PRAXIS 5205 Exam Prep Questions Solved
The teacher's instructional method best engages students in which of the following
thinking processes related to successful reading comprehension?
a. 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 - ANSWER-c.
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
1. A kindergarten teacher plans a lesson designed to give students guided practice in
learning a phonological awareness skill. Having students participate in which of the
following activities best meets the teacher's goal?
a. 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
b. Having students say the word "airplane" and then asking them to say it again without
pronouncing "air"
c. Distributing a set of plastic letters to students and having them use the manipulatives
to form decodable words
d. Cutting a student's name card into individual letters and modeling how to put the
letters together to form the name - ANSWER-b. Having students say the word "airplane"
and then asking them to say it again without pronouncing "air"
1. A teacher reviews the following student scores on a standardized reading test with
the goal of determining 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
Based on the data, which of the following activities best addresses the student's needs?
a. Reviewing high-frequency words
b. Identifying context clues in sentences
c. Listening to an audio version of the text
d. Using a plot chart to track the events in a story - ANSWER-d. Using a plot chart to
track the events in a story.
1. I like to____________________.
2. I like to ____________, and after that I like to _____________.
3. When I ___________, I like to ____________.
4. 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?
a. Combining two or more sentences
b. Expanding sentences with different parts of speech
c. Writing a variety of sentence types
,d. Applying punctuation rules to simple sentences - ANSWER-c. Writing a variety of
sentence types
A fifth-grade student applies metacognitive strategies learned during instruction while
reading a novel of choice during free-reading time. While conferencing with the teacher
about the novel, the student mentions that there are many unfamiliar vocabulary words
in the text. Which of the following metacognitive strategies is best for the teacher to
suggest when helping the student decipher unknown vocabulary?
a. Making notes in the margins of the novel
b. Using context clues and knowledge of affixes
c. Completing a self-created graphic organizer while reading
d. Going back to reread text for clarification - ANSWER-b. Using context clues and
knowledge of affixes
A fifth-grade teacher has students self-select topics of interest for a research report
related to a social studies unit. Before students begin the report, the teacher conducts a
series of lessons on how students can appropriately use multiple print and electronic
resources to gather information. Then the teacher reviews the steps of the writing
process with students before directing them to begin working on the report.
Which of the following student actions best demonstrates to the teacher that students
have a grasp of the recursive nature of the writing process while they are working on the
report?
a. Following the outline generated in the prewriting stage during the drafting and
revision process in order to make the task of writing easier
b. Evaluating the organization of the report to determine whether the transitions move
readers smoothly from one subtopic to another
c. Recognizing during the drafting stage tha - ANSWER-d. Using a tool such as a
checklist during each stage of the writing process to self-evaluate the inclusion of
necessary elements in effective expository text
A fifth-grade teacher wants students to create semantic gradients to expand their
understanding of known vocabulary words. The teacher provides students with a
children's thesaurus to help them complete the assignment. Which of the following is a
major limitation of using only a thesaurus for this activity?
a. The students may not be able to spell the words correctly.
b. A thesaurus does not distinguish between shades of meaning.
c. Students cannot distinguish between synonyms and antonyms.
d. The thesaurus does not have a wide variety of words in it. - ANSWER-b. A thesaurus
does not distinguish between shades of meaning
A first-grade student struggles when reading words with long-vowel patterns. Which of
the following strategies will best help the student master words such as "train," "fight,"
and "mow"?
a. Identifying words with open syllables in an assigned piece of text
b. Memorizing individual word patterns to decode new words
, c. Segmenting individual phonemes to decode new words
d. Singing nursery rhymes that contain words with similar patterns - ANSWER-b.
Memorizing individual word patterns to decode new words
A first-grade teacher notices during guided reading 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?
a. Administering a phonemic-awareness assessment in which the student breaks
spoken words into individual phonemes
b. Choosing an appropriate passage for the student to read aloud and noting how many
words the student can read in 1 minute
c. Checking for understanding by asking explicit questions after the student has
completed reading a grade-level passage
d. Presenting a list of grade-level high-frequency words for the student to read aloud -
ANSWER-a. Administering a phonemic-awareness assessment in which the student
breaks spoken words into individual phonemes
A first-grade teacher wants to use an analytical approach to instruct students in
phoneme-grapheme correspondence. Which of the following instructional scenarios is
best for the teacher to use?
a. Teaching the class one letter-sound relationship per week in order of the alphabet
b. Assisting students with identifying an unfamiliar word as they read connected text by
teaching a specific letter-sound relationship
c. Presenting students with previously learned words to assist them in learning specific
letter-sound relationships and patterns
d. Teaching students individual letter-sound relationships and then blending the sounds
together to form a recognizable word - ANSWER-c. Presenting students with previously
learned words to assist them in learning specific letter-sound relationships and patterns
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?
a. Assigning work sheets from a workbook to complete
b. Having students copy rules in their copybooks for reference
c. Emphasizing pauses indicated by punctuation during read-alouds
d. Using mentor texts to encourage imitation of effective writing - ANSWER-d. Using
mentor texts to encourage imitation of effective writing
A fourth-grade teacher intends to use student performance data to guide lesson
planning for small-group reading and remediation of specific skills. Which THREE of the
following actions are most appropriate for using the data to inform instruction?
a. Analyzing data prior to adjustment of instructional goals and delivery
b. Analyzing data after the adjustment of instructional goals and delivery
c. Analyzing data to determine summative descriptions of performance
d. Analyzing data to determine formative descriptions of performance
The teacher's instructional method best engages students in which of the following
thinking processes related to successful reading comprehension?
a. 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 - ANSWER-c.
