Praxis Elementary Ed: Teaching Reading

Question 1

Praxis Elementary Ed: Teaching Reading. Which of the following strategies is most effective to use when activating background knowledge before reading a text?

KWL chart
Choral reading
Peer editing
Think-aloud

Question 2

A sixth-grade English teacher is preparing to use cognitive-strategy sentence starters to have students evaluate something they have read. Which TWO of the following sentence starters are most effective for evaluating ideas from the text?

I’ll bet that…
This reminds me of…
This could be more effective if…
I already know that…
I like/do not like [BLANK] because…

Question 3

During a lesson on careers, a fifth-grade teacher has students read a text selection about the early days of the Job Corps and then asks the students different types of text-dependent questions. Which of the following is the best text-dependent, general understanding question for the teacher to ask about the mission of the Job Corps?

What is a good title for this text selection about the Job Corps?
How did the Job Corps help the young citizens mentioned in the text improve their future?
What information is the Job Corps able to provide under the Freedom of Information Act?
Why is the text structure used by the authors of the text particularly effective?

Question 4

A third-grade student has demonstrated characteristics of dyslexia. Which of the following is the most appropriate instructional activity for word recognition for the student?

Practicing reading pseudowords while playing a game
Using oral reading passages for repeated readings
Using pictures to support print that the student has difficulty reading
Connecting phonemes to graphemes by tapping out each sound of a word with their fingers

Question 5

Which of the following is the primary purpose for on-demand writing prompts?

Building writers’ stamina
Acting as an anticipatory activity for new learning
Providing essential information for grades
Determining students’ strengths and needs

Question 6

Which TWO of the following best explain why teachers in the lower grades initially prefer handwritten work and postpone the use of digital tools during writing instruction? Praxis Elementary Ed: Teaching Reading

Digital tools are likely to dominate the students’ cognitive load.
Digital tools are designed only to correct punctuation, grammar, and spelling.
Digital tools are not linked to improved phonics learning like handwriting is.
Digital tools designed for students are likely to be dated and few in number.
Digital tools are best learned when student work is ready to be published.

Question 7

After two weeks of conducting a reading intervention, a fourth-grade teacher administers a curriculum-based assessment to determine progress. The data indicate that the student is not progressing as expected. Which of the following is the next most logical step for the teacher to take? Praxis Elementary Ed: Teaching Reading

Referring the student for a full evaluation
Selecting a new intervention
Adjusting the intensity of the intervention
Continuing to provide the same intervention

Question 14 of 80

Which of the following reading activities is most effective for helping early first-grade students develop fluency?

Listening to daily read-alouds modeled by the classroom teacher
Engaging in readers’ theater after practicing with a partner
Identifying rhyming words from a word list
Working in pairs to read alternating pages of an appropriate text aloud

Question 15 of 80

A fourth-grade teacher aims to increase student motivation to read for pleasure by helping students learn to self-select texts. Which of the following teacher methods best helps students choose books that will meet personal reading preferences? Praxis Elementary Ed: Teaching Reading

Holding conferences with students and asking them to demonstrate their knowledge of story elements
Assembling a sampler of books at appropriate instructional levels and modeling how to preview these books
Demonstrating how texts are chosen by teachers for whole-class study and pointing out prominent text features
Encouraging students to read books by authors they have read before and suggesting books with similar themes

Question 16 of 80

A kindergarten teacher is planning to introduce letters of the alphabet through the course of the first two marking periods. Which of the following strategies best helps students become more fluent with learning the letters of the alphabet?

Introducing students to root words
Teaching high-utility letter-sound relationships first
Identifying blending sounds in familiar words
Teaching one letter per day until the alphabet has been completed

Question 17 of 80

A kindergarten teacher is beginning to work on letter naming. The teacher decides to introduce the letter names that all begin with the phoneme most commonly associated with that letter. Which of the following groups of letters should be chosen?

B, D, J
F, L, M
A, E, I
H, Y, W

Question 18 of 80

A student reads a passage in an informational text and encounters a word that is not immediately recognized. Which of the following descriptions of a word-learning strategy shows the student using morphological analysis to decode the unfamiliar word?

