Praxis Reading and Kathleen Jasper test 5002 questions with complete verified solutions + rationales 2025-2026

The smallest single unit of sound in a language is a

A.grapheme

B.syllable

C.phoneme

D.morpheme

C) is correct. A phoneme is the smallest unit of sound that distinguishes one word from another in any given language

A teacher has compiled a list of grade-appropriate, high-frequency sight words. To best promote recognition of the words on the list, the teacher should

A.provide repeated readings of books containing the words

B.model how to segment the words into individual phonemes

C.have students categorize the words based on long and short vowel patterns

D.use a picture sort to help students identify the beginning and ending sounds of the words

(A) is correct. Repeated reading of and exposure to sight words increases the automaticity of recognizing these words.

During circle time, a teacher goes around the circle and has the class clap to each child's name ("Su-sa-na," "Ri-car-do," etcetcetera.). Which of the following best categorizes the phonological awareness skill the teacher is practicing with the students?

A.Identifying syllables

B.Hearing phonemes

C.Creating rhymes

D.Identifying onsets

(A) is correct. The name is divided into parts, and each part of the name contains a vowel.

A student studying root words and affixes places the word "script" at the base of a word-tree sorting board. Which THREE of the following words are most appropriate to be added to the branches of the student's word tree?

A.Transcript

B.Writing

C.Cursive

D.Description

E.Manuscript

(A), (D), and (E) are correct. "Transcript," "Description," and "Manuscript" all contain the root word "script."

Which of the following terms best identifies the part of a syllable that consists of a vowel and any consonant sounds that follow the vowel?

A.Phoneme

B.Morpheme

C.Onset

D.Rime

(D) is correct. A rime is the part of the word including the vowel and what follows the vowel.

For each of the following word lists, select whether it is more appropriate for sight word instruction or decoding instruction.

For each row, select one type of instruction.

Sight Word Instruction Or Decoding Instruction

think, hand, clock

could, there, was

cat, hat, bat, sat

who, what, when

2, 3, 6, 7

The first and third rows contain words that can be decoded regularly, as there is direct letter-sound correspondence. The second and fourth rows contain words that cannot be decoded regularly but are used commonly and should therefore be taught as sight words.

Which of the following student reading behaviors best exemplifies proficiency in prosody?

A.Recognizing words quickly without conscious thought

B.Using punctuation to guide inflection, tone, and phrasing

C.Reading at an appropriate and natural speed consistently

D.Decoding words correctly and monitoring occasional miscues

(B) is correct. Prosody encompasses pitch, stress, and timing when reading aloud, so a student reading with inflection and phrasing is reading with prosody.

Which of the following words contains two open syllables?

A.Rotate

B.Shiny

C.Chosen

D.Lying

(B) is correct. The syllables "shi-" and "-ny" both end in a vowel sound, making them open syllables

Here are words that have two closed syllables

happen

insect

kitten

mishap

napkin

pencil

pilgrim

rabbit

subject

submit

sudden

velvet

Here are words containing both closed and open syllables

apron even

hotel

latest

locate

moment

music

recent

basic

began

begin

beyond

bonus

depend

Which THREE of the following teacher strategies are most effective for promoting reading fluency?

A.Demonstrating how to determine meanings of unknown words in a text

B.Modeling decoding strategies during teacher read-alouds of a text

C.Encouraging repeated readings of a text

D.Providing less challenging texts to prevent student frustration

E.Providing time for both oral and silent reading of a text

(B), (C), and (E) are correct. Read-alouds allow a teacher to model prosodic reading and decoding strategies. Repeated reading promotes word recognition and increases automaticity. A balance of silent and oral reading promotes accuracy and confidence in reading skills

A teacher reads a list of words aloud and asks a student to identify the initial consonant sound of each word as it is read. Which of the following concepts is the teacher assessing?

A.Syllables

B.Onsets

C.Rimes

D.Morphemes

(B) is correct. An onset is the initial consonant or consonant cluster of a word.

Match each phonemic awareness concept with the teacher question that best assesses it.

Phoneme categorization

Phoneme segmentation

Phoneme deletion

Phoneme identification

What sound is

the same in "bat,"

"ball," and "boy"?

How many sounds

are in the word

"feet"?

Which word does

not belong: "net,"

"nut," "pot"?

What is "band"

without the /dd, as in the word dog/,?

"phoneme identification," "phoneme segmentation," "phoneme categorization," and "phoneme deletion."

Which of the following best describes a student in the semiphonetic stage of writing?

A.Draws a recognizable picture to match an invented narrative

B.Correctly spells most high-frequency words in sentences

C.Writes one or more letters to represent every word

D.Composes two or more sentences with correct punctuation

C) is correct. Students in the semiphonetic stage are able to assign basic phonetic concepts to words as they express themselves in writing.

Which THREE of the following literacy skills are most directly influenced by phonological awareness?

A.Spelling

B.Comprehension

C.Reading rate

D.Syllabification

E.Decoding

A), (D), and (E) are correct. Spelling is correct because hearing and identifying different sounds is helpful in encoding. Syllabification is correct because awareness of the internal structure of language helps in understanding syllables. Decoding is correct because phonological awareness builds accuracy and strength in decoding.

Which of the following is most accurate regarding the role of phonics in literacy development?

A.Instruction that is explicit in highlighting letter-sound correspondence leads to better results than indirect methods do.

B.Instruction is most effective if single letter sounds are taught before letter names in order to avoid confusing the two.

C.Instruction should focus primarily on teaching students to differentiate sounds when listening to words.

