PRAXIS 5205 PRACTICE PAPER 2026
COMPLETE SOLUTIONS
◉ A kindergarten teacher sets a benchmark goal for students to
quickly recognize a set of ten new sight words within a three-week
instructional time period. The teacher introduces the words by using
flash cards and engages students in a series of activities that
reinforce learning within authentic contexts. During this time, the
teacher also creates a small-group workshop activity in which
students view each word printed in large letters on a card, say the
word, and then use pipe cleaners to form the word. Which of the
following is the primary benefit to students of participating in the
workshop activity?
a. Improving long-term memory of a nondecodable word by
engaging multiple student senses in learning
b. Building a student's reading fluency by improving the ability to
flexibly apply phonological awareness skills
c. Increasing a student's ability to use several sensory modalities to
phonetically decode and recognize. Answer: a. Improving long-term
memory of a non-decodable word by engaging multiple student
senses in learning
◉ Which of the following statements about the correlation between
phonemic awareness and reading development is best supported by
research?
,a. Students' reading skills advance as students develop greater
phonemic awareness.
b. Weak phonemic awareness has virtually no impact on reading
skills after the third grade.
c. Students with weak phonemic awareness often acquire strong
decoding skills to compensate.
d. Poor reading skills in the later grades are solely the result of weak
phonemic awareness in the early grades.. Answer: a. Students'
reading skills advance as students develop greater phonemic
awareness
◉ A teacher scores student writing samples using criteria that
define expectations for different levels of proficiency. Which of the
following tools is the teacher most likely using?
a. Anecdotal notes
b. Checklist
c. Scoring guide
d. Rubric. Answer: d. Rubric
◉ A first-grade teacher notices during guided reading that a student
has difficulty decoding words such as "ran," "pet," "him," and "hot."
Which of the following is the most appropriate way for the teacher
to confirm the student's difficulty?
a. Administering a phonemic-awareness assessment in which the
student breaks spoken words into individual phonemes
,b. Choosing an appropriate passage for the student to read aloud
and noting how many words the student can read in 1 minute
c. Checking for understanding by asking explicit questions after the
student has completed reading a grade-level passage
d. Presenting a list of grade-level high-frequency words for the
student to read aloud. Answer: a. Administering a phonemic-
awareness assessment in which the student breaks spoken words
into individual phonemes
◉ In order to develop students' spelling skills a teacher presents the
following words to the class.
· Chin
· Shut
· Draw
· Rash
Which of the following strategies best utilizes a multi-sensory and
recursive approach to teaching the spelling of these words?
a. Chanting a poem with the digraph sounds found in the words
b. Using letter tiles to build previously learned CVC words along with
the new words
c. Completing a work sheet that matches pictures with the correct
digraphs in the words
d. Writing each new word and similar CVC words multiple times.
Answer: b. Using letter tiles to build previously learned CVC words
along with the new words
, ◉ A primary purpose of a criterion-referenced reading benchmark is
to
a. Identify a student's level of mastery of a curriculum-based skill as
beginning, developing, or proficient
b. Compare a student's mastery of a specific skill to that of peers
who have previously taken the same assessment
c. Evaluate student skill mastery by reporting performance with raw
scores, percentile ranking, and grade equivalents
d. Set the standards for student skill mastery along with a time
frame indicating when the level of mastery should be achieved.
Answer: d. Set the standards for student skill mastery along with a
time frame indication when the level of mastery should be achieved
◉ A second-grade teacher reviewed data from the midyear literacy
screening and compared them to the data from the beginning-of-the-
year literacy screening. The data revealed that the students who
were grade-level readers at the beginning of the year showed very
little growth in reading comprehension, and two-thirds of the
emergent readers were ready to be placed with the grade-level
readers. Which of the following strategies will best help accelerate
the growth of the grade-level readers?
a. Playing recordings of interesting stories that are above the
students' reading level and discussing character development, plot,
and theme
COMPLETE SOLUTIONS
◉ A kindergarten teacher sets a benchmark goal for students to
quickly recognize a set of ten new sight words within a three-week
instructional time period. The teacher introduces the words by using
flash cards and engages students in a series of activities that
reinforce learning within authentic contexts. During this time, the
teacher also creates a small-group workshop activity in which
students view each word printed in large letters on a card, say the
word, and then use pipe cleaners to form the word. Which of the
following is the primary benefit to students of participating in the
workshop activity?
a. Improving long-term memory of a nondecodable word by
engaging multiple student senses in learning
b. Building a student's reading fluency by improving the ability to
flexibly apply phonological awareness skills
c. Increasing a student's ability to use several sensory modalities to
phonetically decode and recognize. Answer: a. Improving long-term
memory of a non-decodable word by engaging multiple student
senses in learning
◉ Which of the following statements about the correlation between
phonemic awareness and reading development is best supported by
research?
,a. Students' reading skills advance as students develop greater
phonemic awareness.
b. Weak phonemic awareness has virtually no impact on reading
skills after the third grade.
c. Students with weak phonemic awareness often acquire strong
decoding skills to compensate.
d. Poor reading skills in the later grades are solely the result of weak
phonemic awareness in the early grades.. Answer: a. Students'
reading skills advance as students develop greater phonemic
awareness
◉ A teacher scores student writing samples using criteria that
define expectations for different levels of proficiency. Which of the
following tools is the teacher most likely using?
a. Anecdotal notes
b. Checklist
c. Scoring guide
d. Rubric. Answer: d. Rubric
◉ A first-grade teacher notices during guided reading that a student
has difficulty decoding words such as "ran," "pet," "him," and "hot."
Which of the following is the most appropriate way for the teacher
to confirm the student's difficulty?
a. Administering a phonemic-awareness assessment in which the
student breaks spoken words into individual phonemes
,b. Choosing an appropriate passage for the student to read aloud
and noting how many words the student can read in 1 minute
c. Checking for understanding by asking explicit questions after the
student has completed reading a grade-level passage
d. Presenting a list of grade-level high-frequency words for the
student to read aloud. Answer: a. Administering a phonemic-
awareness assessment in which the student breaks spoken words
into individual phonemes
◉ In order to develop students' spelling skills a teacher presents the
following words to the class.
· Chin
· Shut
· Draw
· Rash
Which of the following strategies best utilizes a multi-sensory and
recursive approach to teaching the spelling of these words?
a. Chanting a poem with the digraph sounds found in the words
b. Using letter tiles to build previously learned CVC words along with
the new words
c. Completing a work sheet that matches pictures with the correct
digraphs in the words
d. Writing each new word and similar CVC words multiple times.
Answer: b. Using letter tiles to build previously learned CVC words
along with the new words
, ◉ A primary purpose of a criterion-referenced reading benchmark is
to
a. Identify a student's level of mastery of a curriculum-based skill as
beginning, developing, or proficient
b. Compare a student's mastery of a specific skill to that of peers
who have previously taken the same assessment
c. Evaluate student skill mastery by reporting performance with raw
scores, percentile ranking, and grade equivalents
d. Set the standards for student skill mastery along with a time
frame indicating when the level of mastery should be achieved.
Answer: d. Set the standards for student skill mastery along with a
time frame indication when the level of mastery should be achieved
◉ A second-grade teacher reviewed data from the midyear literacy
screening and compared them to the data from the beginning-of-the-
year literacy screening. The data revealed that the students who
were grade-level readers at the beginning of the year showed very
little growth in reading comprehension, and two-thirds of the
emergent readers were ready to be placed with the grade-level
readers. Which of the following strategies will best help accelerate
the growth of the grade-level readers?
a. Playing recordings of interesting stories that are above the
students' reading level and discussing character development, plot,
and theme