Applying knowledge of how graphemes and phonemes are linked to form graphophonemic correspondences and specific spelling patterns as a way to decode an unfamiliar word
Breaking the unknown word apart and using knowledge of its root, prefixes, and suffixes to derive the meaning of the whole word
Reviewing the text surrounding a word to get clues about the meaning and structure of the unfamiliar word and how it is used in a passage
Using words in one language that share a similar meaning, spelling, and pronunciation as a tool for understanding vocabulary in a second language

Question 19 of 80

A first-grade student is given the following list of words by a teacher. that, bath, them, then, both, sloth Which of the following phonetic elements are most likely being taught using the word list?

Consonant digraphs
Consonant blends
Short vowel sounds
Long vowel sounds

Question 20 of 80

An English learner is working diligently at becoming a fluent reader. Which of the following instructional strategies is best for helping the student master automaticity and develop emphasis and timing based on the content of the text?

Modeling for the student what fluent reading sounds like by often reading aloud to the class
Giving explicit directive feedback to the student following repeated readings of short passages
Engaging the student in paired reading activities with a peer who reads with greater expression
Having the student listen and follow along with audio readings of texts in a variety of genres

Question 21 of 80

Students in a sixth-grade English language arts class have trouble following oral instructions. Which of the following is best suited to helping the students learn to follow oral instructions?

Engaging students in a conversation to discuss the meaning of often-used terms in directions
Providing pairs of students with a toy to assemble by following directions written in paragraph form
Having students listen to and then summarize the audio portion of a film clip before watching the film clip with audio
Giving simple two-step oral directions with visual support and then gradually increasing the number of steps

Question 22 of 80

Students in a third-grade class are doing a science unit on climate and weather. The teacher preteaches content-specific vocabulary and forms small groups. The students then read their assigned portion of an article that contains the target words. The small groups discuss their assigned portion of the text and teach their peers what they have learned. Which of the following will best reinforce the connection between vocabulary, writing, and reading comprehension?

Orally summarizing each section of the text and taking a quiz on the whole text
Completing a Venn diagram to compare the different sections of the text, citing textual evidence and using targeted words
Choosing a section of the text deemed most important by the groups to take turns reading aloud to each other
Scanning portions of the text read by members of other groups to find the targeted words used in context

Question 23 of 80

Early in the school year, a kindergarten teacher begins a unit of instruction on phonemic awareness skills. Which of the following best describes the most appropriate initial activity for the teacher to plan?

Having students say the sound at the beginning of spoken words
Asking students to replace the beginning sound in spoken words
Having students replace the last sound they hear in CVC words
Directing students to stretch out the sounds of the letters in CVC words

Question 24 of 80

A teacher finished a mini-lesson designed to help students clarify internal versus external conflicts in a story. To extend the lesson, students are asked to jot down notes in their reader’s notebooks each time they encounter a conflict faced by a character. Students are asked to identify whether the conflict is major or minor, and whether it came from the feelings of a character or an external obstacle. This lesson best assists students with which of the following?

Identifying how a text is structured and organized
Differentiating between different genres of fiction
Enhancing the understanding of a story’s overall plot
Demonstrating the sequence of a story using the events

Question 25 of 80

A teacher is introducing the concept of text structure. Which of the following activities is the best first step in guiding students to recognize common text structures found in informational text?

Having students create one sample text for each text type
Having students write about their favorite informational text and why they like it
Using mentor texts to familiarize students with each type of text
Assigning passages from each text type for students to read for homework

Question 44 of 80

An instructional coach in a sixth-grade classroom is working with an English teacher on identifying scaffolds to provide to students for argumentative writing. Which TWO of the following scaffolds provide the most effective support to the students? Praxis Elementary Ed: Teaching Reading

Reinforcing the difference between essential and nonessential information
Providing matching topic sentences that take opposing positions and contain appropriate details
Having students use a graphic organizer to record the main ideas and details that support their claims
Providing peer-editing checklists for students to use with a partner to review a writing piece together
Supplying a sentence frame for students to complete when drafting their ideas for the writing piece

Question 34

A teacher is beginning a new unit during which students will be reading from a science textbook. The teacher notices words that may be familiar to students but that are used in specific ways in the context of discussing earthquakes. Which of the following sets of words best exemplifies multiple-meaning words?

Richter scale, earthquake, tsunami
Seismic, aftershocks, tectonic
Fault, table, crust
Plates, earthquake, epicenter

Question 35

Which of the following phonemic elements are most important to address with kindergartners after teaching continuous phonemes?