D.Instruction of letter-sound correspondence must be complete before focus is turned to comprehension.

(A) is correct. As proven by research, explicit instruction in phonics yields better results than indirect methods.

Which of the following words are accurately grouped by their phonics pattern?

A.Chop, tap, last

B.Silk, past, mart

C.Fang, trap, boy

D.Bent, rant, stun

(B) is correct. "Silk," "past," and "mart" all contain the CVCC pattern.

Which of the following statements is most accurate regarding the impact of fluency on reading comprehension?

A.For most students, fluency has the greatest effect on reading comprehension between third grade and eighth grade.

B.The role of fluency diminishes in the secondary grades, where instruction should focus primarily on discrete comprehension skills.

C.The ability to remember details about what is read is enhanced with fluency, though fluency does not improve word recognition skills.

D.In reading, fluency reduces the cognitive load required to decode words and thus enhances the ability to remember what was read.

(D) is correct. Fluency supports both reading comprehension and word recognition skills.

When a teacher is working with an English Learner, which of the following approaches is most effective in establishing sight word connections between languages?

A.Pre-teaching vocabulary using drawings to represent new words

B.Asking students to repeat each new word three times when reading it

C.Focusing on cognates and relationships in meaning between languages

D.Teaching students to use a dictionary to look up definitions of common words

(C) is correct. Focusing on cognates has a significant impact on ELE L who already know certain sight words in their native language. Except for the less common false cognates, students are able to identify sight words readily because of the similar spellings and letter patterns (such as between the English word "family" and the Spanish word "familia").

Students in an elementary class are reading an illustrated story. Which of the following multimedia activities will most support comprehension?

A.Accessing the author's Web site and downloading the coloring pages found there

B.Finding online reviews of the story so that they can read and discuss other children's opinions

C.Visiting a literacy center to watch a video read-aloud of the story on a tablet

D.Viewing pictures of the illustrations on a projector screen after the story has been read

(C) is correct. Creating a literacy center where students can watch the familiar story read aloud on a tablet will enhance their learning by modeling good fluency,

Which of the following strategies will most help improve a student's ability to summarize an informational text?

A.Answering guided comprehension questions based on the text

B.Completing a choral reading of a selection from the text

C.Highlighting unfamiliar words and phrases in the text

D.Sharing opinions about the text with a partner

A) is correct. Carefully selected guided questions provided by the teacher would most help a student understand and summarize the main ideas in an informational text.

Which of the following key word lists best exemplifies a compare and contrast text structure?

A.Because, so, therefore, consequently

B.For example, such as, to illustrate, for instance

C.Both, as well as, similarly, as opposed to

D.First, second, prior to, subsequently

(C) is correct. Key words such as "both" and "as opposed to" show comparison and contrast.

Some time in the night I got up, tiptoed to my window, and looked out at my doghouse. It looked so lonely and empty sitting there in the moonlight. I could see that the door was slightly ajar. I thought of the many times I had lain in my bed and listened to the squeaking of the door as my dogs went in and out. I didn't know I was crying until I felt the tears roll down my cheeks.

—Wilson Rawls, from Where the Red Fern Grows

Which of the following student responses is the most supportable inference drawn from the passage?

A.The narrator is crying at his window at night.

B.The dogs are sleeping in the house instead of outside.

C.Something has happened to the dogs and they are gone.

D.The narrator is afraid of the sounds he is hearing from outside.

(C) is correct. The narrator is looking at his empty doghouse and remembering the sounds his dogs made, and he is sad, implying that the dogs are now gone.

A properly structured haiku must include which of the following elements?

A.Five lines with an aabbaa a b b a rhyme scheme

B.A defined number of syllables per line

C.A theme involving unrequited love

D.A sequence of events

(B) is correct. A haiku must have five syllables in the first line, seven syllables in the second line, and five syllables in the third line.

Which TWO of the following are considered quantitative measures of text complexity?

A.Sentence length

B.Student interest

C.Frequency of unfamiliar words

D.Prevalence of figurative language

E.Sophistication of text structure

A) and (C) are correct. Sentence length and frequency of unfamiliar words are both easily measurable elements and therefore are quantitative measures of text complexity.

Which of the following text features is unique to digital texts?

A.Headings

B.Sidebars

C.Hyperlinks

D.Captions

(C) is correct. Hyperlinks are a digital feature only and can be used to take the reader to other pages to find more information.

Which of the following text features will best support a student with defining a word in a domain-specific textbook?

A.Index

B.Table of Contents

C.Glossary

D.Headings

(C) is correct. The glossary contains the meaning of all important and content-specific vocabulary words within a textbook.

By the way, let me give you some good advice. On the first day of school, you've got to be real careful where you sit. You walk into the classroom and just plunk your stuff down on any old desk and the next thing you know the teacher is saying—"I hope you all like where you're sitting, because these are your permanent seats." So in this class, I got stuck with Chris Hosey in front of me and Lionel James in back of me.

—Jeff Kinney, from Diary of a Wimpy Kid

A student says, "The narrator must not like the two kids he sits between." Which TWO of the following phrases from the excerpt best support the inference?

A.By the way, let me give you some good advice.

B.On the first day of school, you've got to be real careful where you sit.

C.You walk into the classroom and just plunk your stuff down on any old desk and the next thing you know the teacher is saying—

D."I hope you all like where you're sitting, because these are your permanent seats."

E.So in this class, I got stuck with Chris Hosey in front of me and Lionel James in back of me.

