PRAXIS 5205 Practice Exam Questions with 100% Verified
Answers Graded A+
1. A teacher reviews the following student scores Following the first oral reading of the text, the
on a standardized reading test with the goal of teacher distributes a graphic organizer with a set
determining the areas in which the student will of questions for students to answer as the text is
require additional instruction. read again. During the second reading, the
· 75th percentile in vocabulary knowledge teacher pauses at different parts of the story and
· 85th percentile in decoding asks students to independently answer one of the
· 40th percentile in comprehension questions related to that part of the story on the
· 70th percentile in fluency work sheet. A portion of the graphic organizer the
Based on the data, which of the following teacher uses is shown below.
activities best addresses the student's needs?
a. Reviewing high-frequency words Question \ The Story Says \ I Say \ And So I
b. Identifying context clues in sentences Believe...
c. Listening to an audio version of the text
d. Using a plot chart to track the events in a story The teacher's instructional method best engages
- ANSWER -d. Using a plot chart to track students in which of the following thinking
the events in a story. processes related to successful reading
comprehension?
a. Making decisions about what is going to
happen next in a story by connecting existing
1. A kindergarten teacher plans a lesson knowledge to new information an author gives as
designed to give students guided practice in a text is read - ANSWER -c. Searching a
learning a phonological awareness skill. Having story to reach a conclusion based on clues an
students participate in which of the following author gives and prior knowledge to construct
activities best meets the teacher's goal? meaning that goes beyond what is literally stated
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 A first-grade teacher works with small groups of
then asking them to say it again without students to teach them how to develop their
pronouncing "air" writing skills. Which of the following methods best
c. Distributing a set of plastic letters to students fosters the students' ability to use correct
and having them use the manipulatives to form mechanics, such as punctuation and
decodable words capitalization, in their own writing?
d. Cutting a student's name card into individual a. Assigning work sheets from a workbook to
letters and modeling how to put the letters complete
together to form the name - ANSWER -b. b. Having students copy rules in their copybooks
Having students say the word "airplane" and then for reference
asking them to say it again without pronouncing c. Emphasizing pauses indicated by punctuation
"air" during read-alouds
d. Using mentor texts to encourage imitation of
effective writing - ANSWER -d. Using
mentor texts to encourage imitation of effective
1. A first-grade teacher selects a picture book writing
that retells the well-known fairy tale Goldilocks
and the Three Bears to read aloud to the class.
,PRAXIS 5205 Practice Exam Questions with 100% Verified
Answers Graded A+
Can you point to the picture at the top of the
Which of the following phonemic manipulations is book?
the most complex and is generally developed last September: Yes May:
by most students? Can you show me one letter?
a. Change the /m/ in "mouse" to /h/. September: Yes May:
b. Say "frame." Say it again without the /r/. Can you show me where to read after this word?
c. What word is made when "bl" and "oom" are September: No May:
combined? Based on the data, which of the following
d. Say "doughnut." Now say it again, but don't instructional methods will best promote the
say "dough." - ANSWER -b. Say "frame." student's understanding of print conventions?
Say it again without the /r/. a. Teaching letter-sound relationships explicitly
and in isolation
b. Activating the student's background knowledge
of concepts that are important to the content of
A third-grade teacher's reading instruction the text
includes sources from multiple content areas. c. Using a finger to draw attention to letters and
During a science lesson, students are reading a words in the text during a shared reading -
trade book about plants; the book contains many ANSWER -c. Using a finger to draw
new and difficult vocabulary words, such as attention to letters and words in the text during a
"chlorophyll," "germinate," and "photosynthesis." shared reading
Which of the following teaching activities will best
help the students develop an understanding of
the new words?
a. Making lists of words from the science book to Place the following oral language milestones in
post on a word wall in the classroom the order in which they are developed, earliest to
b. Planning direct instruction using multimedia latest.
methods to introduce words in rich contexts a. Responding to simple questions with a "yes" or
c. Having students assume definitions for the "no"
new words and relate them to words they already b. Making an oral presentation that is appropriate
know for the given audience
d. Giving the students Venn diagrams to sort the c. Answering questions using complete
new vocabulary into well-defined categories - sentences and a variety of sentence structures
ANSWER -b. Planning direct instruction d. Using content-related vocabulary correctly
using multimedia methods to introduce the words during conversations - ANSWER -a.
in rich contexts Responding to simple questions with a "yes" or
"no"
d. Using content-related vocabulary correctly
during conversations
A kindergarten teacher assesses students' b. Making an oral presentation that is appropriate
understanding of concepts of print at the for the given audience
beginning of the year. The results of one c. Answering questions using complete
student's assessment are shown. sentences and a variety of sentence structures
Concepts of Print Assessment
Can you point to the front cover of the book?
