5025 Early Childhood Education Exam Version 2
Practice exam for Praxis under Teaching Certification Exams (Licensing Exams). 5 sample questions.
Sample Questions
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Question 1
Which of the following strategies is most appropriate for supporting vocabulary acquisition for English learners (ELs) in kindergarten?
Correct Answer: A
Rationale: Labeling classroom items in both English and the children's primary language is like building a bridge between familiar and new words, helping young English learners connect vocabulary to objects in a supportive, visual way. Copying spelling words focuses on writing, audiobooks may overwhelm beginners, and native-language books don't directly build English vocabulary.
Rationale: Labeling classroom items in both English and the children's primary language is like building a bridge between familiar and new words, helping young English learners connect vocabulary to objects in a supportive, visual way. Copying spelling words focuses on writing, audiobooks may overwhelm beginners, and native-language books don't directly build English vocabulary.
Question 2
Which of the following lists contains examples of homophones?
Correct Answer: C
Rationale: Homophones are like sound twins, words that sound the same but have different meanings and spellings, such as flower/flour and beat/beet. Prefixes, opposites, or synonyms don't share this sound-alike quality.
Rationale: Homophones are like sound twins, words that sound the same but have different meanings and spellings, such as flower/flour and beat/beet. Prefixes, opposites, or synonyms don't share this sound-alike quality.
Question 3
Which of the following statements best provides evidence that a student has become proficient in oral reading automaticity?
Correct Answer: D
Rationale: Oral reading automaticity is like a smooth ride, where decoding words becomes effortless, freeing the mind to focus on meaning. Adjusting rate, following choral pace, or analyzing structure involve higher-level comprehension skills, not core automaticity.
Rationale: Oral reading automaticity is like a smooth ride, where decoding words becomes effortless, freeing the mind to focus on meaning. Adjusting rate, following choral pace, or analyzing structure involve higher-level comprehension skills, not core automaticity.
Question 4
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? The implied questions include "Where is the front of the book?", "What is the title of the book?", "Where should you begin reading?", "What are the first and last words on this page?", and "Where is the back of the book?"
Correct Answer: B
Rationale: The teacher's questions focus on understanding the physical structure and organization of a book, such as its front, title, starting point, and word positions, which aligns with print awareness. This skill involves recognizing book-handling techniques and how print functions, distinct from comprehension (understanding content), making predictions (anticipating story events), or phonemic awareness (sound recognition).
Rationale: The teacher's questions focus on understanding the physical structure and organization of a book, such as its front, title, starting point, and word positions, which aligns with print awareness. This skill involves recognizing book-handling techniques and how print functions, distinct from comprehension (understanding content), making predictions (anticipating story events), or phonemic awareness (sound recognition).
Question 5
Establishing procedures for students to use active listening skills while engaging in small-group discussions allows the students to
Correct Answer: B
Rationale: Active listening is like tuning into a radio signal, helping students catch the speaker's precise message. Expressing feelings, planning responses, or making inferences shifts focus from receiving the message accurately.
Rationale: Active listening is like tuning into a radio signal, helping students catch the speaker's precise message. Expressing feelings, planning responses, or making inferences shifts focus from receiving the message accurately.