TRE Praxis (5205) - Phonics & Decoding || FULLY
SOLVED QUESTIONS & ANSWERS!!
Describe specific instructional strategies to teach letter formation for both capital &
lowercase letters. correct answers To teach letter formation, students can be given letter
stencils to trace. Cutout letters can also be provided. to trace w/fingers. Later, they can
attempt to write letters independently.
To practice letter formation using a multisensory approach, such as shaving cream or paint.
Can also trace letter shapes in the air w/their fingers. Additionally students can be given
outlines of letters which can be filled in with various objects.
Explain the role that natural exposure to phonics plays in early reading development. correct
answers Natural exposure to phonics occurs when children are involved in natural reading
experiences, & they come across words they are unable to decode. Phonics instruction is
provided in the moment to address the unknown words.
*This type of phonics instruction is known as implicit instruction. It differs from explicit
instruction, which progresses from part (letter sounds) to whole (whole words). It progresses
from whole (unknown words encountered in txt) to part (breaking down the words in order to
decode them).
**Implicit phonics instruction has some benefits. Bc it occurs during the natural reading
experiences, the phonics skills are taught in context rather than in isolation. Readers are
motivated to learn the skills needed to decode the unknown words wile reading aloud or
listening to students reading independently. However, it is still important to schedule time for
explicit & systematic phonics instruction as well.
Describe some key concepts of print that collectively form a foundation for early reading
instruction. correct answers *Recognizing the front cover, back cover & title of the book.
*Recognizes that the print carries the message rather than the pictures.
*Includes directionality concepts (left -> right)
*1-1 correspondence between written & spoken words is another concept of print.
*Letter concepts, such as knowing that words are made up of individual letters, identifying
letter names & identifying both capital & lowercase letters.
*Identifying the names & purposes of common punctuation marks used to end sentences.
Describe specific instructional strategies to teach letter-sound relationships. correct answers
Alphabetic Principle: When students understand that letters are combined to form words that
convey meaning in print, they begin learning that each letter makes a predictable sound.
Strategies: A letter might have a song, poem, or chant that incorporates repetition of the letter
name & sound.
**A letter character or visual is produce which includes a hint about the sound it makes. The
visual often includes a pic of a common object that starts w/the letter.
***Students can also be encouraged to find objects beginning w/the letter sound they are
learning (Ex: tactile activities). Bingo & other similar games that require matching letters to
sounds can be used as well.
, Describe strategies to teach letter identification of both lowercase & capital letters. correct
answers *Some reading programs suggest introducing letters that have high value to learners
first (ex: letters of their names). Others focus on letters that play prominent roles in the books
they are reading for the week, whereas others sequence letters by physical characteristics.
**In general, it is best to avoid teaching commonly confused letter pairs simultaneously, such
as b & d.
To develop letter recognition, students can be given txts & instructed to circle certain letters.
**They can play alphabet bingo & cover specific letters when they are called.
***They can sing the alphabet song while pointing to each letter.
****Additionally, they can go on letter hunts.
To practice recognizing capital & lowercase letters, students can play memory games & find
matches consisting of both letter forms.
Describe specific instructional strategies to teach print awareness. correct answers While
reading storybooks & big books aloud, teachers can model how to hold the books, where the
front & back covers & titles are located, & where to begin reading.
**They can also model directionality by following the txt w/their fingers as they read,
showing left-right movement & return sweep. They can point out different txt features, such
as capital letters & punctuation marks, & discuss their purposes.
When students are interacting w/txts independently, teachers can ask questions regarding
concepts of print. Teachers can also point out txt features in environmental print.
Consonant Blend correct answers A group of 2-3 consonants that blend together to make a
sound, but each individual letter sound is still heard (Ex: bl, fr, sw). Blends are typically
introduced after readers have learned to decode basic CVC words, & are introduced in groups
according to the 2nd consonant they contain. Blends containing 2 consonants are usually
introduced before blends containing 3 consonants. When introducing each blend, the teacher
shows students how the sounds of each consonant are blended together to form the new
sound.
Describe specific instructional strategies to teach decoding of words containing consonant
blend. correct answers Common words containing the blend can be listed, & students can go
on word hunts to find additional examples of words containing the blend.
*Students can also sort cards containing pics. of objects whose names are spelled
w/consonant blends.
Consonant Digraph correct answers A group of 2 consonants that form a new consonant
sound when combined. Examples include th, sh, ch. Digraphs are also introduced before
ending digraphs.
Describe specific instructional strategies to teach decoding of words containing consonant
digraph. correct answers *Creating lists of ex words.
*Going on word hunts.
*Completing matching & sorting activities.
Explain the benefits of explicit phonics instruction & the role it plays in a balanced literacy
program. correct answers Research has shown that early readers benefit from an explicit &
systematic approach to phonics instruction. Developing readers who receive explicit
SOLVED QUESTIONS & ANSWERS!!