September: Yes May:
, PRAXIS 5205 Practice Exam Questions with 100% Verified
Answers Graded A+
Ms. Jones introduces visualizing as a
comprehension skill to her first-grade students Which of the following statements about the
using a short passage of text. Which of the correlation between phonemic awareness and
following strategies illustrates how to best reading development is best supported by
introduce the skill? research?
a. Allowing the students to read the passage a. Students' reading skills advance as students
independently and draw an illustration to match it develop greater phonemic awareness.
b. Assigning partners to illustrate the passage b. Weak phonemic awareness has virtually no
that is read aloud by the teacher impact on reading skills after the third grade.
c. Demonstrating how to summarize the passage c. Students with weak phonemic awareness often
using a story map with pictures acquire strong decoding skills to compensate.
d. Explaining the process in detail and modeling d. Poor reading skills in the later grades are
it by thinking aloud while reading the passage - solely the result of weak phonemic awareness in
ANSWER -d. Explaining the process in the early grades. - ANSWER -a. Students'
detail and modeling it by thinking aloud while reading skills advance as students develop
reading the passage greater phonemic awareness
A kindergarten teacher sets a benchmark goal A teacher scores student writing samples using
for students to quickly recognize a set of ten new criteria that define expectations for different
sight words within a three-week instructional time levels of proficiency. Which of the following tools
period. The teacher introduces the words by is the teacher most likely using?
using flash cards and engages students in a a. Anecdotal notes
series of activities that reinforce learning within b. Checklist
authentic contexts. During this time, the teacher c. Scoring guide
also creates a small-group workshop activity in d. Rubric - ANSWER -d. Rubric
which students view each word printed in large
letters on a card, say the word, and then use
pipe cleaners to form the word. Which of the
following is the primary benefit to students of A first-grade teacher notices during guided
participating in the workshop activity? reading that a student has difficulty decoding
a. Improving long-term memory of a words such as "ran," "pet," "him," and "hot."
nondecodable word by engaging multiple student Which of the following is the most appropriate
senses in learning way for the teacher to confirm the student's
b. Building a student's reading fluency by difficulty?
improving the ability to flexibly apply phonological a. Administering a phonemic-awareness
awareness skills assessment in which the student breaks spoken
c. Increasing a student's ability to use several words into individual phonemes
sensory modalities to phonetically decode and b. Choosing an appropriate passage for the
recognize - ANSWER -a. Improving long- student to read aloud and noting how many
term memory of a non-decodable word by words the student can read in 1 minute
engaging multiple student senses in learning c. Checking for understanding by asking explicit
questions after the student has completed
reading a grade-level passage
Answers Graded A+
1. A teacher reviews the following student scores Following the first oral reading of the text, the
on a standardized reading test with the goal of teacher distributes a graphic organizer with a set
determining the areas in which the student will of questions for students to answer as the text is
require additional instruction. read again. During the second reading, the
· 75th percentile in vocabulary knowledge teacher pauses at different parts of the story and
· 85th percentile in decoding asks students to independently answer one of the
· 40th percentile in comprehension questions related to that part of the story on the
· 70th percentile in fluency work sheet. A portion of the graphic organizer the
Based on the data, which of the following teacher uses is shown below.
activities best addresses the student's needs?
a. Reviewing high-frequency words Question \ The Story Says \ I Say \ And So I
b. Identifying context clues in sentences Believe...
c. Listening to an audio version of the text
d. Using a plot chart to track the events in a story The teacher's instructional method best engages
- ANSWER -d. Using a plot chart to track students in which of the following thinking
the events in a story. processes related to successful reading
comprehension?
a. Making decisions about what is going to
happen next in a story by connecting existing
1. A kindergarten teacher plans a lesson knowledge to new information an author gives as
designed to give students guided practice in a text is read - ANSWER -c. Searching a
learning a phonological awareness skill. Having story to reach a conclusion based on clues an
students participate in which of the following author gives and prior knowledge to construct
activities best meets the teacher's goal? meaning that goes beyond what is literally stated
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 A first-grade teacher works with small groups of
then asking them to say it again without students to teach them how to develop their
pronouncing "air" writing skills. Which of the following methods best
c. Distributing a set of plastic letters to students fosters the students' ability to use correct
and having them use the manipulatives to form mechanics, such as punctuation and
decodable words capitalization, in their own writing?
d. Cutting a student's name card into individual a. Assigning work sheets from a workbook to
letters and modeling how to put the letters complete
together to form the name - ANSWER -b. b. Having students copy rules in their copybooks
Having students say the word "airplane" and then for reference
asking them to say it again without pronouncing c. Emphasizing pauses indicated by punctuation
"air" during read-alouds
d. Using mentor texts to encourage imitation of
effective writing - ANSWER -d. Using
mentor texts to encourage imitation of effective
1. A first-grade teacher selects a picture book writing
that retells the well-known fairy tale Goldilocks
and the Three Bears to read aloud to the class.
