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Teaching Reading 5205 Practice Test 1

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The Praxis Teaching Reading (5205)

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The Praxis Teaching Reading (5205) Practice Test 1

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Question 1 of 20

1. Question

Which activity in a kindergarten classroom demonstrates the first step in teaching phonological awareness?

Students separate different sounds in a single word.
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A teacher demonstrates chin dropping.
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Students count syllables in common words.
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A teacher leads the class in a rhyming game.
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Question 2 of 20

2. Question

A kindergarten teacher teaching phonological awareness has their students recite the following sentence: “The wide walrus wept over his lost washcloth.” To which concept of phonological awareness does this sentence relate?

Alliteration
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Rhyme
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Segmenting
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Blending
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Question 3 of 20

3. Question

Which of the following scenarios suggests that a young learner has mastered phonemic awareness?

A child lists words that rhyme with ‘cat’.
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A child thinks up words that start with the same sound as ‘home’.
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A child identifies individual sounds in a word.
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A child breaks down words into syllables.
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Question 4 of 20

4. Question

Which of the following statements explains the value of blending exercises to teach phonemic awareness?

It teaches learners the sounds consonants can produce.
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It teaches learners how spoken words become complete sentences.
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It teaches learners how individual sounds relate to spoken words.
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It teaches learners the common sounds in the English language.
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Question 5 of 20

5. Question

Ms. Smith gives her 1^st grade students a worksheet. In the word bank are the names of fifteen animals. Students must draw a line between each word and one of three descriptors: mammal, insect, or fish. A student who earns a perfect score on this worksheet has shown proficiency in which expressive language skills?

Comparing
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Categorizing
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Identifying
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Describing
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Question 6 of 20

6. Question

In Ms. Smith’s 1^st-grade class, Timmy is having trouble following instructions, a sign that he is struggling with receptive language. What strategy can help Ms. Smith communicate better with Timmy?

She should chunk verbal instructions.
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She should communicate solely in writing.
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She should repeat her instructions.
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She should assign him more homework.
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Question 7 of 20

7. Question

Organizing books, reading to students, and labeling objects in the classroom encourages which of the following skills young learners should know?

Object permanence
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Phonemes
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Rhyming
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Print awareness
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Question 8 of 20

8. Question

Which of the following instructional methods would help teach return sweep to young readers?

Using a ‘go’ sign at the beginning of a sentence and a ‘stop’ sign at the end of a sentence.
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Using a directional arrow to show that readers should start reading on the left side of a page.
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Using different colors to indicate verbs, nouns, and articles.
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Using different colors to indicate the subject and object of a sentence.
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Question 9 of 20

9. Question

Which of the following activities would be best suited to teaching the relationship between upper- and lower-case letters?

Organizing
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Substituting
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Matching
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Identifying
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Question 10 of 20

10. Question

Which of the following is the final instructional step in teaching letters to young learners?

Letter naming
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Letter recognition
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Letter-sound comprehension
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Letter writing
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Question 11 of 20

11. Question

Which of the following is an informal assessment to gauge young learners’ phonological and phonemic awareness?

A quiz at the end of the day
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A test at the end of the week
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A conversation during class
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A graded worksheet
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Question 12 of 20

12. Question

Why should a teacher collect data on young learners’ progress with phonological and phonemic awareness?

The data can help students choose appropriate books.
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The data can guide the teacher’s instruction.
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The data can identify students with behavioral issues.
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The data can influence the teacher’s compensation.
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Question 13 of 20

13. Question

Which of the following scenarios shows a teacher teaching grapheme-phoneme correspondence systematically?

Ms. Smith exposes students to letters and corresponding sounds many times and provides opportunities for practice.
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Mr. Roberts asks students to guess how many sounds exist in a series of difficult words.
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Ms. Klein leads students in a recitation of difficult words that have many syllables.
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Mr. Evans adds an extra vowel sound to emphasize the pronunciation of some words.
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Question 14 of 20

14. Question

Which of the following statements explains the value of mapping exercises in teaching grapheme-phoneme correspondence to young learners?

They help learners substitute phonemes into new words.
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They challenge learners to dissect words and sounds, helping them find deeper meaning in what they read.
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They offer learners many ways to manipulate sounds and discover new, exciting words.
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They provide learners with cognitive scaffolding that helps them identify the relationship between print words and sounds.
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Question 15 of 20

15. Question

Which of the following scenarios shows a teacher using explicit instruction to teach phonics?

Mr. Forger reinforces the basics while teaching new concepts.
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Ms. Roberts begins the lesson by going over what she taught yesterday.
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Mr. Smith begins the lesson by modeling the skills students will learn in class.
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Ms. Englund uses part of her class time to provide students with additional practice.
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Question 16 of 20

16. Question

Students who struggle with learning phonics benefit most from which form of instruction?

Explicit
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Systematic
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Deliberate
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Recursive
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Question 17 of 20

17. Question

What is the value of using consonant digraphs to teach phonics patterns?

It shows how two-letter combinations of consonants produce different sounds.
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It shows how consonants change sounds when paired with different vowels.
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It shows how single consonants produce different sounds depending on the speaker’s tone.
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It shows how consonants break into unique sounds when analyzed in a diagram.
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Question 18 of 20

18. Question

A worksheet features a word jumble and asks learners to separate words by their common suffixes. This activity reinforces which of the following common phonetic patterns or rules?

Schwa sounds
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Syllable types
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Consonant digraphs
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Word families
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Question 19 of 20

19. Question

A teacher would emphasize which of the following at the beginning of a lesson introducing students to morphological analysis?

How prefixes work
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How prefixes differ from suffixes
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What prefixes are
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Why prefixes are necessary
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Question 20 of 20

20. Question

Which of the following instructional strategies can help kinesthetic learners better understand the relationship among base words, suffixes, and prefixes?

Students fill out a worksheet that asks them to draw a line between a base word and an appropriate suffix and prefix.
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Students move around index cards with different suffixes and prefixes to change the meaning of a single base word.
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Students write as many words as they can think of that use the suffix or prefix the teacher writes on the board.
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Students attempt to teach a partner about what a new prefix or suffix means and how it affects a base word.
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