Praxis 5025
Question 1 of 5.
Which of the following activities best supports the second-grade content objective above?
A. Students are blindfolded and determine the location of sounds produced in the room.
B. Students stand in a line and repeat or whisper a phrase down the line.
C. Students hear an audio recording of different sounds and guess the sound.
D. Students fill glasses with different amounts of water and then tap the glasses with a spoon.
Explanation: This activity directly demonstrates the relationship between vibration (the spoon tapping the glass) and sound. It also allows students to vary the rate of vibration (by changing the water level, which changes the glass's vibration frequency) to hear changes in pitch, directly supporting the objective.
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.
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