(B) and (E) are correct. The narrator says, "you've got to be real careful where you sit," and he also says he was "stuck with" the two peers, which implies that he does not like where he sits.

Which of the following teacher questions will best help students to make a text-to-self connection when reading a text?

A.Are there things in the story that are similar to things going on in the world?

B.Does this story remind you of another story or book you have read?

C.Have you ever been in a situation similar to that of any of the characters in the story?

D.Do any of the characters in the story remind you of a character in a movie you have seen?

(C) is correct. The question asks the student to empathize with the character, which is a text-to-self connection.

Time dragged on toward Thanksgiving, but winter came fast. The clouds swept down and hung all day over the land and brushed the hilltops, and the winds blew shrilly at night. All day the dry oak leaves drifted down from the trees until they covered the ground, and yet the trees were unchanged.

—John Steinbeck, from The Red Pony

Which of the following statements best explains how the description of the setting affects the passage?

A.It evokes a depressive mood using imagery through the changing of the seasons.

B.It details an exact time and place so the reader will understand what will happen next.

C.It clarifies the actions of the characters in the story by identifying the location.

D.It creates a personal connection with the reader by describing a natural setting.

(A) is correct. The changing of fall to winter is symbolic of preparing for an end or decline.

After reading two different informational texts on sharks, students are asked to complete a Venn diagram that includes facts from both texts. Which of the following best identifies the lesson's objective?

A.Assessing comprehensive understanding of nonfiction

B.Identifying text features of similar texts

C.Enhancing understanding through comparison

D.Identifying the cause-and-effect structure of texts

(C) is correct. A Venn diagram is used to enhance understanding through comparison by having students record differences and similarities between two topics or texts.

Which THREE of the following activities most effectively utilize a graphic novel during instruction?

A.A teacher reads a graphic novel aloud to the class for the purpose of entertaining the students.

B.Students read a graphic novel that correlates with the theme of a traditional text in order to support comprehension.

C.Students use graphic novels to learn how to identify plot structure, symbolism, and characterization by seeing them visually.

D.Students use a graphic novel as the only text source so they do not get frustrated with the challenging language that articles and literature may present.

E.Students use graphic novels as models to guide them in re‑creating prose into visual dialogue for creative writing projects.

B), (C), and (E) are correct. Using graphic novels to support comprehension is beneficial, as not only do graphic novels engage struggling readers, but all students can use them as a secondary reference for meaningful learning.

Rhythm

a sound or beat of a poem created through accented syllables

foot

a unit of meter that consists of a combination of stressed and unstressed syllables.

Rhyme scheme

a pattern created by the repetition of similar sounds at the end of a poetic line

stanza

series of poetic lines grouped together and separated from other lines

Which of the following is a primary source of information for a research paper about the First World War?

A.A letter from a First World War soldier to his wife back home

B.An entry from an online encyclopedia about the First World War

C.A nonfiction book about the First World War

D.A magazine article about how the First World War changed America

(A) is correct. A letter from a First World War soldier provides a firsthand account of life during the war.

A student has just finished revising a piece of narrative writing. The next step for the student will most likely be to

A.brainstorm ideas for the setting of the story

B.ensure that the ideas in the story are well organized

C.publish the story using digital resources

D.proofread the story for spelling and mechanics errors

(D) is correct. After making major revisions, the next step in the writing process is to edit for spelling and grammar.

Choosing a topic, conducting research, developing ideas, assessing evidence, and taking a stance on the topic are all components of which of the following types of writing?

A.Argumentative

B.Narrative

C.Expository

D.Descriptive

(A) is correct. Argumentative writing requires in-depth research to form an opinion on a topic and present evidence to support that opinion.

An early-elementary student writes, "I hav a pet dog. I lik to pla bal wif him." The student reads it back to the teacher as, "I have a pet dog. I like to play ball with him." The student's writing is best categorized as which of the following developmental writing stages?

A.Preliterate

B.Emergent

C.Transitional

D.Fluent

(C) is correct. In the transitional writing stage, a student should be able to identify most consonant sounds and vowel sounds but often still uses invented spellings.

Students are working in groups to prepare an oral presentation for the class. Which of the following digital tools best helps students to collaborate as individual groups during the planning stage of the presentation?

A.An online slide show application

B.A Web-based discussion board

C.A podcast-creation program

D.An interactive whiteboard

(B) is correct. A Web-based discussion board helps students plan the presentation while working together because different users can be logged in at the same time and work collaboratively.

During which of the following steps of the writing process are students most likely to utilize a writer's checklist to assess their work?

A.Brainstorming

B.Drafting

C.Revising

D.Planning

(C) is correct. Writer's checklists are most often used by students during the revision stage of the writing process to ensure that they have completed the requirements for the assignment.

Which of the following bibliographic entries is the best example of correct MLAM L A citation?

A.Roald Dahl, The Witches. Farrar Straus Giroux: New York, 1983. Print.

B.Dahl, Roald. Farrar Straus Giroux. The Witches. New York: 1983. Print.

C.The Witches, Dahl, Roald. New York: Farrar Straus Giroux, 1983. Print.

D.Dahl, Roald. The Witches. New York: Farrar Straus Giroux, 1983. Print.

(D) is correct. The current MLAM L A guideline requires the author's name first (last, first), then the book title in italics, the city, followed by a colon, the publisher, the year of publication, then "Print."

After choosing a topic for a research paper, a student should do which of the following as a next step?

A.Take notes from multiple scholarly sources

B.Write a detailed first draft of the paper to work from

C.Create an in-depth outline of the paper's structure

D.Determine subtopics through preliminary research

(D) is correct. Creating subtopics through preliminary research will help focus the paper and make further research more efficient and effective.

