Which of the following questions should the teacher ask in order to be

Praxis 5025

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Question 1 of 5.

Which of the following questions should the teacher ask in order to best develop studentsÃ¢â‚¬â„¢ chronological thinking skills?

A. Where do you live according to the maps? Which way could you travel from your home to school?

B. Do you see recreation sites on the maps? What types of recreation do you notice on each map?

C. What physical characteristics of the land do you notice on each map? What is similar about these characteristics?

D. Why do you think the first map does not show our school? Why do you think our school is shown on the other two maps?

Explanation: This question prompts students to think about change over time (chronology). They must infer that the school was built after the first map was made, requiring them to sequence events and understand historical causation.

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 authorÃ¢â‚¬â„¢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.