students engage in a spelling test using these and similar words.
Have students use letter tiles to build these words from previous CVCC words.
Have students work in groups to say the different sounds in each word.
Have students fill out a worksheet using a word bank that contains these words.
Which of the following should be a consideration when using media literacy in the classroom?
Who authored the media?
Who is speaking in the media?
What is the appropriate age of the media?
Is the media aligned to the state standards?
Which of the following would be most effective in differentiating instruction for students struggling with writing, specifically complex sentences?
Use flexible grouping based on formative assessment.
Use homogeneous grouping based on student reading level.
Use whole-group, direct instruction.
Use small-group, explicit instruction.
A student is writing a section to go into the class newsletter. The piece is about new computers students are using in art class. The student is writing what type of piece?
Opinion writing
Persuasive writing
Expository writing
Narrative writing
A teacher is helping students understand the writing process and the organization of ideas within an essay. What should be her instructional focus?
Grammar
Revision
Brainstorming
Peer review
Which of the following is the benefit of using document-sharing software instead of using word processing software?
Document-sharing software allows the students to see their grammar and spelling mistakes in real time.
Document-sharing software allows the teacher to determine easily if a student has plagiarized material from the Internet.
Document-sharing software allows the student to incorporate a rubric into the writing assignment.
Document-sharing software allows several students to collaborate on a piece of writing in real time.
Students are deciding whether to write a persuasive essay or an expository essay. What should students consider first?
Audience
Length
Publication
Genre
In which of the following practices are students involved in the writing process at the most independent level?
A. Teacher and students think aloud as students brainstorm topics.
B. Students work in groups to review each other's essays.
C. Students watch videos on how to effectively proof and revise essays.
D. Students use a graphic organizer to organize their essays while the teacher observes.
Which TWO of the following would be the most relevant example of how persuasive writing is used?
An advertisement on the latest cellphone
An editorial in the local newspaper
A blog post from the Internet
A political ad for an upcoming election
Third-grade students are working on personal narratives about their summer. The teacher realizes that they need some support regarding description in their writing. Which of the following would help students most in this situation?
Provide the student with a list of descriptive words and phrases they can use in their writing.
Have students use graphic organizer to categorize events in their writing.
Remind students that description is important and to focus on variety in their writing.
Tell students to read their essays aloud to a partner and suggest revisions.
This is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.
Phonemic awareness
Vocabulary awareness
Structural awareness
Phonological awareness
Students see the following image and say, “Bug!” What stage of word recognition are the students in?
A. Pre-alphabetic
B. Partial alphabetic
C. Full-alphabetic
D. Consolidated alphabetic
Students are breaking up the following word below by: d/e/s/c/r/i/be/
A. Syllables
B. Phonemes
C. Semantics
D. Morphemes
Students are using the tiles below. They use the first tile (tr) and match it with the others to make words. The students are working on:
A. Syllables and rime
B. Onset and rime
C. Onset and segmentation
D. Deletion and rime
A teacher is working with students on words. She tells the students to say the word hat. They all say the word hat. Then she tells them to say the word hat with a /p/ sound in the beginning instead of the /h/ sound. The teacher and students are using what strategy?
Substitution
Deletion
Segmenting
Isolation
Which of the following would be considered the most advanced phonemic awareness skill?
Deleting the first sound in the word hat
Identifying the first sound in hat
Replacing the /h/ sound in house with an /m/ sound
Saying the word flee without the /l/ sound
What would be the most appropriate next step in the spelling continuum?
Print using lowercase letters
Begin to use medial vowel sounds
Blend consonant sounds
Recognize common sight words
A kindergarten teacher uses a large book in the front of the room and asks students, "Where should I begin reading this text?" The students point to the top left corner of the page. The teacher and students are working on:
Phonological awareness
Metacognition
Concepts of print
Prosody
Phonemic awareness includes the ability to:
Form compound words and combine word parts
Spell accurately and decode unfamiliar words
Pronounce individual sounds in words
Differentiate between homonyms and spell accurately
A kindergarten teacher sets the objective for the day that students will use phonological awareness with familiar words. Which of the following would be the most effective activity for this objective?
Have the students identify where in the book to start reading and follow along as the teacher reads aloud.
Have students say the word sidewalk, identify how many syllables it has, and then pronouncing the word without walk.
Have the students say the word sidewalk and then identify a sidewalk in a picture from the book they are reading.
Have students draw a picture of a sidewalk and write the word sidewalk in lowercase letters above the picture.
