Praxis 5362
Question 1 of 5.
Dominique is an intermediate-level EL. Her teacher， Ms. Kang， is aware of Dominique's literacy level and wants to assess her abilitv to answer interpretive-level comprehension questions. After reading a storv which of the following questions should Ms. Kang ask Dominique?
A. "Why do you think the boy wanted to buy a gift for his friend?"
B. "What color hat was the boy wearing in the beginning of the story?"
C. "How might the story end differently if the character lived on a farm instead of in a city?"
D. "If you were the boy， would you have made the same choice at the end of the story， and why?"
Explanation: Interpretive-level questions require students to make inferences, draw conclusions, analyze motives, or understand themes based on the text. 'Why do you think...' asks for an inference about character motivation. 'What color hat...' is a literal recall question. 'How might the story end...' is a predictive/creative question. 'If you were the boy...' is an evaluative/personal response question.
Question 2 of 5.
The ability of ELs to express themselves in ways that are appropriate to the situations in which they are speaking is most commonly referred to as
A. sociolinguistic competence
B. strategic competence
C. grammatical competence
D. structural competence
Explanation: Sociolinguistic competence involves understanding and using language appropriately in different social and cultural contexts, which matches the description given in the question. Strategic competence is about using communication strategies to overcome difficulties. Grammatical competence relates to knowledge of sentence structure, and structural competence is not a standard term used in this context.
Question 3 of 5.
An ELL asks his teacher， ""Can you tell me what time is it?"" The student's question includes an error in
A. the use of relative pronouns
B. subject-verb agreement
C. subject-verb inversion
D. the use of modals
Explanation: The correct word order for this question should be "Can you tell me what time it is?" The student incorrectly inverted the subject and verb within the embedded question clause. The error is not specifically about relative pronouns, subject-verb agreement, or modals.
Question 4 of 5.
ELs learning American English often have difficulty with decoding and spelling words that contain letter combinations such as "ough"or "augh" found in words like"cough","through " "though." "laugh" and"caught." English words that have complex spelling patterns or atypical formations are examples of
A. false cognates
B. sight words
C. inflectional morphemes
D. English language inconsistencies
Explanation: The difficulty arises from the fact that English spelling is not always phonetically consistent. Words like "cough," "through," and "laugh" demonstrate inconsistencies in how letter combinations map to sounds, making them challenging for learners. False cognates are words that look similar in two languages but have different meanings. Sight words are high-frequency words often memorized by sight. Inflectional morphemes are grammatical endings like -ed or -s.
Question 5 of 5.
If， you know， some student， something happen like that， they can send you home. The speaker would most likely benefit from pronunciation instruction that focuses on
A. initial S
B. initial H
C. final T
D. final N
Explanation: The speaker says "some student" which sounds like "some th-student" or has difficulty clearly producing the initial 's' sound in 'student' or 'something'. Focusing on initial S would help clarify this sound. Initial H, final T, and final N are not the primary sounds needing focus in this excerpt.
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