,PRAXIS 5205 Practice Exam Questions with 100% Verified
Answers Graded A+
Can you point to the picture at the top of the
Which of the following phonemic manipulations is book?
the most complex and is generally developed last September: Yes May:
by most students? Can you show me one letter?
a. Change the /m/ in "mouse" to /h/. September: Yes May:
b. Say "frame." Say it again without the /r/. Can you show me where to read after this word?
c. What word is made when "bl" and "oom" are September: No May:
combined? Based on the data, which of the following
d. Say "doughnut." Now say it again, but don't instructional methods will best promote the
say "dough." - ANSWER -b. Say "frame." student's understanding of print conventions?
Say it again without the /r/. a. Teaching letter-sound relationships explicitly
and in isolation
b. Activating the student's background knowledge
of concepts that are important to the content of
A third-grade teacher's reading instruction the text
includes sources from multiple content areas. c. Using a finger to draw attention to letters and
During a science lesson, students are reading a words in the text during a shared reading -
trade book about plants; the book contains many ANSWER -c. Using a finger to draw
new and difficult vocabulary words, such as attention to letters and words in the text during a
"chlorophyll," "germinate," and "photosynthesis." shared reading
Which of the following teaching activities will best
help the students develop an understanding of
the new words?
a. Making lists of words from the science book to Place the following oral language milestones in
post on a word wall in the classroom the order in which they are developed, earliest to
b. Planning direct instruction using multimedia latest.
methods to introduce words in rich contexts a. Responding to simple questions with a "yes" or
c. Having students assume definitions for the "no"
new words and relate them to words they already b. Making an oral presentation that is appropriate
know for the given audience
d. Giving the students Venn diagrams to sort the c. Answering questions using complete
new vocabulary into well-defined categories - sentences and a variety of sentence structures
ANSWER -b. Planning direct instruction d. Using content-related vocabulary correctly
using multimedia methods to introduce the words during conversations - ANSWER -a.
in rich contexts Responding to simple questions with a "yes" or
"no"
d. Using content-related vocabulary correctly
during conversations
A kindergarten teacher assesses students' b. Making an oral presentation that is appropriate
understanding of concepts of print at the for the given audience
beginning of the year. The results of one c. Answering questions using complete
student's assessment are shown. sentences and a variety of sentence structures
Concepts of Print Assessment
Can you point to the front cover of the book?
September: Yes May:
, PRAXIS 5205 Practice Exam Questions with 100% Verified
Answers Graded A+
Ms. Jones introduces visualizing as a
comprehension skill to her first-grade students Which of the following statements about the
using a short passage of text. Which of the correlation between phonemic awareness and
following strategies illustrates how to best reading development is best supported by
introduce the skill? research?
a. Allowing the students to read the passage a. Students' reading skills advance as students
independently and draw an illustration to match it develop greater phonemic awareness.
b. Assigning partners to illustrate the passage b. Weak phonemic awareness has virtually no
that is read aloud by the teacher impact on reading skills after the third grade.
c. Demonstrating how to summarize the passage c. Students with weak phonemic awareness often
using a story map with pictures acquire strong decoding skills to compensate.
d. Explaining the process in detail and modeling d. Poor reading skills in the later grades are
it by thinking aloud while reading the passage - solely the result of weak phonemic awareness in
ANSWER -d. Explaining the process in the early grades. - ANSWER -a. Students'
detail and modeling it by thinking aloud while reading skills advance as students develop
reading the passage greater phonemic awareness
A kindergarten teacher sets a benchmark goal A teacher scores student writing samples using
for students to quickly recognize a set of ten new criteria that define expectations for different
sight words within a three-week instructional time levels of proficiency. Which of the following tools
period. The teacher introduces the words by is the teacher most likely using?
using flash cards and engages students in a a. Anecdotal notes
series of activities that reinforce learning within b. Checklist
authentic contexts. During this time, the teacher c. Scoring guide
also creates a small-group workshop activity in d. Rubric - ANSWER -d. Rubric
which students view each word printed in large
letters on a card, say the word, and then use
pipe cleaners to form the word. Which of the
following is the primary benefit to students of A first-grade teacher notices during guided
participating in the workshop activity? reading that a student has difficulty decoding
a. Improving long-term memory of a words such as "ran," "pet," "him," and "hot."
nondecodable word by engaging multiple student Which of the following is the most appropriate
senses in learning way for the teacher to confirm the student's
b. Building a student's reading fluency by difficulty?
improving the ability to flexibly apply phonological a. Administering a phonemic-awareness
awareness skills assessment in which the student breaks spoken
c. Increasing a student's ability to use several words into individual phonemes
sensory modalities to phonetically decode and b. Choosing an appropriate passage for the
recognize - ANSWER -a. Improving long- student to read aloud and noting how many
term memory of a non-decodable word by words the student can read in 1 minute
engaging multiple student senses in learning c. Checking for understanding by asking explicit
questions after the student has completed
reading a grade-level passage
