Praxis 5025: Early Childhood Educa on Ques ons And
Well Solved Solu ons.
Mr. Roberts has a prekindergarten class of students who have just turned four. He wants to
make sure his students have ample opportunity for wri ng prac ce to prepare for next year, but
he also wants to ensure his strategies are developmentally appropriate. Which of the following
strategies should he choose?
A. giving students a le#er-wri ng prac ce workbook and insis ng that ten pages must be
completed each day
B. conduc ng guided read-alouds where he asks students probing ques ons about stories he
reads to them
C. encouraging students to use wri ng in their daily center me, such as using a notepad to take
an order when pretending to be a waiter during drama c play
D. insis ng that students spend more me at the art center than any other center during free-
choice center me - Answer C. encouraging students to use wri ng in their daily center me,
such as using a notepad to take an order when pretending to be a waiter during drama c play
Which of the following words has the onset italicized?
A. pl-ATE
B. BR-oom
C. in-TER-est
D. fair-Y - Answer C. BR-oom
A prekindergarten teacher is planning a unit of instruc on on le#er sounds. Which of the
following describes the order in which the le#er sounds should be introduced to students?
,A. introduce the most challenging sounds first
B. introduce the sounds that make up the child's name first
C. introduce the sounds that have the greatest frequency first
D. introduce one sound per month un l they are all mastered - Answer C. introduce the sounds
that have the greatest frequency first
Mr. Sco# writes the following words on the board: blimp, roar, and grin. He asks his class to
make a new word out of each word by removing a part of the exis ng word. Which of the
following concepts is the teacher trying to develop in his students?
A. the alphabe c principle
B. phoneme dele on
C. phoneme subs tu on
D. phoneme segmenta on - Answer B. phoneme dele on
Which of the following is a non-decodable word?
A. bread
B. fly
C. what
D. plan - Answer C. what
A second-grade teacher no ces that one of her students has lost interest in reading or speaking
in her home language. To encourage her, she asks for the student's "help" to read a short blurb
in a newspaper in the student's home language. Why is the teacher most likely doing this?
A. She wants to assess the student's oral fluency in her home language.
,B. She wants to encourage the student to read more informa onal texts.
C. She wants to encourage the student to maintain her biliteracy.
D. She wants the student to prac ce prosody and rate in her home language. - Answer C. She
wants to encourage the student to maintain her biliteracy.
Which of the following concepts should be taught alongside phonics to ensure that students will
be able to read quickly and fluently?
A. print awareness
B. sight word recogni on
C. stroke order
D. spelling - Answer B. sight word recogni on
Jenine is a second-grade student targeted for extra reading prac ce. One day, the teacher
listens to her read a paragraph out loud and no ces that Jenine is reading very slowly. Which of
the following parts of fluency does Jenine need help with?
A. rate
B. prosody
C. accuracy
D. phonemes - Answer A. rate
Mrs. Perez is teaching her first-grade class about meter in poetry. Which of the following
ac vi es would be most appropriate to help her students understand this concept?
A. independently label each line of the poem with an A, B, C, or so on to indicate the rhyming
pa#ern
B. read in a different voice for each character in the poem
, C. copy each line of the poem mul ple mes un l they pick up its meter
D. clap to the beat of a poem that she reads aloud - Answer D. clap to the beat of a poem that
she reads aloud
Mr. Harrison wants his third-grade class to prac ce wri ng a problem-solu on piece in the
second person. Which of the following assignments would best meet his goal?
A. a drama that groups of students write collabora vely
B. a le#er that each student writes to the principal proposing a solu on to a school-wide
problem
C. a le#er that each student writes to his or her parents thanking them for being good parents
D. an essay that explains and solves an environmental problem - Answer B. a le#er that each
student writes to the principal proposing a solu on to a school-wide problem
Mark, a third grader, is having difficulty iden fying the main idea of texts he reads. Mrs.
Mar nez wants to give him extra prac ce with this skill when he completes his weekly oral
reading assessment. Which of the following is the best way for Mrs. Mar nez to incorporate the
iden fica on of the main idea into Mark's weekly oral fluency assessment?
A. stopping him a8er he reads each paragraph and asking, "What was that paragraph about?"
B. assigning him longer passages to read so that he can prac ce with more advanced texts
C. having Mark read only nonfic on texts since the main idea is easier to iden fy
D. giving Mark passages with varying themes so that he has more exposure to different genres -
Answer A. stopping him a8er he reads each paragraph and asking, "What was that paragraph
about?"
Which of the following ac vi es would be appropriate when introducing the idea of a summary
to a first-grade class?
