Praxis 5205 Teaching Reading Exam Questions And Correct
Answers Graded A+
Phonics - Give the sounds letters make and the letters used to represent the sounds
*print*
Rules and patterns (digraph, Magic e, vowel sounds.)
Segmenting - To break apart into individual sounds
Fish-/f/i/s/h/
Blending - Saying the word after each individual sound is heard
Substitution - Change one phoneme for another to get another word
Erase phonological awareness sounds-single/blend to get new words
Having students create their own sentences using the words - Answer Allows students
to reach the highest level of vocabulary knowledge for new words
Pattern CVC - Answer when a vowel falls between 2 consonants, it will normally make a
short vowel sound.
Example: sat, ran, let, pen, win ,fit, hot, mop, sun & cut
Digraphs- Have students respond to two letters representing one speech sound, such
as "ch" for /ch/ in chin or "ea" for /e/ in bread.
,short vowels- The student should respond to the vowels they hear in the middle of a
word; usually follow the VCV pattern
long vowels- The student should respond to the vowel sounds that also are names of the
alphabet letters.
Think Aloud Strategy - Answer the teacher (or later the students) verbalize their
thoughts while reading aloud including predictions, questions, opinions, and
connections to self, text, and world when teachers model what they are thinking as they
read, they can help students develop visual images and link new information to what
students already know
Miscue Analysis - Answer A method of gaining information about children's reading
strategies through the analysis of errors made while reading aloud.
Semantic Feature Analysis - Answer A technique that gives teachers a method for
centering the students' attention on vocabulary and for making them more sensitive to
language, a technique which can assist children in learning about the individuality of a
word as well as its connection to other words.
Running Record - Answer a tool for scoring and analyzing a student's reading ability.
phonological awareness - Answer an "umbrella" term that includes phonemic
awareness, or awareness of words at the phoneme or sound level. It also includes an
awareness of word units larger than the phoneme.
Phoneme Isolation - Answer Recognizing individual sounds in a word (e.g., /p/ is the first
sound in pan).
Phoneme Blending: the ability of hearing the individual sounds in a word, putting the
sounds together, and saying the word that is made. These sounds, for example can be
said to a student - /sss/, /aaa/, /nnn/, /d/- and the student will say the word "sand".
, Phoneme Segmentation: breaking a word into separate sounds and counting them.
Cornell Notes - a system of notetaking whereby sentence summaries are written on the
right side of the page while key words and topics are written in the left
Word Choice- Asking about word choice is a question that encourages students to
consider what the author meant by using this or that particular word
Special characteristics- ask about special characteristics uncovers misunderstanding
of terms when they are identified
Morphology- The study of words and their parts. Morphemes are the smallest
meaningful unit of meaning such as prefixes, suffixes and base words.
Context clues- Clues in the surrounding text that assist the reader to determine the
meaning of an unknown word
Letter-Sound Correspondence - means recognizing the corresponding sound of a
specific letter when that letter is seen or heard.
Syntatic Knowledge - Answer Focuses on the sequence or word order in a sentence
voiced stops - Answer b, d, g
Alphabetic Principle - Answer an understanding that letters and letter patterns
represent the sounds of spoken words.
Think-Pair-Share - Answer A technique in which students working in pairs learn from
one another and get to try out their ideas in a nonthreatening context before presenting
them to the class.
Answers Graded A+
Phonics - Give the sounds letters make and the letters used to represent the sounds
*print*
Rules and patterns (digraph, Magic e, vowel sounds.)
Segmenting - To break apart into individual sounds
Fish-/f/i/s/h/
Blending - Saying the word after each individual sound is heard
Substitution - Change one phoneme for another to get another word
Erase phonological awareness sounds-single/blend to get new words
Having students create their own sentences using the words - Answer Allows students
to reach the highest level of vocabulary knowledge for new words
Pattern CVC - Answer when a vowel falls between 2 consonants, it will normally make a
short vowel sound.
Example: sat, ran, let, pen, win ,fit, hot, mop, sun & cut
Digraphs- Have students respond to two letters representing one speech sound, such
as "ch" for /ch/ in chin or "ea" for /e/ in bread.
,short vowels- The student should respond to the vowels they hear in the middle of a
word; usually follow the VCV pattern
long vowels- The student should respond to the vowel sounds that also are names of the
alphabet letters.
Think Aloud Strategy - Answer the teacher (or later the students) verbalize their
thoughts while reading aloud including predictions, questions, opinions, and
connections to self, text, and world when teachers model what they are thinking as they
read, they can help students develop visual images and link new information to what
students already know
Miscue Analysis - Answer A method of gaining information about children's reading
strategies through the analysis of errors made while reading aloud.
Semantic Feature Analysis - Answer A technique that gives teachers a method for
centering the students' attention on vocabulary and for making them more sensitive to
language, a technique which can assist children in learning about the individuality of a
word as well as its connection to other words.
Running Record - Answer a tool for scoring and analyzing a student's reading ability.
phonological awareness - Answer an "umbrella" term that includes phonemic
awareness, or awareness of words at the phoneme or sound level. It also includes an
awareness of word units larger than the phoneme.
Phoneme Isolation - Answer Recognizing individual sounds in a word (e.g., /p/ is the first
sound in pan).
Phoneme Blending: the ability of hearing the individual sounds in a word, putting the
sounds together, and saying the word that is made. These sounds, for example can be
said to a student - /sss/, /aaa/, /nnn/, /d/- and the student will say the word "sand".
, Phoneme Segmentation: breaking a word into separate sounds and counting them.
Cornell Notes - a system of notetaking whereby sentence summaries are written on the
right side of the page while key words and topics are written in the left
Word Choice- Asking about word choice is a question that encourages students to
consider what the author meant by using this or that particular word
Special characteristics- ask about special characteristics uncovers misunderstanding
of terms when they are identified
Morphology- The study of words and their parts. Morphemes are the smallest
meaningful unit of meaning such as prefixes, suffixes and base words.
Context clues- Clues in the surrounding text that assist the reader to determine the
meaning of an unknown word
Letter-Sound Correspondence - means recognizing the corresponding sound of a
specific letter when that letter is seen or heard.
Syntatic Knowledge - Answer Focuses on the sequence or word order in a sentence
voiced stops - Answer b, d, g
Alphabetic Principle - Answer an understanding that letters and letter patterns
represent the sounds of spoken words.
Think-Pair-Share - Answer A technique in which students working in pairs learn from
one another and get to try out their ideas in a nonthreatening context before presenting
them to the class.
