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Teaching Reading 5205 Practice Test 2

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The Praxis Teaching Reading (5205)

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The Praxis Teaching Reading (5205) Practice Test 2

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Question 1 of 20

1. Question

How does a clapping exercise contribute to young learners’ decoding of multisyllabic words?

It helps them spell words.
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It helps them analyze syllables.
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It helps them identify syllables.
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It helps them stay engaged.
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Question 2 of 20

2. Question

Which of the following activities best supports the teaching of vowel-r syllables?

Cereal box read aloud
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Spelling lightning round
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Scrambled words
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Letter/sound cards
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Question 3 of 20

3. Question

A teacher is using a multisensory approach to teach phonics. Students manipulate tiles to spell words the teacher says. Which of the following should be on each tile to support the teacher’s learning objective?

A letter
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A phoneme
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A syllable
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A word
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Question 4 of 20

4. Question

Which of the following features defines a multisensory approach to teaching phonics to young learners?

Motion
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Worksheets
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Direct instruction
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Formative assessment
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Question 5 of 20

5. Question

At the end of the school day, a teacher has students complete an exit slip assignment. The assignment shows that roughly a third of students are struggling with the phonics concepts the teacher taught that day. How should this result influence the teacher’s instruction or assessment?

The teacher should go ahead with the instruction she had already planned.
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The teacher should spend the following class going over the same material again.
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The teacher should spend some time going over the same material and use another informal assessment to check students’ progress.
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The teacher should remove questions covering these difficult phonics topics from the summative assessment.
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Question 6 of 20

6. Question

Which of the following statements describes an advantage of including pseudo words on a word reading test?

Students cannot cheat on the word reading test.
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Students cannot answer correctly by guessing.
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It makes students more engaged with the assessment.
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It lets students express their creativity.
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Question 7 of 20

7. Question

A teacher is using the SSTaRS (i.e., Stress, Show, Tell, Relate, Say) method to teach vocabulary. Which of the following statements describes the value of the ‘relate’ step of SSTaRS?

It provides a list of similar words that students must memorize.
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It requires students to connect new vocabulary words with prior knowledge.
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It requires students to guess what difficult vocabulary words mean.
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It provides a scaffold for students with a learning disability.
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Question 8 of 20

8. Question

Which of the following scenarios shows a teacher using the Frayer model to teach vocabulary?

The teacher asks students to make a list of words with a similar meaning to the new vocabulary word and a list of words with a different meaning from the new vocabulary word.
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The teacher emphasizes domain-specific and general vocabulary words in every subject lesson.
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The teacher provides students with a word bank and asks students to write a paragraph that uses all the words correctly.
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The teacher writes the day’s vocabulary words on the board in the morning and addresses each one throughout the day.
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Question 9 of 20

9. Question

Which of the following instructional methods becomes more necessary as a teacher introduces increasingly complex vocabulary words to young learners?

Summarizing
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Independent learning
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Direct instruction
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Scaffolding
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Question 10 of 20

10. Question

A teacher’s goal for the day is to help her students become better at decoding new words. In the lesson, the teacher introduces the concept of prefixes and provides examples during direct instruction/modeling. By the end of the lesson, most students can identify simple prefixes and create new words using them. Which of the following skills do students improve during this lesson?

Awareness
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Structural analysis
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Vocabulary
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Phonological awareness
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Question 11 of 20

11. Question

Teaching young learners how to use a dictionary and context clues when reading supports which of the following instructional goals?

Eliminating the need for direct instruction during lessons.
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Eliminating the need for scaffolding during lessons.
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Students can learn new vocabulary words independently.
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Students can learn the most complex vocabulary words.
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Question 12 of 20

12. Question

A teacher who combines explicit instruction and many opportunities for practicing new phonics skills is encouraging which of the following in young learners?

Automaticity
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Functionality
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Blending
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Substitution
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Question 13 of 20

13. Question

Having young learners read aloud in class supports which of the following literacy skills?

Decoding
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Numeracy
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Vocabulary
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Prosody
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Question 14 of 20

14. Question

Which of the following statements is true regarding the instruction of fluency, comprehension, and vocabulary?

They must be taught separately.
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They must be taught concurrently.
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They require identical scaffolding.
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They require identical direct instruction.
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Question 15 of 20

15. Question

Which of the following is an example of a formal literacy assessment?

Observing students’ work
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A one-on-one conversation
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A standardized test
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An exit slip
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Question 16 of 20

16. Question

In a 1^st-grade class, the teacher has students perform a guided reading exercise wherein students read aloud to one another in small groups. Throughout the activity, the teacher moves among the groups to offer feedback on students’ oral reading skills. This activity supports the development of which reading fluency skill?

Pace
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Rhythm
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Expression
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Motivation
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Question 17 of 20

17. Question

A primary school teacher begins a lesson by teaching new vocabulary and asking students to describe how those words are similar and different. The teacher then uses analogies to help students understand these new words. Lastly, the teacher has students read a story that features the new vocabulary words. What was the purpose of the instruction leading up to when students read the story?

The instruction increases students’ motivation.
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The instruction emphasizes necessary reading skills.
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The instruction builds vital background knowledge.
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The instruction introduces the story’s plot.
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Question 18 of 20

18. Question

A teacher starts a “Words of the Week” activity to help students learn new vocabulary words. Every week, the teacher posts five new vocabulary words throughout the classroom. Helping students comprehend these words requires which of the following systematic instructional activities?

Offering rewards for learning the words
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Including the words on that week’s spelling test
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Asking learners to use the words during free play
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Introducing the words with direct instruction
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Question 19 of 20

19. Question

In a 2^nd-grade classroom, a teacher reads aloud a poem about an everyday object without saying what the object is. The teacher then asks students what they think the poem is about. After students propose answers, the teacher asks, “What did you feel when I read the poem to you?” Which of the following reading skills does this lesson help students develop?

Metacognition
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Summarization
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Inferencing
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Reasoning
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Question 20 of 20

20. Question

Which of the following strategies is an example of a teacher using environmental changes to support students’ listening comprehension?

The teacher provides learners with extra time to process what they heard.
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The teacher pre-teaches new vocabulary words and reviews old ones.
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The teacher provides a reference sheet during formal assessment.
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The teacher creates a seating chart to limit distractions.
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