Praxis 5025- Language and Lit Questions With Complete Solutions

Praxis 5025- Language and Lit Questions With Complete Solutions oral language language that is spoken and heard rather than written and read Phonemic Awareness The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. phonological awareness the ability to reflect on and manipulate the sound structure of spoken language Phonics the sounds that letters make and the letters that are used to represent sounds Blending The task of combining sounds rapidly, to accurately represent the word. Segmentation taking words apart to manipulate sounds Onsets and Rimes Think syllable! The onset is the initial consonant sound, the rime is the vowel sound and any consonants that follow. Example: Syllable: Cats. Onset: C. Rime: ats. Example: Syllable: In. Onset: - Rime: in. Syllables must have a rime, but may not always have an onset. The onset and Rime for napkin: Onset: N Rime: ap, Onset: K, Rime: in homonym a word spelled exactly like another word, but having a different meaning homophone a word that has the same sound but a different meaning as another word What helps young children develop phonological awareness? songs with simple rhymes A first-grade student, Kyle, has drawn an elaborate picture of a garden in his journal and has written: "I LK RD FLRS." Kyle's sentence suggests that an appropriate next step in his development as a writer would be learning to • A.print lowercase letters • B.use medial vowel sounds • C.blend consonant sounds • D.recognize common sight words B Graphic novels are effective for third-grade students because they • A.provide interesting plots for advanced readers • B.allow development of visual and verbal literacy • C.demonstrate the use of similes and metaphors • D.display charts and graphs in a variety of ways B Precommunicative Stage First transitional spelling stage from invented to conventional. The child uses letters from the alphabet, but without any letter-sound correspondence. Semiphonetic Stage The child begins to understand letter-sound correspondence--that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you). phonetic stage Third transitional spelling stage from invented to conventional. The child starts using one letter per sound and phonetically spells words that can be deciphered, such as "kom" for "come". Transitional stage spellers begin to assimilate conventional alternatives for representing sounds starts to represent words Which of the following best describes a student at the semiphonetic stage of spelling development? • A.Places vowels in syllables • B.Imitates writing by copying random strings of letters • C.Understands word structure • D.Recognizes that sounds in words are represented by letters Bottom of Form D A kindergarten teacher opens a book to the middle of the story and asks a student, "Where on this page should I begin reading?" It is most likely that the teacher is attempting to evaluate the student's • A.ability to draw inferences from text • B.phonological knowledge • C.concepts about print • D.understanding of syntax C A teacher gives each student in a class a list containing the words "whale," "three," "ship," and "chew." Then the teacher says, "Circle the two letters in each word that go together to make the new sounds we have been learning about." The exercise can most appropriately be used to assess the students' ability to recognize which of the following? • A.Consonant blends • B.Double vowel sounds • C.Short vowel sounds • D.Consonant digraphs D Learning to differentiate among words that have common roots by looking at the modifications that result when prefixes or suffixes (such as "pre-," "un-," "dis-," "-tive," "-tion," and "-ment") are added to known roots is accomplished through the use of • A.morphological analysis