Which TWO of the following factors should a student look for to best determine if a particular Web site is credible and reliable for research?

A.Web site address that ends in .com

B.Links to other sites for additional information

C.Citation of the author's sources

D.Strong and passionate opinions

E.Accurate spelling and grammar

C) and (E) are correct. Cited sources can be cross-referenced to verify information, and spelling and grammar should be accurate on any credible Web site

When gathering information for a research paper, which of the following sources should be excluded due to its biased nature?

A.A peer-reviewed article in an online journal

B.A printed flyer providing statistics from a government Web site

C.An editorial article in a well-known newspaper

D.An edited excerpt from a research book

C) is correct. An editorial article is opinionated and does not provide reliable, unbiased information.

Which of the following statements best describes a characteristic of a wiki?

A.Multiple writers can collaborate and make revisions or edits to the same document.

B.Multiple authors, usually from a list of contributors, post discrete public entries.

C.Single authors privately share written communication and reflections with one recipient.

D.Single authors can access and edit private documents from many locations or devices.

(A) is correct. A wiki is a collaborative digital tool in which multiple users can add and update information.

Which of the following is most appropriate to include in an expository essay?

A.Verifiable facts

B.Lively descriptions

C.Emotional appeals

D.Personal experiences

A) is correct. Providing relevant, verifiable facts that are on‑topic is a key characteristic of expository writing.

Which of the following best describes the type of figurative language used in the book title My Dog is as Smelly as Dirty Socks by Hanoch Piven?

A.Idiom

B.Onomatopoeia

C.Simile

D.Allusion

C) is correct. The title is comparing the smelly dog to dirty socks, which is showing similarities between two different things using "as."

Which of the following words is best classified as a Tier 2 vocabulary word?

A.Same

B.Predict

C.Tectonic

D.Diameter

(B) is correct. "Predict" is a word that is used across content areas, and is therefore a Tier 2 word

Julie knew she would need to put in countless hours of practice and hard work if she was going to vie for the only open spot on the team.

In the sentence, the word "vie" means which of the following?

A.Request

B.Yearn

C.Compete

D.Settle

(C) is correct. The context clues suggest that Julie will have to work hard for the one spot on the team. Therefore, she is competing.

The following is an excerpt from a student draft.

Before long, my family recievedspelled r e c i e v e d the message that Aunt Marie would not be coming to the party. We were upset. However, we knew that her trip to Chicago was very important. She would be aceptingspelled a c e p t i n g an award for her acheivementsspelled a c h e i v e m e n t s in architecture.

To help the student correct the errors in the draft, it is most appropriate for a teacher to focus on which of the following?

A.Subject-verb agreement

B.Common spelling rules

C.Pronoun-antecedent agreement

D.Proper noun capitalization rules

(B) is correct. The student made several mistakes with common spelling rules such as i-before-e ("recieved spelled r e c i e v e d " and "acheivements spelled a c h e i v e m e n t s ") and double consonants ("acepting spelled a c e p t i n g ").

As much as I druther you stuck to pickin' your guitar, Chuck Wagon, the fact is all of us here are set in our ways. You can't teach an old cowpoke new tricks. But a dog—that's another story. In no time at all a good dog'll be behavin' just the way you want 'im to—herdin' cattle, chasin' off bobcats and mountain lions . . .

—John Frank, from The Toughest Cowboy or How the Wild West Was Tamed

Which of the following best identifies the impact of the colloquial language in the passage?

A.It implies that the character is different from others.

B.It makes the character seem old-fashioned.

C.It complements the setting of the story.

D.It adds authenticity and meaning to the story.

(D) is correct. Using a dialect within the work adds a level of authenticity and meaning to the story. The reader can hear the character as the book is being read.

The dog slept on the porch. The dog ate on the porch. The dog pretty much lived on the porch.

The dog ate on the porch, slept on the porch, and pretty much lived on the porch.

Which of the following language features do the sentences best demonstrate?

A.Voice

B.Word choice

C.Conventions

D.Sentence fluency

(D) is correct. The teacher converted three choppy to sentences to one flowing sentence.

Our family had a wonderful time helping Aunt Sue celebrate becoming a centenarian.

Which of the following student strategies is most appropriate to determine the meaning of the word "centenarian"?

A.Looking in a thesaurus for a synonym

B.Analyzing the word placement in the sentence

C.Using knowledge of the root word "cent"

D.Thinking about examples of celebration

C) is correct. The root word "cent," which the student is most likely familiar with, means 100.

A writhing horror twisted itself across his features, like a snake gliding swiftly over them, and making one little pause, with all its wreathed intervolutions in open sight.

—Nathaniel Hawthorne, from The Scarlet Letter

Which of the following best interprets the figurative language used in the sentence?

A.The character's face briefly displayed strong emotion.

B.The character felt ill, like he was spinning around too fast.

C.The character's vision was diminished for a short time.

D.The character sidled away, trying to avoid being in full view.

(A) is correct. The simile uses the image of a snake pausing during its hurried movement to describe a look of horror on the character's face.

Which THREE of the following behaviors best exemplify active listening?

A.Focusing on the specific words and feelings of the speaker

B.Concentrating on formulating a response to give to the speaker

C.Making appropriate eye contact with the speaker

D.Helping the speaker finish a sentence

E.Asking the speaker questions to clarify certain points

A), (C), and (E) are correct. An active listener demonstrates attention by focusing on the words and feelings of the speaker, making appropriate eye contact with the speaker, and asking the speaker clarifying questions.

