5002 Elementary Education Reading and Language Arts Subtest Version 3
Practice exam for Praxis under Teaching Certification Exams (Licensing Exams). 5 sample questions.
Sample Questions
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Question 1
After giving students the meanings of the words automobile and autopilot
Correct Answer: C
Rationale: The teacher’s mini-lesson explicitly centres on the prefix “auto-†(self). By asking learners to transfer that prefix knowledge to a new word (autobiography), the instructional goal is for students to APPLY their understanding of prefixes rather than memorize suffixes, mechanically break words apart, or recall sight words. Hence C is the only choice aligned to the demonstrated objective.
Rationale: The teacher’s mini-lesson explicitly centres on the prefix “auto-†(self). By asking learners to transfer that prefix knowledge to a new word (autobiography), the instructional goal is for students to APPLY their understanding of prefixes rather than memorize suffixes, mechanically break words apart, or recall sight words. Hence C is the only choice aligned to the demonstrated objective.
Question 2
An open syllable contains
Correct Answer: C
Rationale: An open syllable ends with a long vowel sound that is NOT closed by a consonant (e.g., “meâ€Â, “goâ€Â). Choice C matches this definition; the others describe closed syllables (A), VCe syllables (B), or r-controlled vowels (D).
Rationale: An open syllable ends with a long vowel sound that is NOT closed by a consonant (e.g., “meâ€Â, “goâ€Â). Choice C matches this definition; the others describe closed syllables (A), VCe syllables (B), or r-controlled vowels (D).
Question 3
Which of the following words is best categorized as a decodable word for an early reader?
Correct Answer: A
Rationale: Early decodable words follow regular CVC or consonant-blend patterns that beginning readers can sound out with taught phonics rules. “Nest†is a CVC pattern with short e; “Whoâ€Â, “Wasâ€Â, and “Said†all contain irregular vowel spellings or silent letters that are not yet decodable for most beginning readers.
Rationale: Early decodable words follow regular CVC or consonant-blend patterns that beginning readers can sound out with taught phonics rules. “Nest†is a CVC pattern with short e; “Whoâ€Â, “Wasâ€Â, and “Said†all contain irregular vowel spellings or silent letters that are not yet decodable for most beginning readers.
Question 4
A first-grade student has excellent word attack and decoding skills but is struggling to recall details and comprehend text. Which of the following should the teacher have the student focus on when reading?
Correct Answer: B
Rationale: The student already decodes well; comprehension is the issue. Focusing on prosodic featuresâ€â€punctuation and phrasingâ€â€supports meaning-making and recall. Automaticity (A) and rapid reading (D) would not directly address comprehension, and additional decoding work (C) is unnecessary.
Rationale: The student already decodes well; comprehension is the issue. Focusing on prosodic featuresâ€â€punctuation and phrasingâ€â€supports meaning-making and recall. Automaticity (A) and rapid reading (D) would not directly address comprehension, and additional decoding work (C) is unnecessary.
Question 5
Which THREE of the following questions target phoneme manipulation?
Correct Answer: A,D,E
Rationale: Questions A, D, and E require students to add, delete, or substitute individual phonemesâ€â€core phoneme-manipulation tasks. Question B targets word segmentation (larger unit), while question C focuses on rhyme recognition, not manipulation.
Rationale: Questions A, D, and E require students to add, delete, or substitute individual phonemesâ€â€core phoneme-manipulation tasks. Question B targets word segmentation (larger unit), while question C focuses on rhyme recognition, not manipulation.