Well Solved Solu ons.
Mr. Roberts has a prekindergarten class of students who have just turned four. He wants to
make sure his students have ample opportunity for wri ng prac ce to prepare for next year, but
he also wants to ensure his strategies are developmentally appropriate. Which of the following
strategies should he choose?
A. giving students a le#er-wri ng prac ce workbook and insis ng that ten pages must be
completed each day
B. conduc ng guided read-alouds where he asks students probing ques ons about stories he
reads to them
C. encouraging students to use wri ng in their daily center me, such as using a notepad to take
an order when pretending to be a waiter during drama c play
D. insis ng that students spend more me at the art center than any other center during free-
choice center me - Answer C. encouraging students to use wri ng in their daily center me,
such as using a notepad to take an order when pretending to be a waiter during drama c play
Which of the following words has the onset italicized?
A. pl-ATE
B. BR-oom
C. in-TER-est
D. fair-Y - Answer C. BR-oom
A prekindergarten teacher is planning a unit of instruc on on le#er sounds. Which of the
following describes the order in which the le#er sounds should be introduced to students?
,A. introduce the most challenging sounds first
B. introduce the sounds that make up the child's name first
C. introduce the sounds that have the greatest frequency first
D. introduce one sound per month un l they are all mastered - Answer C. introduce the sounds
that have the greatest frequency first
Mr. Sco# writes the following words on the board: blimp, roar, and grin. He asks his class to
make a new word out of each word by removing a part of the exis ng word. Which of the
following concepts is the teacher trying to develop in his students?
A. the alphabe c principle
B. phoneme dele on
C. phoneme subs tu on
D. phoneme segmenta on - Answer B. phoneme dele on
Which of the following is a non-decodable word?
A. bread
B. fly
C. what
D. plan - Answer C. what
A second-grade teacher no ces that one of her students has lost interest in reading or speaking
in her home language. To encourage her, she asks for the student's "help" to read a short blurb
in a newspaper in the student's home language. Why is the teacher most likely doing this?
A. She wants to assess the student's oral fluency in her home language.
,B. She wants to encourage the student to read more informa onal texts.
C. She wants to encourage the student to maintain her biliteracy.
D. She wants the student to prac ce prosody and rate in her home language. - Answer C. She
wants to encourage the student to maintain her biliteracy.
Which of the following concepts should be taught alongside phonics to ensure that students will
be able to read quickly and fluently?
A. print awareness
B. sight word recogni on
C. stroke order
D. spelling - Answer B. sight word recogni on
Jenine is a second-grade student targeted for extra reading prac ce. One day, the teacher
listens to her read a paragraph out loud and no ces that Jenine is reading very slowly. Which of
the following parts of fluency does Jenine need help with?
A. rate
B. prosody
C. accuracy
D. phonemes - Answer A. rate
Mrs. Perez is teaching her first-grade class about meter in poetry. Which of the following
ac vi es would be most appropriate to help her students understand this concept?
A. independently label each line of the poem with an A, B, C, or so on to indicate the rhyming
pa#ern
B. read in a different voice for each character in the poem
, C. copy each line of the poem mul ple mes un l they pick up its meter
D. clap to the beat of a poem that she reads aloud - Answer D. clap to the beat of a poem that
she reads aloud
Mr. Harrison wants his third-grade class to prac ce wri ng a problem-solu on piece in the
second person. Which of the following assignments would best meet his goal?
A. a drama that groups of students write collabora vely
B. a le#er that each student writes to the principal proposing a solu on to a school-wide
problem
C. a le#er that each student writes to his or her parents thanking them for being good parents
D. an essay that explains and solves an environmental problem - Answer B. a le#er that each
student writes to the principal proposing a solu on to a school-wide problem
Mark, a third grader, is having difficulty iden fying the main idea of texts he reads. Mrs.
Mar nez wants to give him extra prac ce with this skill when he completes his weekly oral
reading assessment. Which of the following is the best way for Mrs. Mar nez to incorporate the
iden fica on of the main idea into Mark's weekly oral fluency assessment?
A. stopping him a8er he reads each paragraph and asking, "What was that paragraph about?"
B. assigning him longer passages to read so that he can prac ce with more advanced texts
C. having Mark read only nonfic on texts since the main idea is easier to iden fy
D. giving Mark passages with varying themes so that he has more exposure to different genres -
Answer A. stopping him a8er he reads each paragraph and asking, "What was that paragraph
about?"
Which of the following ac vi es would be appropriate when introducing the idea of a summary
to a first-grade class?
