A kindergarten teacher is planning four oral activities for a small group. Which of the following activities requires students to work at the level of the individual phoneme rather than at a larger phonological unit?

Saying "seat" and then saying it again without the /t/

Clapping each part of "butterfly" and telling how many parts

Telling whether "sun" and "fun" end with the same rime

Blending the spoken parts /fl/ and /ag/ into the word "flag"

The teacher plans to publish the passage in a class science magazine and add one text feature. Which feature would MOST directly help readers follow the author's central explanation?

A flow diagram with arrows from the dam to the pond, plants, and animals

A glossary that defines sediment, sedge, and keystone species for readers

A photograph of a beaver with a caption giving its average size and weight

An index that lists every animal named in the magazine with its page number

During revision time, Ms. Patel notices that most of her fourth graders correct only capitalization, punctuation, and spelling in their personal narratives, leaving the content and organization of their drafts unchanged. Which next step would BEST address this pattern?

Model adding, cutting, moving, and replacing ideas in a draft

Provide an editing checklist for capitals, end marks, and spelling

Pair students to proofread each other's drafts for surface errors

Move students directly to publishing so they can type final copies

A first-grade teacher wants to include one activity that develops phonological awareness without involving phonics. Which of the following activities meets this requirement?

Students close their eyes and say "fan" without the /f/

Students match letter cards to pictures' beginning sounds

Students sort printed words by their short vowel sound

Students write the words that the teacher dictates aloud

A second grader reads city as /kĭtē/, gem as /gĕm/, and cent as /kĕnt/, but reads cat, cot, and gum correctly. Which correspondence should the teacher teach to address these errors?

c and g usually spell /s/ and /j/ before e, i, or y

c and g usually spell /s/ and /j/ before a, o, or u

c and g usually spell /s/ and /j/ at the end of words

c and g spell /s/ and /j/ only in multisyllabic words

For six weeks, a third grader has done repeated readings and reaches his goal rate on each practiced passage by the third reading. However, his WCPM on unpracticed passages in weekly progress monitoring has barely changed. Which adjustment is MOST likely to improve his fluency on new text?

Add supported wide reading of many different instructional-level texts

Increase the rereadings of each practiced passage from three to eight or more

Move the practiced passages to the frustration level to add challenge

Replace connected-text practice with flash cards of sight words only

A student argues that the passage has a cause-and-effect structure because it uses the word "so" twice. Which explanation would BEST help the student identify the overall structure?

"So" links ideas within sentences, but "in contrast" and "like" organize the whole text.

"So" signals sequence, so the passage is organized in the order that events happen.

"So" signals a problem, so the passage is organized around solving the loss of bee populations.

"So" only appears in the passage's opening, so the opening sentence sets the structure.

Rosa, a third grader, has strong oral language and ideas, but her very slow, effortful handwriting and spelling limit her written work to a few sentences. Her teacher wants to use a digital tool to support Rosa's composition. Which plan is MOST appropriate?

Speech-to-text for drafting plus continued explicit transcription instruction

Spell-check software in place of any further spelling instruction

Keyboarding drills only until her typing speed exceeds handwriting

A copying app in which she retypes model paragraphs from peers

Praxis Teaching Reading: Elementary (5205)

Free Praxis Teaching Re 5205 Practice Questions

10 sample questions for the Praxis Teaching Reading: Elementary (5205), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.

Sections covered on the exam: Phonological and Phonemic Awareness, Including Emergent Literacy, Phonics and Decoding, Fluency and Vocabulary, Comprehension of Literary and Informational Texts, Writing, Assessment and Instructional Decision Making.

