Praxis 5025
Question 1 of 5.
Michael, a prekindergarten student, grabs a toy from another student instead of waiting for his turn to play with the oy. When the teacher asks Michael to return the toy, he throws it down and begins to scream. Order the following statements to show the most appropriate way that the teacher can use the situation to help Michael develop self regulation skills.
- A. Assisting Michael in choosing strategies that will help him select the best solution to the situation
- B. Assisting Michael in naming and controlling the feelings that have overwhelmed him
- C. Assisting Michael in neutralizing the stress response and calming down
- C. Assisting Michael in neutralizing the stress response and calming down
- B. Assisting Michael in naming and controlling the feelings that have overwhelmed him
- A. Assisting Michael in choosing strategies that will help him select the best solution to the situation
Correct arrangement
Explanation: The most developmentally appropriate sequence is to first help the child calm down (de-escalate the emotional response), then help them label and understand their emotions, and finally, guide them to choose a proactive strategy for the situation. This sequence builds self-regulation skills from the bottom up.
Question 2 of 5.
Which of the following lists contains examples of homophones?
A. Anti-, con-, pre-, un-
B. Big, small, early, late
C. Flower, flour, beat, beet
D. Happy, joyful, elated, delighted
Explanation: Homophones are words that sound the same but have different meanings and spellings. 'Flower' and 'flour' are homophones, as are 'beat' and 'beet'. The other options are not: the first is a list of prefixes, the second is a list of antonyms, and the fourth is a list of synonyms.
Question 3 of 5.
Which of the following statements best provides evidence that a student has become proficient in oral reading automaticity?
A. The student adjusts reading rate based on background knowledge of the topic and the demands of the genre.
B. The student follows the pace of the text being read during choral reading and reads sight words correctly.
C. The student recognizes text structure, understands author’s purpose, and makes connections to the passage.
D. The student effortlessly decodes text and thus can focus on gaining meaning from the text.
Explanation: Oral reading automaticity is the ability to decode words effortlessly and accurately, which frees up cognitive resources for comprehension. The correct answer directly describes this effortless decoding and the resulting ability to focus on meaning.
Question 4 of 5.
A first-grade teacher shows students a storybook and asks the questions above. Which of the following best describes the skill the teacher is trying to promote?
A. Comprehension
B. Print awareness
C. Making predictions
D. Phonemic awareness
Explanation: The questions ('Where is the front of the book?', 'What is the title?', 'Where should you begin reading?', etc.) are all focused on understanding how print works and the conventions of a book, which is the definition of print awareness.
Question 5 of 5.
Establishing procedures for students to use active listening skills while engaging in small-group discussions allows the students to
A. communicate personal feelings through tone of voice and body language
B. focus on acquiring the exact message a speaker is trying to present
C. plan out exactly what they want to say while another person is speaking
D. make inferences and predictions about what a speaker is trying to say
Explanation: The core goal of active listening is to fully concentrate on, understand, and retain the content of the speaker's message. The other options describe other communication skills, such as nonverbal communication (A), formulating a response (C), or higher-order thinking (D), which are not the primary focus of active listening procedures.