Which of the following instructional activities best helps to foster and improve articulation skills?

A.Saying a letter sound and having students point to an object in the classroom that begins with the letter

B.Giving students cards containing words and instructing them to use the words to build a sentence

C.Selecting passages that contain dialogue and having students read them independently

D.Having students recite rhymes and riddles, first through choral reading and then individually

(D) is correct. Rhymes and riddles are easy to read and help build sound awareness and promote articulation.

The following paragraph is a student's introduction to an oral presentation on the atmosphere.

Did you know that Earth is surrounded by a blanket of air called the atmosphere? The atmosphere allows humans to exist because, without it, Earth would be burned by the intense heat of the Sun during the day or frozen by the very low temperatures at night. It is because of the atmosphere that life as we know it exists on Earth.

Which TWO of the following elements of effective introductions did the student include in the oral presentation?

A.A thesis for the speech

B.His qualifications on the topic

C.Some background information

D.The type of presentation being given

E.The procedure for the presentation

(A) and (C) are correct. The student includes a thesis by stating, "It is because of the atmosphere that life as we know it exists on Earth," and the second sentence of the introduction provides background information.

Which of the following strategies is best characterized as an effective way to engage the audience at the beginning of a speech?

A.Providing an interesting or humorous anecdote to build rapport with the audience

B.Handing out hard copies of the presentation so the audience can follow along

C.Choosing a specific audience member to make eye contact with for the whole presentation

D.Presenting a single slide listing each topic to be covered and reading the list aloud

(A) is correct. Beginning with an interesting or humorous story will both get the attention of the audience and also put them at ease.

During a class discussion about a novel, a teacher gives each student three tickets to use in exchange for a turn to talk. Which of the following best describes a primary benefit of this strategy?

A.It gives students an incentive to participate in the discussion.

B.It helps dominant students learn to allow others to speak.

C.It gives students a model of how to frame a response.

D.It helps students to keep the discussion on the topic.

(B) is correct. Using the "ticket" method in a discussion is a positive way to balance participation between the dominant students and those that are less inclined to participate.

Before a whole-class discussion, a teacher writes the following list of sentence starters for student responses on the board.

"I agree with ___blank because..."

"I see it differently because..."

"And to add to what ___blank said..."

"So to put that another way..."

Which THREE of the following are primary benefits of the strategy?

A.Students are provided with scaffolding for expressing their ideas.

B.Students are more inclined to balance speaking and listening.

C.Students are required to actively listen to their classmates.

D.Students are encouraged to analyze multiple perspectives.

E.Students are encouraged to argue with each other.

A), (C), and (D) are correct. Sentence starters provide scaffolding to help students enter into the discussion without the pressure of thinking about how to formulate a response. Also, students are encouraged to actively listen and analyze their classmates' ideas or opposing viewpoints.

A.Using visual aids abundantly to support each point and keep the audience engaged

B.Providing complex and detailed visual aids that repeat or restate the information presented

C.Selecting clear and targeted visual aids that reinforce or exemplify specific points discussed

D.Presenting visual aids briefly and unexpectedly to excite the audience and build anticipation

(C) is correct. Visual aids should be clear in purpose and should be supplemental to the presentation but should not contain all of the information in the presentation.

Which THREE of the following are elements of an effective oral presentation?

A.Using voice modulation to signal important points

B.Making eye contact to connect with the audience

C.Using strong posture to communicate confidence

D.Speaking rapidly to keep the audience's attention

E.Reading from note cards to stay focused on the topic

(A), (B), and (C) are correct. Voice modulation and speaking with clarity and inflection are effective ways to grab the attention of an audience. Eye contact and good posture command attention and assert credibility.

Which TWO of the following are characteristics of flexible grouping?

A.Groups are assigned or altered based on assessment results as well as learning objectives.

B.Students are given a choice of activity, and groups are formed based on their preferences.

C.Groups are temporary and may be reconfigured by the teacher as indicated by students' individual needs.

D.Students choose their own groups and work together to design a list of agreed-upon rules.

E.Students are grouped by the teacher but are given the freedom to change groups as they feel necessary.

(A) and (C) are correct. Flexible grouping is done by the teacher according to assessment data and the needs of the students. It involves creating temporary groups that can change depending on the activity and learning outcome.

WIDA Level: Entering

Beginning/Preproduction

If the pupil does not understand or speak English with the exception of a few isolated words or expressions

WIDA level: Beginning

Beginning/Production

if all of the following criteria are met:

-understand and speaks conversational and academic English with hesitancy

-the pupil is at a pre-emergent or emergent level of reading and writing below grade level

WIDA Level: Developing

Intermediate

if all of the following criteria are met:

-decreased hesitancy than level 2 with understand and speaking conversational and academic English

-Post-emergent, and developing reading comprehension and writing skills

-can demonstrate academic knowledge with assistance

WIDA Level: Expanding

Advanced Intermediate

if all of these following criteria are met

-understand and speaks conversational English without difficulty but understands and speaks academic English with some hesitancy

-continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance

WIDA Level: Bridging

Advanced

if all the following criteria are met:

-understands and speaks conversational and academic English well

-pupil is near proficient in reading, writing and content area skills to meet grade level expectations

-requires occasional support

WIDA Level

English proficient/Now Fully English proficient

Formerly limited

if all the following criteria are met:

-pupil was formerly limited English proficient and is now fully English proficient

-pupil reads, writes, speaks and comprehends English within academic classroom settings