Digraphs
Unvoiced consonants
Long vowels
Diphthongs

Question 36

Which of the following statements most accurately describes the relationship between reading and writing?

A student gains better comprehension of a text when responding in writing to what has been read and also acquires greater insight about effective writing processes when reading what authors have written.
After reading a text with adequate understanding, a student can easily generate and answer questions in writing related to the most important concepts the author presents.
A student with proficient reading fluency skills is highly likely to also possess strong self-efficacy beliefs about his ability to write successfully in multiple genres and for a variety of purposes.
Because text reading and writing share common sources of knowledge, students need to develop an understanding of how to set purposeful goals when performing as both readers and writers.

Question 37

A kindergarten teacher plans a small-group activity to provide guided practice in a phonemic awareness skill. The teacher distributes a set of plastic counters and a strip of cardboard with five boxes, as shown in the following figure, to each student. The teacher then says a one-syllable word and asks students to repeat it slowly, then place a counter for each sound they hear in the word in one of the boxes. While engaging students in the literacy activity, the teacher is providing instruction in which of the following phonemic awareness skills?

Phoneme isolation
Phoneme segmentation
Phoneme identity
Phoneme categorization

Question 38

A second-grade teacher writes the following sentence on the board during a lesson on syllabication and shows the students how to syllabicate the words “giggle,” “beetle,” “apple,” “title,” and “bubble.” “My brother made me giggle when he told me the title of his story for a creative writing assignment was If You Give a Beetle an Apple, It Will Whistle for a Bubble.” Which of the following syllabication rules is the teacher explaining for the students?

When two consonants come between two vowels in a word, the word is usually divided between the two consonants.
A word that has a suffix is divided between the root word and the suffix.
When a word ends in “le” preceded by a consonant, the word is divided before that consonant.
If a word contains three consonants between the vowels and two of them form a digraph, the letters in the digraph stay together. Praxis Elementary Ed: Teaching Reading

Question 39

A teacher assigns a passage for students to read and then asks them to respond to a constructed-response question. The question requires students to recall the main idea of the passage, relevant and crucial details, and reasons for the characters’ actions. Which of the following comprehension strategies is best targeted by this activity? Praxis Elementary Ed: Teaching Reading

Inferring
Summarizing
Evaluating
Questioning

Question 40

A fifth-grade teacher works with students to uncover emotions and shades of meaning implied by words found in a novel that the whole class reads. Which of the following introductory lessons will best help students understand the concept of connotative words?

Reading through a passage to highlight similar words and then looking up the words in a dictionary before focusing on their commonalities
Creating webs in which target words are placed in the center and synonyms are brainstormed to fill in the outer rings
Placing an adjective on the bottom rung of a ladder organizer and then placing adjectives that increase in intensity on ascending rungs of the ladder
Comparing two passages on the same topic, one passage using words in the literal sense and one using words in an allegorical sense

Question 41

A first-grade teacher pauses before selecting a word from the text of a read-aloud to help develop students’ phonemic awareness skills. Which of the following questions best demonstrates the use of text vocabulary to reinforce students’ learning of phonemic isolation?

What is the first sound in the word “woods”?
How many syllables are in the word “little”?
Which word does not belong in this set: “hat,” “mat,” “pig”?
What word is made when the sounds /p/ /oi/ /n/ /t/ are said quickly?

Question 42

Which of the following best describes the outcome a student’s ability to accurately and automatically recognize a large number of words has on the student’s reading fluency skills?

Enabling a student to read at a fast rate and comprehend the deep meaning of a text with limited mental effort. Praxis Elementary Ed: Teaching Reading
Allowing a student to spend a significant amount of cognitive energy on correct reading with prosody and at an appropriate rate
Aiding a student in focusing attention on an author’s intended purpose for writing a text in a particular genre
Increasing a student’s motivation to independently engage with a complex text to acquire new knowledge

Question 43

A teacher is introducing the concept of text structure. Which of the following activities is the best first step in guiding students to recognize common text structures found in informational text?

