ELA PRAXIS ELEMENTARY EDUCATION (5002) PRACTICE TEST QUESTIONS (FORM 3) WITH 100% CORRECT ANSWERS

The smallest single unit of sound in a language is a A.grapheme B.syllable C.phoneme D.morpheme C. Phoneme A phoneme is the smallest unit of sound that distinguishes one word from another in any given language. A teacher has compiled a list of grade-appropriate, high-frequency sight words. To best promote recognition of the words on the list, the teacher should A.provide repeated readings of books containing the words B.model how to segment the words into individual phonemes C.have students categorize the words based on long and short vowel patterns D.use a picture sort to help students identify the beginning and ending sounds of the words A. Provide repeated readings of books containing the words Repeated reading of and exposure to sight words increases the automaticity of recognizing these words. During circle time, a teacher goes around the circle and has the class clap to each child's name ("Su-sa-na," "Ri-car-do," etcetcetera.). Which of the following best categorizes the phonological awareness skill the teacher is practicing with the students? A.Identifying syllables B.Hearing phonemes C.Creating rhymes D.Identifying onsets A. Identifying syllables The name is divided into parts, and each part of the name contains a vowel. A student studying root words and affixes places the word "script" at the base of a word-tree sorting board. Which THREE of the following words are most appropriate to be added to the branches of the student's word tree? A.Transcript B.Writing C.Cursive D.Description E.Manuscript A. Transcript D. Description E. Manuscript These all contain the root word "script" Which of the following terms best identifies the part of a syllable that consists of a vowel and any consonant sounds that follow the vowel? A.Phoneme B.Morpheme C.Onset D.Rime D. Rime A rime is the part of the word including the vowel and what follows the vowel. For each of the following word lists, select whether it is more appropriate for sight word instruction or decoding instruction. For each row, select one type of instruction. (Is it Sight word instruction or Decoding Instruction?) A. think, hand, clock B. could, there, was C. cat, hat, bat, sat D. who, what, when A. Decoding Instruction B. Sight word instruction C. Decoding Instruction D. Sight Word Instruction A and C contain words that can be decoded regularly, as there is direct letter-sound correspondence. B and D contain words that cannot be decoded regularly but are used commonly and should therefore be taught as sight words. Which of the following student reading behaviors best exemplifies proficiency in prosody? A.Recognizing words quickly without conscious thought B.Using punctuation to guide inflection, tone, and phrasing C.Reading at an appropriate and natural speed consistently D.Decoding words correctly and monitoring occasional miscues B. Using punctuation to guide inflection, tone, and phrasing Prosody encompasses pitch, stress, and timing when reading aloud, so a student reading with inflection and phrasing is reading with prosody. Which of the following words contains two open syllables? A.Rotate B.Shiny C.Chosen D.Lying B. Shiny The syllables "shi-" and "-ny" both end in a vowel sound, making them open syllables. Which THREE of the following teacher strategies are most effective for promoting reading fluency? A.Demonstrating how to determine meanings of unknown words in a text B.Modeling decoding strategies during teacher read-alouds of a text C.Encouraging repeated readings of a text D.Providing less challenging texts to prevent student frustration E.Providing time for both oral and silent reading of a text B. Modeling decoding strategies during teacher read-alouds of a text C. Encouraging repeated readings of a text E. Providing time for both oral and silent reading of a text All three of these options promote accuracy and confidence in reading skills. A teacher reads a list of words aloud and asks a student to identify the initial consonant sound of each word as it is read. Which of the following concepts is the teacher assessing? A.Syllables B.Onsets C.Rimes D.Morphemes B. Onsets An onset is the initial consonant or consonant cluster of a word. Match each phonemic awareness concept with the teacher question that best assesses it. A. Phoneme categorization B. Phoneme segmentation C. Phoneme deletion D. Phoneme identification 1. What sound is the same in "bat," "ball," and "boy"? 2. How many sounds are in the word "feet"? 3. Which word does not belong: "net," "nut," "pot"? 4.What is "band" without the /d/? 1. D. Phoneme Identification 2. B. Phoneme Segmentation 3. A. Phoneme Categorization 4. C. Phoneme Deletion Which of the following best describes a student in the semiphonetic stage of writing? A.Draws a recognizable picture to match an invented narrative B.Correctly spells most high-frequency words in sentences C.Writes one or more letters to represent every word D.Composes two or more sentences with correct punctuation C. Writes one or more letters to represent every word Students in the semiphonetic stage are able to assign basic phonetic concepts to words as they express themselves in writing. Each word in this stage often has one or more letters to match each word the student is trying to write. Unlike the phonetic stage, students in the semiphonetic stage often do not include vowels in their words, but they can spell some high-frequency words correctly. Which THREE of the following literacy skills are most directly influenced by phonological awareness? A.Spelling B.Comprehension C.Reading rate D.Syllabification E.Decoding A. Spelling D. Syllabification E. Decoding Spelling is correct because hearing and identifying different sounds is helpful in encoding. Syllabification is correct because awareness of the internal structure of language helps in understanding syllables. Decoding is correct because phonological awareness builds accuracy and strength in decoding. Which of the following is most accurate regarding the role of phonics in literacy development? A.Instruction that is explicit in highlighting letter-sound correspondence leads to better results than indirect methods do. B.Instruction is most effective if single letter sounds are taught before letter names in order to avoid confusing the two. C.Instruction should focus primarily on teaching students to differentiate sounds when listening to words. D.Instruction of letter-sound correspondence must be complete before focus is turned to comprehension. A. Instruction that is explicit in highlighting letter-sound correspondence leads to better results than indirect methods do As proven by research, explicit instruction in phonics yields better results than indirect methods. Which of the following words are accurately grouped by their phonics pattern? A.Chop, tap, last B.Silk, past, mart C.Fang, trap, boy D.Bent, rant, stun B. Silk, past, mart All contain the CVCC pattern Which of the following statements is most accurate regarding the impact of fluency on reading comprehension? A.For most students, fluency has the greatest effect on reading comprehension between third grade and eighth grade. B.The role of fluency diminishes in the secondary grades, where instruction should focus primarily on discrete comprehension