WIDA level

English Proficient/Never limited-English proficient

Fully-English proficient:

-student was never classified as limited English proficient

When a student has awareness of phonemes in words, syllables, onset-rimes segments, and spelling, he or she is demonstrating:

a. phonological awareness

b. phonics mastery

c. phonemic awareness

d. structural analysis

a. phonological awareness - all these individual skills fit under the umbrella of phonological awareness. Phonological awareness is a BROAD set of skills that includes identifying and manipulating units of oral language- parts such as phonemes in words, syllables, and onset and rime. Students with phonological awareness also understand conventional spelling. Remember, phonemic awareness is a SUB -SKILL of phonological awareness and only deals with the smallest unit of sound- the phoneme. Although phonemic awareness and phonological awareness are used interchangeably, when TALKING ABOUT THE DIFFERENT TYPES OF READING SKILLS, PHONOLOGICAL AWARENESS IS USUALLY THE CORRECT TERM.

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. pronounce individual sounds in words - phonemic aware is understanding the individual sounds-or phonemes-in words. When you see the word PHONEMIC, THINK OF THE WORD PHONE, WHICH IS RELATED TO SOUND.

Which is NOT a best practice for vocabulary instruction?

a. modeling using context clues

b. teaching prefixes , suffixes, and roots

c. explicit instruction using a dictionary

d. using word walls for target vocabulary

c. explicit instruction using a dictionary - when teaching vocabulary, students must have the opportunity to interact with words in an authentic manner. Answer A is a best practice because using context clues allows the students to figure out new vocabulary by evaluating words and ideas around the vocabulary words. Answer B is also a best practice because analyzing prefixes, suffixes, and roots is a way to deconstruct a word by understanding its word parts. Answer d is also a best practice because word walls are interactive. Out of all the answers, answer C is NOT the best practice. Dictionary are amazing tools to use as a supplement to instruction. However, explicitly using a dictionary is not an authentic practice in vocabulary instruction.

Students are using the tiles below. They use the first tile (tr) and match it with the others to make words. The students are working on:

a. syllables and rime

b. onset and rime

c. onset and segmentation

d. deletion and rime

b. onset and rime -In this activity, the students are using onset and rime. Onsets are the beginning consonant and constant cluster; in this case, (tr) is the onset. Rime is the VOWEL and consonant that follow.

A student is struggling during reading. The student often stops when encountering high-frequency words and tries to decode them. This interrupts the reading and makes it difficult for the student to understand meaning in the ext. Which of the following interventions should the teacher employ?

a. the teacher should have the student focus on spelling because spelling is phonics, and phonics is a necessary part of the comprehension process

b. the teacher should have the student take a diagnostic test and then have the reading coach work with the student where the student's skills are weak.

c. the teacher should use a running record to record the miscues a student demonstrate during one minute of reading

d. the teacher should focus on fluency and automaticity strategies for this student because proper fluency and automaticity will reduce the cognitive demand needed for decoding, leave more cognitive space for comprehension.

d. the teacher should focus on fluency and automaticity strategies for this student because proper fluency and automaticity will reduce the cognitive demand needed for decoding, leave more cognitive space for comprehension. - if the student is stopping when encountering high-frequency words (sight words) to decode them, the student is struggling with fluency. Having AUTOMATICITY when reading is ESSENTIAL in the COMPREHENSION process. Automaticity does reduce the cognitive demand needed for decoding. That reduced cognitive demand can then be applied to the comprehension process.

When a teacher asks students to make predictions about a text, he or she is fostering the students':

a. fluency

b. comprehension

c. decoding skills

d. automaticity

b. comprehension -Predicting is a high level skill and coincides with comprehension. Students cannot predict what is going to happen unless they have an understanding of the text's meaning. COMPREHENSION INVOLVES MAKING PREDICTIONS AND ASKING QUESTIONS.

Which of the following is an example of prosody?

a. reading text quickly without errors

b. decoding confusing words for meaning

c. determining meaning in words by analyzing prefixes and suffixes

d. reading text, pausing at commas, and using inflection for meaning

d. reading text, pausing at commas, and using inflection for meaning- Prosody is reading with expression while using the the words and punctuation correctly. Reading with prosody means the reader is conveying what is on the page, pausing at commas and periods, and using inflection based on punctuation

THE ANT AND THE DOVE

By Aesop

An ant came down to the brook; he wanted to drink. A wave washed him down and almost drowned him. A Dove was carrying a branch; she saw the Ant was drowning, so she cast the branch down to him in the brook. The ant got up on the branch and was saved. The hunter placed a snare for the Dove, and was on the point of drawing it in. The ant crawled up to the hunter and bit him on the leg; the hunter groaned and dropped the snare . The dove fluttered upwards and flew away.

In the fable, the words Ant and Dove are capitalized. Why might the author do this?

a. The author is attempting to give the animals human- like characteristics, using Ant and Dove as their proper names

b. the author is following proper grammar by capitalizing Ant and Dove because they are proper nouns in English Language

c. the author is trying to distract the reader from the fact that these characters are animals.

d. the author is attempting to draw attention to the moral of the fable.

a. The author is attempting to give the animals human- like characteristics, using Ant and Dove as their proper names - In the fable, animal characteristics take on human roles. by capitalizing the words ANT and DOVE, the author is using them as proper names when they would normally be common nouns.