Describe specific instructional strategies to teach letter formation for both capital &
lowercase letters. correct answers To teach letter formation, students can be given letter
stencils to trace. Cutout letters can also be provided. to trace w/fingers. Later, they can
attempt to write letters independently.
To practice letter formation using a multisensory approach, such as shaving cream or paint.
Can also trace letter shapes in the air w/their fingers. Additionally students can be given
outlines of letters which can be filled in with various objects.
Explain the role that natural exposure to phonics plays in early reading development. correct
answers Natural exposure to phonics occurs when children are involved in natural reading
experiences, & they come across words they are unable to decode. Phonics instruction is
provided in the moment to address the unknown words.
*This type of phonics instruction is known as implicit instruction. It differs from explicit
instruction, which progresses from part (letter sounds) to whole (whole words). It progresses
from whole (unknown words encountered in txt) to part (breaking down the words in order to
decode them).
**Implicit phonics instruction has some benefits. Bc it occurs during the natural reading
experiences, the phonics skills are taught in context rather than in isolation. Readers are
motivated to learn the skills needed to decode the unknown words wile reading aloud or
listening to students reading independently. However, it is still important to schedule time for
explicit & systematic phonics instruction as well.
Describe some key concepts of print that collectively form a foundation for early reading
instruction. correct answers *Recognizing the front cover, back cover & title of the book.
*Recognizes that the print carries the message rather than the pictures.
*Includes directionality concepts (left -> right)
*1-1 correspondence between written & spoken words is another concept of print.
*Letter concepts, such as knowing that words are made up of individual letters, identifying
letter names & identifying both capital & lowercase letters.
*Identifying the names & purposes of common punctuation marks used to end sentences.
Describe specific instructional strategies to teach letter-sound relationships. correct answers
Alphabetic Principle: When students understand that letters are combined to form words that
convey meaning in print, they begin learning that each letter makes a predictable sound.
Strategies: A letter might have a song, poem, or chant that incorporates repetition of the letter
name & sound.
**A letter character or visual is produce which includes a hint about the sound it makes. The
visual often includes a pic of a common object that starts w/the letter.
***Students can also be encouraged to find objects beginning w/the letter sound they are
learning (Ex: tactile activities). Bingo & other similar games that require matching letters to
sounds can be used as well.
, Describe strategies to teach letter identification of both lowercase & capital letters. correct
answers *Some reading programs suggest introducing letters that have high value to learners
first (ex: letters of their names). Others focus on letters that play prominent roles in the books
they are reading for the week, whereas others sequence letters by physical characteristics.
**In general, it is best to avoid teaching commonly confused letter pairs simultaneously, such
as b & d.
To develop letter recognition, students can be given txts & instructed to circle certain letters.
**They can play alphabet bingo & cover specific letters when they are called.
***They can sing the alphabet song while pointing to each letter.
****Additionally, they can go on letter hunts.
To practice recognizing capital & lowercase letters, students can play memory games & find
matches consisting of both letter forms.
Describe specific instructional strategies to teach print awareness. correct answers While
reading storybooks & big books aloud, teachers can model how to hold the books, where the
front & back covers & titles are located, & where to begin reading.
**They can also model directionality by following the txt w/their fingers as they read,
showing left-right movement & return sweep. They can point out different txt features, such
as capital letters & punctuation marks, & discuss their purposes.
When students are interacting w/txts independently, teachers can ask questions regarding
concepts of print. Teachers can also point out txt features in environmental print.
Consonant Blend correct answers A group of 2-3 consonants that blend together to make a
sound, but each individual letter sound is still heard (Ex: bl, fr, sw). Blends are typically
introduced after readers have learned to decode basic CVC words, & are introduced in groups
according to the 2nd consonant they contain. Blends containing 2 consonants are usually
introduced before blends containing 3 consonants. When introducing each blend, the teacher
shows students how the sounds of each consonant are blended together to form the new
sound.
Describe specific instructional strategies to teach decoding of words containing consonant
blend. correct answers Common words containing the blend can be listed, & students can go
on word hunts to find additional examples of words containing the blend.
*Students can also sort cards containing pics. of objects whose names are spelled
w/consonant blends.
Consonant Digraph correct answers A group of 2 consonants that form a new consonant
sound when combined. Examples include th, sh, ch. Digraphs are also introduced before
ending digraphs.
Describe specific instructional strategies to teach decoding of words containing consonant
digraph. correct answers *Creating lists of ex words.
*Going on word hunts.
*Completing matching & sorting activities.
Explain the benefits of explicit phonics instruction & the role it plays in a balanced literacy
program. correct answers Research has shown that early readers benefit from an explicit &
systematic approach to phonics instruction. Developing readers who receive explicit
