Indiana Praxis 5205 Practice Quiz

Hannah is playing a word game with her teacher. The teacher says the word "cat" aloud and asks Hannah to break the word into individual sounds. What skill is she assessing?

• Blending

• Segmenting

• Substituting

• Deleting

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A second-grade teacher notices that a student struggles to decode the word “chicken.” The student pronounces it as “kiken.” The teacher should focus on the phonics skill of (a)   .

• Phoneme segmentation

• Blending sounds

• Decoding

• Sight words

Tags

CCSS.RF.1.3A

A fourth-grade teacher introduces new vocabulary words before reading a passage about the water cycle. She provides student-friendly definitions, uses the words in sentences, and encourages students to act out the words. The strategy the teacher is using is (a)  

• Direct Instruction

• Modeling

• Interactive Learning

• Collaborative Learning

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Henry's teacher asks the class to predict what will happen next in a story based on the title and illustrations. Which comprehension strategy is the teacher promoting?

• Summarizing

• Activating background knowledge

• Making inferences

• Monitoring comprehension

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Jackson is planning to write an opinion essay for his third-grade class. His teacher encourages him to create an outline before drafting. Which stage of the writing process does this activity fall under?

• Revising

• Editing

• Prewriting

• Publishing

Match the following instructional focuses with the reading issues they address.

• Understanding the meaning of new words

• Phonemic awareness

• Grasping the overall meaning of the text

• Fluency and automaticity

• Skipping small words like 'the' and 'an'

• Reading comprehension

• Recognizing and manipulating sounds in words

• Vocabulary development

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Mia, an English learner, struggles with reading comprehension but can decode words accurately. What strategy would best support her?

• Focusing on phonics instruction

• Using graphic organizers to map ideas

• Teaching sight words

• Increasing reading speed

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A preschool teacher, Ms. Johnson, is working with her students, including Henry and Aiden, to understand concepts of print. Which of the following is an appropriate activity?

• Teaching students to identify the main idea in a text

• Asking students to recognize sight words

• Showing students how to hold a book and track words from left to right

• Encouraging students to write complete sentences

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

A teacher notices that Zoe reads in a monotone voice with frequent pauses in the middle of sentences. Which instructional strategy would be most helpful?

• Encouraging Zoe to read more challenging texts

• Having Zoe practice repeated readings of a passage

• Focusing on phonemic awareness activities

• Asking Zoe to summarize the passage after reading

David, a fifth-grade student, is working on a research project and needs to evaluate the credibility of online sources. What is the most effective way for him to learn this skill?

• Encouraging students to use Wikipedia as their primary source

• Teaching students to analyze the author’s credentials and the website’s domain

• Asking students to summarize the first paragraph of each source

• Allowing students to choose sources without guidance

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9