THE ANT AND THE DOVE

By Aesop

An ant came down to the brook; he wanted to drink. A wave washed him down and almost drowned him. A Dove was carrying a branch; she saw the Ant was drowning, so she cast the branch down to him in the brook. The ant got up on the branch and was saved. The hunter placed a snare for the Dove, and was on the point of drawing it in. The ant crawled up to the hunter and bit him on the leg; the hunter groaned and dropped the snare . The dove fluttered upwards and flew away.

In the fable, the word snare most likely means a :

a. target

b. trap

c. Gun

d. Blanket

b. trap - the word snare is associated with hunter. We cab assume it is not a blanket. If it were a gun, the hunter would not "place it for the Dove." The hunter would aim it at the dove. Therefore we can assume it is not a gun. A target does not make sense. Therefore, a trap is the best answer here. This is a vocabulary in context question.

Which of the following sentences summarizes the meaning of the fable?

a. It is important to pay attention because you never know when there will be a friend or foe nearby

b. A dove should stay in the sky, and an ant should not go near the water if it wants to survive in nature

c. it is important to work as a team because every living organism needs others to survive

d. it is important to help those in need because you never know when you will be in need yourself.

d. it is important to help those in need because you never know when you will be in need yourself. - In a fable, animals carry out humanistic situations, and there is always a moral conveyed at the end of the story. In this case, answer D fits that description. The moral in answer D accurately described what happened in the story.

Students in a 5th grade language arts and reading class are creating stories using different literary elements. Use the students writing sample below to answer questions 11- 13.

(1) Bridgett could not wait to tell her parents about the A+ she earned on her math exam. (2) She had worked for days, studying meticulously for the exam. (3)She looked over her notes, practiced her questions, and didn't let anyone distract her from her goal. (4) That was how Bridgett was, she was determined and resilient. (5) It paid off, and Bridgett was able to achieve the score she wanted: an A+.

What literacy element is the student focusing on in the par-graph above?

a. foreshadowing

b. sequence

c. imagery

d. characterization

d. characterization- The excerpt is detailing the type of person Bridgett is. Therefore, characterization is the best answer here.

(1) Bridgett could not wait to tell her parents about the A+ she earned on her math exam. (2) She had worked for days, studying meticulously for the exam. (3)She looked over her notes, practiced her questions, and didn't let anyone distract her from her goal. (4) That was how Bridgett was, she was determined and resilient. (5) It paid off, and Bridgett was able to achieve the score she wanted: an A+.

The teacher suggests that students change sentence (3) to:

She looked over her notes, practiced her questions, and focused on the goal.

This change reflects which of the following English grammar concepts?

A. Subject- verb agreement

b. pronoun- antecedent agreement

c. parellel structure

d. sentence for variety

c. Parallel structure- Proper parallel structure means the list within the sentence is cohesive. As is, sentence 3 is not parallel. The first two items in the list are: looked over her notes and practiced her questions. Those items contain past tense verbs. However, the third item in the lis t is not parallel to the first two items. Changing that last part of the list to "focused on the goal" makes the list parallel.

(1) Bridgett could not wait to tell her parents about the A+ she earned on her math exam. (2) She had worked for days, studying meticulously for the exam. (3)She looked over her notes, practiced her questions, and didn't let anyone distract her from her goal. (4) That was how Bridgett was, she was determined and resilient. (5) It paid off, and Bridgett was able to achieve the score she wanted: an A+.

Which sentences in the piece show that the student has an understanding of vocabulary and complex sentence structure. Choose all that apply

a. sentence 1

b. sentence 2

c. sentence 3

d. sentence 4

e. sentence 5

b. sentence 2 - She uses a comma to separate a descriptive dependent clause. She also uses the term meticulously

c. sentence 3-All of the commas

d. sentence 4 - the author uses two independent clauses with proper punctuation- the comma. The author also uses the term resilient

e. sentence 5 - The author uses punctuation properly in a complex sentence.

(1) Bridgett could not wait to tell her parents about the A+ she earned on her math exam. (2) She had worked for days, studying meticulously for the exam. (3)She looked over her notes, practiced her questions, and didn't let anyone distract her from her goal. (4) That was how Bridgett was, she was determined and resilient. (5) It paid off, and Bridgett was able to achieve the score she wanted: an A+.

Which of the following edits would be most effective for sentence 4?

a. change the comma to a semicolon

b. change the comma to a colon

c. change the comma to a conjunction

d. leave the sentence as it is

a. change the comma to a semicolon- There are two independent clauses in this sentence: that was how Bridgett was and she was determined and resilient. When separating two independent clauses, a semi colon is needed. A common separates a dependent clause from an independent clause.

Use the poem below to answer questions 15-17

The Road Not Taken

By: Robert Frost

Two words diverged in a yellow wood,

and sorry I could not travel both

and be on traveler, long I stood

and looked down one as far as I could

to where it bent in the undergrowth;

Then too the other, just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear,

Though as for that the passing there

Had worn them really about the same,

and both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh somewhere ages and ages hence:

Two roads diverged in a wood, and I- took the one less traveled by,

And that has made all the difference.

What is the pattern of the poem above?

a. ABABA

B. ABAAB

C. AABBA

D. ABBAB

B. ABAAB - Look at the last words in the stanza to determine the pattern: Wood (A) both (B), stood (A), could (A), undergrowth (B).

The Road Not Taken

By: Robert Frost

Two words diverged in a yellow wood,

and sorry I could not travel both

and be on traveler, long I stood

and looked down one as far as I could

to where it bent in the undergrowth;

Then too the other, just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear,

Though as for that the passing there

Had worn them really about the same,

and both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh somewhere ages and ages hence:

Two roads diverged in a wood, and I- took the one less traveled by,

And that has made all the difference.