Having students create one sample text for each text type
Having students write about their favorite informational text and why they like it
Using mentor texts to familiarize students with each type of text
Assigning passages from each text type for students to read for homework Praxis Elementary Ed: Teaching Reading

Question 44

Reinforcing the difference between essential and nonessential information
Providing matching topic sentences that take opposing positions and contain appropriate details
Having students use a graphic organizer to record the main ideas and details that support their claims
Providing peer-editing checklists for students to use with a partner to review a writing piece together
Supplying a sentence frame for students to complete when drafting their ideas for the writing piece

Question 45

Which of the following will best help preschoolers develop an understanding of concepts of print?

Establishing a multicultural library in the early childhood classroom
Scheduling time during class for daily independent reading
Using a pointer during read-alouds to touch each word as it is spoken
Sending family literacy bags with theme-based books home with students

Question 46

A third-grade teacher notices that a student with a diagnosed learning disability struggles to read any type of text independently. When determining which area of literacy needs the most focus, the teacher observes that the student has difficulty in the following areas:

Blending sounds in words when reading aloud
Learning and using new vocabulary words
Identifying specific letter sounds in words when presented orally

Which of the following elements of literacy is most important for the teacher to address with the student to improve reading ability?

Increasing phonemic awareness
Understanding word parts
Developing automaticity
Summarizing assigned text

Question 51

A teacher identifies several words such as “tide,” “sediment,” “saltation,” “search,” and “shoreline” that students will learn as the result of reading about erosion in their Earth science textbook. Which of the following strategies will best help the students learn the concepts associated with the words?

Having students find colorful pictures in travel magazines that illustrate the words
Having students classify the words into categories based on their prior knowledge of erosion
Having students match each word to a definition and a visual depiction associated with the word
Having students classify the words based on their roots, affixes, and spelling patterns

Question 54

What are THREE methods to positively motivate and engage students in writing activities?

Teaching students the components of a complete sentence and providing sufficient practice to mastery so that students feel confident in their writing skills
Including daily free-write times during class periods to encourage students to express their feelings and become more comfortable with writing
Organizing small-group collaborative activities in which students share writing pieces with others to understand that writing can be a collaborative process
Requiring students to provide only written responses in a social studies class in lieu of discussion to allow for additional writing practice

Question 58

Students in a fourth-grade class are having difficulty making inferences while reading. Which of the following activities is most likely to help students develop the skill?

Modeling how to annotate information about the setting of the story
Demonstrating how to locate evidence in the text and use reason to draw conclusions
Explaining how to complete a graphic organizer to record comparisons between character traits
Conducting a think-aloud on how to skim and scan the text for key vocabulary

Question 61

Which of the following instructional activities is best aligned with building transcription skills in students from kindergarten through grade 3?

Providing sentence frames as a necessary scaffold for writing instruction
Establishing a goal for writing before assigning a writing task to students
Systematically teaching students to engage in peer reviewing and revising
Explicitly teaching the structure of and production of sentences with appropriate punctuation and capitalization

Question 63

After reviewing available data, a second-grade teacher is planning on incorporating activities into the classroom to build students’ fluency. Which of the following activities will best improve students’ prosody?

Independent reading
Word building
Syllabication
Echo reading

Question 64

A kindergarten teacher uses a series of pretests at the beginning of the school year to assess each student’s emergent literacy skills. The pretests reveal that many students have not yet mastered letter-sound correspondence. Which of the following instructional activities best helps students to fluently identify letters and their corresponding sounds?

Asking students to name letters written on flash cards and say a word that starts with each letter
Saying a letter sound aloud and instructing students to match it to a written character
Playing a memory game where students match uppercase letters and their lowercase counterparts
Recording a list of words that begin with the same sound for students to identify aloud and in writing

Question 67

A teacher provides examples of adjectives in sentences and paragraphs that contain hints to the meaning of the adjectives. Students guess at the meaning of the adjectives and then relate them to their own experiences. Which of the following types of vocabulary instruction is the teacher providing?

Contextual
Content-specific
Connotation and denotation
Multiple-meaning Praxis Elementary Ed: Teaching Reading

Question 68

Which TWO of the following strategies best support students’ receptive language skills?

Maintaining eye contact when giving directions
Asking open-ended questions
Playing guessing games
Modeling correct grammar
Breaking down procedures into simple steps

Question 69

Which of the following strategies is most effective to use when activating background knowledge before reading a text?

KWL chart
Choral reading
Peer editing
Think-aloud Praxis Elementary Ed: Teaching Reading

Praxis, Praxis Elementary Ed: Teaching Reading

Isaura K

View All Posts >