Question 1 · Phonological and Phonemic Awareness, Including Emergent Literacy
A kindergarten teacher is planning four oral activities for a small group. Which of the following activities requires students to work at the level of the individual phoneme rather than at a larger phonological unit?
- A.Clapping each part of "butterfly" and telling how many parts
- B.Telling whether "sun" and "fun" end with the same rime
- C.Saying "seat" and then saying it again without the /t/
- D.Blending the spoken parts /fl/ and /ag/ into the word "flag"
Show answer and explanation
Answer: C. Saying "seat" and then saying it again without the /t/
Saying "seat" without the /t/ requires the student to isolate and delete a single phoneme, which is phonemic awareness. Clapping parts of "butterfly" works at the syllable level, and both the rhyme judgment and blending /fl/ + /ag/ work at the onset-rime level, which is larger than a single phoneme.
Question 2 · Phonics and Decoding
While planning a lesson on vowel and consonant patterns, a teacher wants a single example word that contains BOTH a consonant digraph and a vowel diphthong. Which word should the teacher use?
- A.stream
- B.chain
- C.shout
- D.brown
Show answer and explanation
Answer: C. shout
Shout begins with the consonant digraph sh (one sound spelled with two letters) and contains the diphthong ou, a gliding vowel sound /ou/. Chain has a digraph but ai is a vowel team for long a, not a diphthong; brown has the diphthong ow but begins with the blend br, in which both consonant sounds are heard.
Question 3 · Fluency and Vocabulary
Ms. Reyes works with an English learner on a new passage containing long sentences with dialogue. She reads one sentence aloud with natural phrasing and expression while the student follows along, and then the student immediately reads the same sentence aloud, imitating her. They continue this way through the paragraph. This technique is called
- A.echo reading
- B.choral reading
- C.partner reading
- D.neurological impress
Show answer and explanation
Answer: A. echo reading
In echo reading the teacher models a sentence or phrase and the student immediately repeats it, imitating the phrasing. Choral reading is the most tempting alternative, but in choral reading the teacher and students read the same text aloud in unison rather than one after the other; neurological impress also involves simultaneous reading.
Question 4 · Comprehension of Literary and Informational Texts
The teacher plans to publish the passage in a class science magazine and add one text feature. Which feature would MOST directly help readers follow the author's central explanation?
- A.A flow diagram with arrows from the dam to the pond, plants, and animals
- B.A glossary that defines sediment, sedge, and keystone species for readers
- C.A photograph of a beaver with a caption giving its average size and weight
- D.An index that lists every animal named in the magazine with its page number
Show answer and explanation
Answer: A. A flow diagram with arrows from the dam to the pond, plants, and animals
The central explanation is a chain of causes and effects, and a flow diagram with arrows visually represents that chain. A glossary is tempting because it supports vocabulary, but it clarifies individual words rather than how the ideas connect, which is the author's main point.
Question 5 · Writing
During revision time, Ms. Patel notices that most of her fourth graders correct only capitalization, punctuation, and spelling in their personal narratives, leaving the content and organization of their drafts unchanged. Which next step would BEST address this pattern?
- A.Provide an editing checklist for capitals, end marks, and spelling
- B.Pair students to proofread each other's drafts for surface errors
- C.Move students directly to publishing so they can type final copies
- D.Model adding, cutting, moving, and replacing ideas in a draft
Show answer and explanation
Answer: D. Model adding, cutting, moving, and replacing ideas in a draft
The students are editing rather than revising. Modeling adding, cutting, moving, and replacing ideas in a draft explicitly shows what content-level revision looks like. An editing checklist or peer proofreading would only reinforce the surface-level corrections students are already making.
Question 6 · Phonological and Phonemic Awareness, Including Emergent Literacy
A first-grade teacher wants to include one activity that develops phonological awareness without involving phonics. Which of the following activities meets this requirement?
- A.Students match letter cards to pictures' beginning sounds
- B.Students sort printed words by their short vowel sound
- C.Students write the words that the teacher dictates aloud
- D.Students close their eyes and say "fan" without the /f/
Show answer and explanation
Answer: D. Students close their eyes and say "fan" without the /f/
Phonological awareness is an oral skill involving the sounds of spoken language with no print, so saying "fan" without the /f/ with eyes closed is a pure phonological awareness task. Matching letter cards to sounds is tempting because it begins with sound identification, but connecting sounds to letters makes it phonics. Sorting printed words and writing dictated words also require letter-sound knowledge.
Question 7 · Phonics and Decoding
A second grader reads city as /kĭtē/, gem as /gĕm/, and cent as /kĕnt/, but reads cat, cot, and gum correctly. Which correspondence should the teacher teach to address these errors?
- A.c and g usually spell /s/ and /j/ before a, o, or u
- B.c and g usually spell /s/ and /j/ at the end of words
- C.c and g spell /s/ and /j/ only in multisyllabic words
- D.c and g usually spell /s/ and /j/ before e, i, or y
Show answer and explanation
Answer: D. c and g usually spell /s/ and /j/ before e, i, or y
The soft sounds of c and g usually occur when the letter is followed by e, i, or y, which explains each error (city, gem, cent) while the hard sounds remain before a, o, and u (cat, cot, gum). The option with a, o, or u reverses the generalization, and soft c and g occur in one-syllable words such as gem and cent.
Question 8 · Fluency and Vocabulary
For six weeks, a third grader has done repeated readings and reaches his goal rate on each practiced passage by the third reading. However, his WCPM on unpracticed passages in weekly progress monitoring has barely changed. Which adjustment is MOST likely to improve his fluency on new text?
- A.Add supported wide reading of many different instructional-level texts
- B.Increase the rereadings of each practiced passage from three to eight or more
- C.Move the practiced passages to the frustration level to add challenge
- D.Replace connected-text practice with flash cards of sight words only
Show answer and explanation
Answer: A. Add supported wide reading of many different instructional-level texts
Gains that stay with practiced passages suggest he needs more exposure to varied words and sentence patterns; supported wide reading of many different instructional-level texts has been shown to build fluency that transfers to new text. Increasing the rereadings from three to eight or more adds practice on words he has already mastered and is unlikely to transfer.
Question 9 · Comprehension of Literary and Informational Texts
A student argues that the passage has a cause-and-effect structure because it uses the word "so" twice. Which explanation would BEST help the student identify the overall structure?
- A."So" links ideas within sentences, but "in contrast" and "like" organize the whole text.
- B."So" signals sequence, so the passage is organized in the order that events happen.
- C."So" signals a problem, so the passage is organized around solving the loss of bee populations.
- D."So" only appears in the passage's opening, so the opening sentence sets the structure.
Show answer and explanation
Answer: A. "So" links ideas within sentences, but "in contrast" and "like" organize the whole text.
Signal words can appear at the sentence level without defining the overall structure; the passage as a whole is organized around comparison, signaled by "both," "in contrast," and "like." The problem-solution explanation is tempting because the ending mentions harm from lost meadows, but the passage never proposes solutions, and "so" does not signal sequence.
Question 10 · Writing
Rosa, a third grader, has strong oral language and ideas, but her very slow, effortful handwriting and spelling limit her written work to a few sentences. Her teacher wants to use a digital tool to support Rosa's composition. Which plan is MOST appropriate?
- A.Spell-check software in place of any further spelling instruction
- B.Keyboarding drills only until her typing speed exceeds handwriting
- C.Speech-to-text for drafting plus continued explicit transcription instruction
- D.A copying app in which she retypes model paragraphs from peers
Show answer and explanation
Answer: C. Speech-to-text for drafting plus continued explicit transcription instruction
Speech-to-text for drafting plus continued explicit transcription instruction lowers the transcription load on working memory so Rosa can show her ideas, while still building the handwriting and spelling skills she needs. Replacing spelling instruction with spell-check is tempting, but spell-checkers depend on a close attempt and do not build the orthographic knowledge that also supports reading.

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