Praxis 5205 - Teaching Reading Practice Questions Already Passed

Praxis 5205 - Teaching Reading Practice Questions Already Passed 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 level of vocabulary 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? A. Having students create original sentences using the words and apply word meanings across contexts B. Creating activities in which students categorize words and generate multiple meaning for each word C. Presenting new vocabulary in an authentic context by asking students to use the words to complete framed sentences D. Telling students to associate an unfamiliar word with a definition and a synonym or an antonym A. Having students create original sentences using the words and apply word meanings across contexts 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? A. Digraphs B. Short vowels C. Word-attack skills D. Long vowels B. Short vowels A second-grade teacher is reading the text Click, Clack, Moo: That Type by Doreen Cronin to the class. The teacher read 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 B. A semantic-feature analysis C. A think-aloud strategy D. A running record C. A think-aloud strategy Place the reading strategies in the list in order according to when the strategy is used: before, during, or after reading. Click and drag each strategy to the appropriately labeled box. Summarizing Self-monitoring Setting a purpose 1. Before reading 2. During reading 3. After reading 1. Setting a purpose 2. Self-monitoring 3. Summarizing Which of the following is the best way for a teacher to assess students' phonological awareness? A. Saying the word "lamp" and asking students to come up with rhyming words B. Asking students to identify the letter at the beginning of the word "desk" C. Distributing the letter cards "b," "a," and "t" and asking students to order the letters to create a word D. Displaying the written word "cat" and asking students to sound it out as they tap each letter A. Saying the word "lamp" and asking students to come up with rhyming words A sixth-grade teacher engages students in an activity that integrates reading and writing in a social studies unit of study. In the note-taking format shown, students take notes on the right side of the organizer as they read part of a chapter in the textbook. When the reading is complete, the students summarize the main ideas and read the notes they have recorded to develop questions that the notes would answer. Which of the following best identifies the long-range goal of the instructional technique used to support students' learning? (A) Providing direct instruction to help students learn the conventions of formal academic writing (B) Supporting students' ability to paraphrase a variety of facts that can be later used as a source in other writing assignments (C) Fostering students' critical-thinking skills and processing of key concepts and ideas in a content area (D) Showing students that writing can be used to initiate oral discussions and generate a diversity of views about an author's purpose (C) Fostering students' critical-thinking skills and processing of key concepts and ideas in a content area Which of the following text-dependent questions best focuses students to think about the craft and structure of a text? (A) What did the main character do when he saw the letter? Why? (B) Have you ever read another story like this? How are they similar? (C) How has Ma and Karin's relationship changed over the course of the story? What changed it? (D) How did the author describe Bradley's uncle? Why did the author choose to describe him that way? (D) 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? (A) Can you give me an example of a nocturnal animal? (B) Does a nocturnal animal have any special characteristics? (C) What is a diurnal animal? (D) Where do nocturnal animals live? (B) Does a nocturnal animal have any special characteristics? A fourth-grade teacher presents the word "mobile" to students when discussing cell phones and states that sometimes a cell phone is 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? (A) Context clues (B) Letter-sound correspondence (C) Morphology (D) Syntactic knowledge (C) Morphology Which of the following actions best reflects an understanding of the research on teaching the alphabetic principle to young students? (A) Teaching students the letters and their corresponding sounds in alphabetical order (B) Introducing students to similar-sounding or similar-looking letters in close succession (C) Introducing students to the long vowel sounds before introducing them to the short vowel sounds (D) Teaching students continuous vowel and consonant sounds before teaching stops, or clipped sounds (D) Teaching students continuous vowel and 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? (A) Underlining the vocabulary words as they read and using the text around the words to figure out the alternate definitions (B) Looking up the vocabulary words in a dictionary and writing down the definitions on a piece of paper to refer to while reading (C) Locating synonyms for the vocabulary words in a thesaurus and replacing them in the text with similar terms (D) Examining the part of speech for each vocabulary word and using it to help determine its meaning in context (A) Underlining the vocabulary words as they read and using the text around the words to figure out the alternate definitions 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 (A) guide students to continue reading when they