Praxis 5025
Question 1 of 5.
Which of the following learning activities will best help young students develop an understanding of social justice?
A. Showing students a video demonstrating the different ways people interact within a community
B. Encouraging students to voice their concerns and questions about unfair situations they see around them
C. Having students sign a behavior contract in which they agree to comply with established norms and consequences
D. Letting students debate whether following classroom rules is essential to good order
Explanation: Social justice involves recognizing and addressing unfairness. Encouraging students to identify and discuss real inequities they observe promotes critical thinking and empowers them to be agents of change, which is foundational to social justice education.
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.