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
1. A kindergarten teacher plans a lesson designed to give students guided practice in
learning a phonological awareness skill. Having students participate in which of the
following activities best meets the teacher's goal?
a. 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
b. Having students say the word "airplane" and then asking them to say it again without
pronouncing "air"
c. Distributing a set of plastic letters to students and having them use the manipulatives
to form decodable words
d. Cutting a student's name card into individual letters and modeling how to put the
letters together to form the name - ANSWER-b. Having students say the word "airplane"
and then asking them to say it again without pronouncing "air"
1. A teacher reviews the following student scores on a standardized reading test with
the goal of determining 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
Based on the data, which of the following activities best addresses the student's needs?
a. Reviewing high-frequency words
b. Identifying context clues in sentences
c. Listening to an audio version of the text
d. Using a plot chart to track the events in a story - ANSWER-d. Using a plot chart to
track the events in a story.
1. I like to____________________.
2. I like to ____________, and after that I like to _____________.
3. When I ___________, I like to ____________.
4. 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?
a. Combining two or more sentences
b. Expanding sentences with different parts of speech
c. Writing a variety of sentence types
,d. Applying punctuation rules to simple sentences - ANSWER-c. Writing a variety of
sentence types
A fifth-grade student applies metacognitive strategies learned during instruction while
reading a novel of choice during free-reading time. While conferencing with the teacher
about the novel, the student mentions that there are many unfamiliar vocabulary words
in the text. Which of the following metacognitive strategies is best for the teacher to
suggest when helping the student decipher unknown vocabulary?
a. Making notes in the margins of the novel
b. Using context clues and knowledge of affixes
c. Completing a self-created graphic organizer while reading
d. Going back to reread text for clarification - ANSWER-b. Using context clues and
knowledge of affixes
A fifth-grade teacher has students self-select topics of interest for a research report
related to a social studies unit. Before students begin the report, the teacher conducts a
series of lessons on how students can appropriately use multiple print and electronic
resources to gather information. Then the teacher reviews the steps of the writing
process with students before directing them to begin working on the report.
Which of the following student actions best demonstrates to the teacher that students
have a grasp of the recursive nature of the writing process while they are working on the
report?
a. Following the outline generated in the prewriting stage during the drafting and
revision process in order to make the task of writing easier
b. Evaluating the organization of the report to determine whether the transitions move
readers smoothly from one subtopic to another
c. Recognizing during the drafting stage tha - ANSWER-d. Using a tool such as a
checklist during each stage of the writing process to self-evaluate the inclusion of
necessary elements in effective expository text
A fifth-grade teacher wants students to create semantic gradients to expand their
understanding of known vocabulary words. The teacher provides students with a
children's thesaurus to help them complete the assignment. Which of the following is a
major limitation of using only a thesaurus for this activity?
a. The students may not be able to spell the words correctly.
b. A thesaurus does not distinguish between shades of meaning.
c. Students cannot distinguish between synonyms and antonyms.
d. The thesaurus does not have a wide variety of words in it. - ANSWER-b. A thesaurus
does not distinguish between shades of meaning
A first-grade student struggles when reading words with long-vowel patterns. Which of
the following strategies will best help the student master words such as "train," "fight,"
and "mow"?
a. Identifying words with open syllables in an assigned piece of text
b. Memorizing individual word patterns to decode new words
, c. Segmenting individual phonemes to decode new words
d. Singing nursery rhymes that contain words with similar patterns - ANSWER-b.
Memorizing individual word patterns to decode new words
A first-grade teacher notices during guided reading 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?
a. Administering a phonemic-awareness assessment in which the student breaks
spoken words into individual phonemes
b. Choosing an appropriate passage for the student to read aloud and noting how many
words the student can read in 1 minute
c. Checking for understanding by asking explicit questions after the student has
completed reading a grade-level passage
d. Presenting a list of grade-level high-frequency words for the student to read aloud -
ANSWER-a. Administering a phonemic-awareness assessment in which the student
breaks spoken words into individual phonemes
A first-grade teacher wants to use an analytical approach to instruct students in
phoneme-grapheme correspondence. Which of the following instructional scenarios is
best for the teacher to use?
a. Teaching the class one letter-sound relationship per week in order of the alphabet
b. Assisting students with identifying an unfamiliar word as they read connected text by
teaching a specific letter-sound relationship
c. Presenting students with previously learned words to assist them in learning specific
letter-sound relationships and patterns
d. Teaching students individual letter-sound relationships and then blending the sounds
together to form a recognizable word - ANSWER-c. Presenting students with previously
learned words to assist them in learning specific letter-sound relationships and patterns
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?
a. Assigning work sheets from a workbook to complete
b. Having students copy rules in their copybooks for reference
c. Emphasizing pauses indicated by punctuation during read-alouds
d. Using mentor texts to encourage imitation of effective writing - ANSWER-d. Using
mentor texts to encourage imitation of effective writing
A fourth-grade teacher intends to use student performance data to guide lesson
planning for small-group reading and remediation of specific skills. Which THREE of the
following actions are most appropriate for using the data to inform instruction?
a. Analyzing data prior to adjustment of instructional goals and delivery
b. Analyzing data after the adjustment of instructional goals and delivery
c. Analyzing data to determine summative descriptions of performance
d. Analyzing data to determine formative descriptions of performance
