Praxis 5362
Question 1 of 5.
Ms. Xiang's third-grade science class is beginning a unit on states of matter. She has written the following content objective. Content objective： Students will be able to distinguish between liquids， solids， and gases and provide an example ofeach. Ms. Xiang wants to add a language objective to complement the content knowledge and skills addressed in the lesson. Which of the following best meets this goal?
A. Students will orally describe the characteristics of liquids， solids， and gases to a partner.
B. Students will classify a variety of states of matter by their properties.
C. Students will use the Internet to investigate information on how matter changes form.
D. Students will create illustrations that depict the characteristics of liquids， solids， and gases.
Explanation: A language objective should focus on the language skills (speaking, listening, reading, writing) needed to demonstrate content knowledge. Since the content objective involves distinguishing and providing examples, a language objective focusing on orally describing characteristics directly supports this by developing the speaking and vocabulary skills necessary. The other options are either restating the content objective (classify) or focusing on a different skill (researching, illustrating).
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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