The author uses stanza 1 and stanza 2 in the poem above primarily to show:

a. An image

b. a comparison

c. repetition

d. alliteration

b. a comparison - The poem makes a comparison between the two paths in the woods. Whole there is imagery in the poem, the two stanzas are there to compare. Alliteration and repetition are not used in this poem.

The Road Not Taken

By: Robert Frost

Two words diverged in a yellow wood,

and sorry I could not travel both

and be on traveler, long I stood

and looked down one as far as I could

to where it bent in the undergrowth;

Then too the other, just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear,

Though as for that the passing there

Had worn them really about the same,

and both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh somewhere ages and ages hence:

Two roads diverged in a wood, and I- took the one less traveled by,

And that has made all the difference.

The third-person objective point of view allows the reader to understand:

a. only the feelings of the narrator

b. only the feelings of one character

c. feelings of all the characters

d. the feelings of the main character

c. feelings of all the characters- In third person objective, the narrator remains a detached OBSERVER, telling the story's action and dialogue.

A teacher is working with students on phonemes: She says the word place and asks students to say the word without the p sound. This is called:

a. deletion

b. substitution

c. blending

d. segmenting

a. deletion

A student is scribbling from left to write. What stage of the writing process is the student in?

a. preliterate

b. emergent

c. transitional

d. fluent

b. emergent - Scribbling is part of the emergent stage. The student is mimicking the process of writing by using directionality. This is the beginning stage- the emergent stage

Students are working in collaborative groups. They are reading text together and discussing meaning. What can the teacher do to ensure that all students in the group have an opportunity to listen and be heard,

a. Make the groups as large as possible

b. assign an administrator to each group

c. limit groups to 3-5 students

d. assign times when each student can speak

c. limit groups to 3-5 students -a good rule of thumb when administrating cooperative learning is to keep the groups under six students when possible. Too many students in a group can limit students abilities to interact effectively.

Fluent- Writing strings of words

Transitional - Writing his or her name

Emergent- Scribbling in a pattern

Preliterate- Scribbling randomly

1- D

2. C

3. B

4- A

Which of the following is the benefit of using document-sharing software instead of using word processing software?

a. document-sharing software allowed the students to see their grammar and spelling mistakes in real-time

b. document-sharing software allows the teacher to determine easily if a student has plagiarized material from the internet

c. document- sharing software allows the students to incorporate a rubric into the writing assignment.

d. document- sharing software allows several students to collaborate on a piece of writing in real-time

d. document- sharing software allows several students to collaborate on a piece of writing in real-time - Document sharing is beneficial because students can collaborate on a piece of writing in real- time. This is why teachers use googledocs. You will NOT SEE the word GOOGLE DOCS on the test since that is a brand name.

A Teacher is helping her ELLs understand living situations ( Shopping, going to school, eating dinner, etc.) in English. The students are matching icons and pictures to living scenarios written in English. What state of English Language Proficiency are the students in?

a. Entering

b. Emerging

c. Developing

d. bridging

a. Entering - according to WIDA, the standards for English Language Acquisition, pictorial representations is a characteristic of the entering stage.

A teacher is using a piece of informational text wit students. What tier are the words shaded below?

The DNA molecule contains all the genetic information for living organisms. The DNA molecule contains nucleotides. Those nucleotides make up the nitrogen bases of the DNA molecule.

a. I

b. II

c. III

d. I & III

c. III

Why is it important for a teacher to integrate oral, written, and visual elements from texts when teaching comprehension?

a. integrating oral, written, and visual elements from texts helps to make the material interesting to students which helps students comprehend the text.

b. Integrating oral, written, and visual elements from text enhances the meaning of complex text, which helps students comprehend the text.

c. Integrating oral, written, and visual elements from texts makes reading the text easier for students to understand the text.

d. integrating oral, written, and visual elements from texts makes reading the text easier for students to understand than if those elements were not integrated.

b. Integrating oral, written, and visual elements from text enhances the meaning of complex text, which helps students comprehend the text. - When answering questions about reading, look for good words. In answer B, the words "complex" and "comprehend" are mentioned.

Which three of the following are qualitative measures of text complexity?

a. predictability of text

b. familiarity of topics in the text

c. total word count

d. single vs. multi-themed

a. predictability of text

b. familiarity of topics in the text

d. single vs. multi-themed

Qualitative measures are those that convey information but cannot be "quantified" with numbers. Predictability, familiarity, and themes are all qualitative measures because they cannot be quantified with numbers. "word count" has to deal with numbers.

If a teacher wants to encourage critical thinking when engaging with text, what would be the best activity?

a. work in collaborative groups to identify complex vocabulary

b. Engage in paired reading of poems and identify images in the poems

c. participate in a reading competition where those who read the most pages win

d. work in literature circles and evaluate how different texts are related

d. work in literature circles and evaluate how different texts are related - When you see the words, "critical thinking" in the question stem, think Blooms taxonomy. Critical thinking is a high-level skill, Therefore the correct answer with have the high-level ver in the answer choice. The answer choice d has the word "evaluate" which is on the Blooms Taxonomy Pyramid.

Which of the following is considered a best practice when planning lessons for ELLs?

a. using WIDA standards to guide pedagogy and practice with ELLs.

b. Using the internet to research exciting activities for students who are learning english.

c. consult with a peer teacher who has experience with ELL instruction.

d. group ELL students together to apply interventions effectively.

a. using WIDA standards to guide pedagogy and practice with ELLs - WIDA is the authority on ELL education, when you can, go with WIDA.