skills. C.The ability to remember details about what is read is enhanced with fluency, though fluency does not improve word recognition skills. D.In reading, fluency reduces the cognitive load required to decode words and thus enhances the ability to remember what was read. D. In reading, fluency reduces the cognitive load required to decode words and thus enhances the ability to remember what was read Fluency supports both reading comprehension and word recognition skills. When a teacher is working with English learners who primarily speak Spanish as a first language, which of the following approaches is most effective in establishing sight word connections between languages? A.Preteaching vocabulary using drawings to represent new words B.Asking students to repeat each new word three times when reading it C.Focusing on cognates and relationships in meaning between languages D.Teaching students to use a dictionary to look up definitions of common words C. Focusing on cognates and relationships in meaning between languages Focusing on cognates has a significant impact on ELLs who already know certain sight words in their native language. Except for the less-common false cognates, students are able to identify sight words readily because of the similar spellings and letter patterns (such as between the English word "family" and the Spanish word "familia"). The following passage relates to the United States Constitutional Convention in Philadelphia in 1787. Madison was a scholar. He read all he could find about governments all over the world and throughout history. Long before the convention got started, he wrote to his good friend Thomas Jefferson and asked for help. Jefferson had taken Franklin's place as America's minister in France. Jefferson sent Madison books—hundreds of books—and he sent his ideas. Madison read about governments of ancient Greece and Rome and other places and times. Then he took the best ideas he found and wrote them in notebooks that he brought with him to the convention. By this time, the other delegates were in Philadelphia and ready to get started. Madison and the Virginians set to work discussing a new plan of government that Madison had written. They agreed to have Virginia's popular governor, Edmund Randolph, present the plan to the Constitutional Convention. It was called the Virginia Plan, and it made things much easier for all the delegates at the convention. When they began their meeting, they had a document in front of them. It gave them a starting point; it helped speed up the process. And that summe A. Madison's knowledge and efforts helped provide a foundation for convention and made it more efficient. The passage discusses the background knowledge and skills of Madison, which culminated in his bringing a plan to the table to ensure the convention moved along efficiently. The following passage relates to the United States Constitutional Convention in Philadelphia in 1787. Madison was a scholar. He read all he could find about governments all over the world and throughout history. Long before the convention got started, he wrote to his good friend Thomas Jefferson and asked for help. Jefferson had taken Franklin's place as America's minister in France. Jefferson sent Madison books—hundreds of books—and he sent his ideas. Madison read about governments of ancient Greece and Rome and other places and times. Then he took the best ideas he found and wrote them in notebooks that he brought with him to the convention. By this time, the other delegates were in Philadelphia and ready to get started. Madison and the Virginians set to work discussing a new plan of government that Madison had written. They agreed to have Virginia's popular governor, Edmund Randolph, present the plan to the Constitutional Convention. It was called the Virginia Plan, and it made things much easier for all the delegates at the convention. When they began their meeting, they had a document in front of them. It gave them a starting point; it helped speed up the process. And that summe D. Explanations about ideas and people who contributed to the convention are presented, followed by the effect of those contributions. The work of James Madison to gather resources and ideas is discussed, followed by a narrative recounting the beginning of the convention and a description of how Madison's contributions made the proceedings more efficient. The following passage relates to the United States Constitutional Convention in Philadelphia in 1787. Madison was a scholar. He read all he could find about governments all over the world and throughout history. Long before the convention got started, he wrote to his good friend Thomas Jefferson and asked for help. Jefferson had taken Franklin's place as America's minister in France. Jefferson sent Madison books—hundreds of books—and he sent his ideas. Madison read about governments of ancient Greece and Rome and other places and times. Then he took the best ideas he found and wrote them in notebooks that he brought with him to the convention. By this time, the other delegates were in Philadelphia and ready to get started. Madison and the Virginians set to work discussing a new plan of government that Madison had written. They agreed to have Virginia's popular governor, Edmund Randolph, present the plan to the Constitutional Convention. It was called the Virginia Plan, and it made things much easier for all the delegates at the convention. When they began their meeting, they had a document in front of them. It gave them a starting point; it helped speed up the process. And that summe A. The author believes that the work at the convention was both difficult and time-consuming. By commenting that a swifter process would be appreciated, the author indicates a belief that the work was difficult and slow. The following passage relates to the United States Constitutional Convention in Philadelphia in 1787. Madison was a scholar. He read all he could find about governments all over the world and throughout history. Long before the convention got started, he wrote to his good friend Thomas Jefferson and asked for help. Jefferson had taken Franklin's place as America's minister in France. Jefferson sent Madison books—hundreds of books—and he sent his ideas. Madison read about governments of ancient Greece and Rome and other places and times. Then he took the best ideas he found and wrote them in notebooks that he brought with him to the convention. By this time, the other delegates were in Philadelphia and ready to get started. Madison and the Virginians set to work discussing a new plan of government that Madison had written. They agreed to have Virginia's popular governor, Edmund Randolph, present the plan to the Constitutional Convention. It was called the Virginia Plan, and it made things much easier for all the delegates at the convention. When they began their meeting, they had a document in front of them. It gave them a starting point; it helped speed up the process. And that summe A.He read all he could find about governments all over the world and throughout history. B.Long before the convention got started, he wrote to his good friend Thomas Jefferson and asked for help. Reading about other governments and consulting Thomas Jefferson helped Madison to develop ideas about a plan for government.