Praxis 5205 Kathleen Jasper Example Questions Already Graded A

Praxis 5205 Kathleen Jasper Example Questions Already Graded A Why is it important for teachers to focus on students' phonological awareness during emergent reading development? a) memorizing sight words is necessary to read quickly and efficiently. b) spelling correctly leads to success in other subjects. c) understanding how the smallest units in words function is necessary for spelling and reading development. d) being able to read fluently allows students to achieve on standardized reading exams. c) Which strategy would be the most helpful for students who're working on onset and rime skills? a) count the number of sounds in the word "back." b) identify the beginning sounds in the word "back." c) sub the /b/ sound in "back" with a /t/ sound. d) segment the word "back" into 2 sounds--/b/ and /ack/. d) Asking students to listen to the word "can" and asking them to add a /t/ sound to the word is most appropriate for students who have a a) beginning level of phonemic awareness b) beginning level of phonics skills c) relatively high level of phonemic awareness d) relatively high level of phonics skills c) An ELL is struggling to identify certain sounds in words. What would be the best approach to help the student develop phonemic awareness? a) determine if the student has phonemic awareness in the 1st lang. b) have the student work with an ELL who's fluent in English. c) Require the student to use English only when speaking. d) Use pics to help the student identify diff words. a) A teacher is using pic cards to help students recognize words. Students see the pic of a circle with lines around it and say, "Sun!" What phase of word recognition are the students in? a) Pre-alphabetic b) Partial-alphabetic c) Full-alphabetic d) consolidated-alphabetic a) Having students trace letters in sand is most appropriate for students working on a) letter formation b) word recognition c) pencil control d) phonemic awareness a) When a student has awareness of phonemes in words, syllables, onset-rime segments, and spelling, he or she is demonstrating a) phonological awareness b) phonics mastery c) phonemic awareness d) structural analysis a) Phonemic awareness includes the ability to a) form compound words and combine word parts b) spell accurately and decode unfamiliar words c) pronounce individual sounds in words d) differentiate between homonyms and spell accurately c) A teacher is working with a student on initial sounds. The teacher says "pet" and asks the student to replace the initial consonant to make other words, such as get, vet, and set. What is this an example of? a) segmenting b) blending c) structural analysis d) substituting d) A reading teacher wants to help students with segmentation. What's the most appropriate instructional approach? a) have students break apart words by separate phonemes. b) have students break apart compound words. c) have students blend beginning consonants together. d) have students use prefixes and suffixes to learn words. a) Which word is correctly broken up by onset and rime? a) /mon/ -/key/ b) /t/- /ap/ c) /hand/- /y/ d) /pro/-/tect/ b) Which student is demonstrating the highest level of phonemic awareness? a) student identifies the beginning /p/ sound in the word "pass." b) student substitutes the beginning /p/ sound in "pass" with a /g/ sound making the word "gas." c) student adds a /t/ sound to "pass" making the word "past." d) student segments the word "pass" into 3 diff sounds /p/ /a/ /s/. b) A student in the partial-alphabetic phase says the word sun and identifies the /s/ and /n/ sounds. What would be the most appropriate next step to take with this student? a) identify all 3 letters in the word. b) identify medial sounds in words. c) decode the word by using grammar rules. d) string together blends in words. b) A teacher has posted words next to everyday objects in the classroom. The teacher is developing students' a) phonemic awareness b) morphology c) spelling d) environmental print d) A child with book handling skills will a) sound out unfamiliar words. b) track letters with their finger. c) turn an upside-down book right side up before opening it. d) spell unfamiliar words correctly using decoding skills. c)