(PRAXIS II) Reading Check-In

Another name for a persuasive essay is:

• Argumentative essay

• Convincing essay

• Dynamic essay

• Position paper

At the beginning of each month, Mr. Yi has Jade read a page or two from a book she hasn’t seen before. He notes the total number of words in the section, and also notes the number of times she leaves out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that Jade is:

• Reading with full comprehension

• Probably bored and should try a more difficult book

• Reading at her independent reading level

• Comfortable with the syntactical meaning

Tags

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

The purpose of corrective feedback is:

• To provide students with methods for explaining to the teacher or classmates what a passage was about

• To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future

• To provide a mental framework that will help the student correctly organize new information

• To remind students that error is essential in order to truly understand and that it is not something to be ashamed of

Tags

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

Dr. Jenks is working with a group of high school students. They are about to read a science book about fossils. Before they begin, she writes the words stromatolites, fossiliferous, and Eocene on the board. She explains the meaning of each word. These words are examples of:

• Academic words

• Alliteration

• Content-specific words

• Ionization

Sight words are:

• Common words with irregular spelling

• Words that can easily be found on educational websites

• Any word that can be seen, including text words, words on signs, brochures, banners, and so forth

• The correct term is sound words and includes all words necessary to decode a particular text

Tags

CCSS.RL.9-10.10

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RI.8.10

Phonemic awareness is a type of:

• Phonological awareness. Phonemic awareness is the ability to recognize sounds within words

• Phonics. It is a teaching technique whereby readers learn the relationship between letters and sounds

• Alphabetization. Unless a reader knows the alphabet, phonemic awareness is useless

• Syntactical awareness. Understanding the underlying structure of a sentence is key to understanding meaning

Tea/tee, stair/stare, and shoe/shoo are

• Homophones

• Homographs

• Homonyms

• Synonyms

Tags

CCSS.RF.4.3A

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.5.3A

Bi, re, and un are:

• Prefixes, appearing at the beginning of base words to emphasize their meaning

• Prefixes, appearing at the beginning of base words to change their meanings

• Suffixes, appearing at the beginning of base words to change their meaning

• Suffixes, appearing at the end of base words to enhance their meaning

Tags

CCSS.RF.4.3A

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.5.3A

If a student were asked to use a similar word to describe someone who was happy, he or she would use:

• an antonym

• a euphemism

• a homonym

• a synonym

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Consider the following sentence:

"Mary is a very gregarious person and has many friends."

Based on the context of this sentence, the word gregarious means:

• shy

• angry

• friendly

• mean

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.9-10.4

CCSS.RI.8.4