Ms. StigginsÃ¯Â¼Å’ a sixth-grade reading teacherÃ¯Â¼Å’ i

Praxis 5362

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Question 1 of 5.

Ms. StigginsÃ¯Â¼Å’ a sixth-grade reading teacherÃ¯Â¼Å’ is developing assessments to help her studentsÃ¯Â¼Å’ especially her ELsÃ¯Â¼Å’ become better learners. Which of the following strategies will most likely help to meet her goals?

A. Returning weekly quiz grades the day after she administers the quizzes

B. Purchasing high-quality tests for use with the novels she teaches to best ensure valid assessments

C. Providing feedback to her students about the outcomes of ongoing formative assessments

D. Giving periodic vocabulary assessments based on class readings and adding the words to the class word wall

Explanation: Formative assessments are ongoing checks for understanding used during the learning process. Providing feedback on these assessments helps students identify their strengths and areas for improvement, guiding their learning and helping them become more self-aware and effective learners. Returning quiz grades quickly is good practice but doesn't inherently make students better learners. Purchasing tests focuses on summative assessment. Vocabulary assessments are useful but don't directly address becoming a better learner through feedback.

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 teacherÃ¯Â¼Å’ ""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.

IfÃ¯Â¼Å’ you knowÃ¯Â¼Å’ some studentÃ¯Â¼Å’ something happen like thatÃ¯Â¼Å’ 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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