Praxis 5362
Question 1 of 5.
Ms. Granata. an elementary school math teacher， has several ELLs in her class. She is beginning a unit on fractions and wants to incorporate an authentic task into a lesson about the key vocabulary terms ""whole""half"" and ""quarter.""Which of the following is the most appropriate selection?
A. Dividing a pizza into various slices while referring to the key vocabulary terms on a word wall
B. Having the ELLs work in pairs to complete a work sheet where they must match the key vocabulary terms to a picture
C. Showing a short animated film about fractions that features all the key vocabulary terms
D. Asking the ELLs to work in groups to preview the textbook chapter on fractions and define the key vocabulary terms in their notebooks
Explanation: An authentic task involves using language in a real-world or meaningful context. Dividing a pizza is a practical, real-life application of fractions. Doing so while explicitly connecting the physical action to the vocabulary terms ('whole', 'half', 'quarter') makes it both authentic and directly instructional for the target vocabulary. Completing a worksheet or previewing a textbook chapter are less authentic. Watching a film is passive.
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.