Praxis Early Childhood Education (5025) Practice Test

In a mixed K-1 classroom, Mr. Carter is reviewing day 16 observation notes: during dot-card routines, children can count each dot but do not recognize four as two and two or five as four and one. The notes also show that two children are English learners and one child has an IEP for expressive language. Which prompt best advances number sense?

In a mixed K-1 classroom, Ms. Brooks is reviewing day 11 observation notes: a kindergartner draws a playground, writes I WT PK under it, and reads the message as I went to the park. The notes also show that families have sent home notes describing different routines and languages. Which feedback best supports the next step in writing development?

In a mixed K-1 classroom, Mr. Patel is reviewing day 5 observation notes: during a fall screening, a child names most uppercase letters and matches rhyming picture cards but cannot tell that fish has three sounds or blend /m/ /a/ /p/. The notes also show that two children are English learners and one child has an IEP for expressive language. Which small-group lesson best targets the missing foundational skill?

In a prekindergarten classroom, Ms. Okafor is reviewing day 11 observation notes: students observe mealworms, pupae, and beetles and notice that beetles still have six legs though their body form changes. The notes also show that two children are English learners and one child has an IEP for expressive language. Which conclusion is best supported?

In a kindergarten classroom, Mr. Patel is reviewing day 10 observation notes: students make a picture graph of classroom pets, but each cat picture means two cats and several children count each picture as one. The notes also show that the teacher has work samples, observation notes, and a short student conference. Which teacher response is strongest?