Praxis Elementary Education For Dummies

Carla C. Kirkland, founder and CEO of the Kirkland Group, an educational consulting firm, has helped educators prepare their students for standardized tests for more than 20 years. Chan Cleveland, executive vice president of the Kirkland Group, is an English educator who has developed language arts resources for multiple school districts.

• About This Book 1Foolish Assumptions 2Icons Used in This Book 2Beyond the Book 3Where to Go from Here 3Part 1: Getting the Ball Rolling 5Chapter 1: The Praxis Elementary Education: Cia Test (5017) 7Analyzing the Format of the Test 8The topics the test covers 8The types of questions asked 11How the Test Is Scored 13Racking up raw points 13Making sense of your score 13Getting a Very Early Taste of 5017 14Reading and Language Arts practice questions 15Answers to practice Reading and Language Arts questions 16Mathematics practice questions 18Answers to Mathematics practice questions 20Science practice questions 22Answers to Science practice questions 23Social Studies practice questions 24Answers to Social Studies practice questions 25Art, Music, and Physical Education practice questions 26Answers to Art, Music, and Physical Education practice questions 27Analyzing Your Practice Question Results 28Identifying what you missed 29Determining the why of what you missed 29Chapter 2: The Praxis Elementary Education: ContentKnowledge Test (5018) 31Analyzing the Format of the Test 32The topics the test covers 32The types of questions asked 34How the Test Is Scored 36Earning your raw score 36Making sense of your score 36Getting Started on Taking the Test 37Reading and Language Arts practice questions 38Answers to practice Reading and Language Arts questions 39Mathematics practice questions 41Answers to Mathematics practice questions 42Science practice questions 44Answers to Science practice questions 45Social Studies practice questions 46Answers to Social Studies practice questions 47Analyzing Your Practice Question Results 48Identifying what you missed 48Determining the why of what you missed 48Chapter 3: Getting Ready for Test Day 51Registering for the Test 51Organizing Study Time Wisely 52Forming a schedule 52Compensating for lost study time 53Studying with other people 53Doing Some Fine-Tuning 54Using bonus study materials and techniques 54Familiarizing yourself with computer testing 54Preparing the Night Before the Test 54Using Test Time Wisely 55Getting Extra Advice If You Have Taken the Test 56Looking into Test Accommodations 57Part 2: Subject Area Content Knowledge 59Chapter 4: Reading and Language Arts Subject Content 61Reading into the English Language 61Print concepts 62Phonological awareness 62Phonics and word recognition 63Fluency 64The ABC’s of Writing 65Using what you think, find, and imagine 65Writing through the stages 69Using and citing sources 70Building strength through practice 71Keeping up with rules and words 72Understanding sentence structure 73Noun-verb agreement 74Using words correctly 75Choosing the appropriate writing style 75Using figurative language 77Understanding morphology 77Determining the meaning of words 78Analyzing Literature and Informational Texts 78Finding and connecting the dots 79Looking at how and why the work was made 80Thinking further about structure and logic 82Reading deeply, reading strong 84Speaking and Listening Styles 86Talking and listening together 86Being clear to your audience 87Being a good listener 88Using visuals 88Chapter 5: Mathematics Content Knowledge 91Numbers and Operations Content 92Classifying numbers 92Base 10 93Operating with numbers 93Properties of operations 95Factors and multiples 97Sequences 98Fractions, decimals, and percents 99Percent increase and decrease 102Rounding and estimating 102Absolute value 102Knowing Algebra Content Down to the Letter 103Terms and other expressions 103Solving equations 103Graphing solutions 105Working with formulas 105Sizing Up Geometry and Measurement Principles 106The building blocks of geometry 106Shapes 107Composite shapes 109Transforming shapes 110Shape measurements 110Forms of measurement 111Points on the coordinate plane 113Data, Statistics, and Probability 114Collecting data 114Finding measures of center 114Representing data 115Figuring out probability 115Chapter 6: Concepts of Science 117Life Science Principles 117What things are made of 117The facts of life 119Short- and long-term changes 120The food chain 120Earth and Space Science 122Earth’s layers 122The movements of rock 123The movement of water 125Clouds and weather 126Earth’s past 127Venturing beyond Earth 128Physical Science Facts 129States of matter 129Energy 130Interactions between energy and matter 131The laws of force and motion 133Science Today 133Scientific methods 134Science and medicine 135Chapter 7: Studying Social Studies Content Facts 137A Big-Picture View of Social Studies 137Geography 138Categories of geography 139Themes of geography 140Maps, globes, and other tools of geography 141Approaches to Teaching History 143The expanding horizon approach, or widening horizon curriculum 143Systematic inquiry 145Government and Economics 145Government 146Economics 147Anthropology and Sociology 148Anthropology 149Sociology 150Chapter 8: Art, Music, and Physical Education Content 151Seeing the Light of Art 151The elements of art 151The principles of design 153Art history 154Careers in art 155Art and other academic subjects 155Analyzing art 156Marching to the Beat of Music 157The elements of music 157Music history 159Careers in music 160Music and other academic subjects 160Analyzing music 160Getting in Shape on Physical Education Principles 161Movement concepts 161Fitness and nutrition 163Careers in physical education 164Physical education and other academic subjects 164Psychological and social aspects of physical education 165Part 3: The Principles Of Curriculum, Instruction, And Assessment 167Chapter 9: A General Overview of Curriculum, Instruction, and Assessment 169Forming a Curriculum 170Getting familiar with curriculum guidelines 171Realizing the limits of curriculum planning 172Mastering content knowledge 172Answering curriculum questions 172Understanding the components of a curriculum 173Grasping the Principles of Instruction 178The elements of instruction 178How students learn 180The different types of learners 181General models of instruction 183Balance in instructional styles 186Conducting Proper Assessments 187Designing and using formative assessments 187Creating, using, and interpreting summative assessments 190Using appropriate assessments 193Understanding the purpose of assessments 194Identifying student misconceptions and correcting them 195Having Subject Area Content Knowledge 196Reading and language arts 197Mathematics 197Science 198Social studies 198Art, music, and physical education 199Chapter 10: Reading and Language Arts Curriculum, Instruction, and Assessment 201Creating a Reading and Language Arts Curriculum 202Listening and speaking 202Language study 203Words as vehicles for ideas 205Communicating through writing 206Dealing with apprehension about teaching writing 207Giving Reading and Language Arts Instruction 207Phonemic awareness instruction 208Phonics instruction 210Vocabulary acquisition instruction 211Reading with fluency 213Comprehension of text instruction 214Helping students learn to read literature and informational text 215Developing students’ writing skills 216Improving students’ understanding of the English language 217Advancing students’ speaking and listening styles 217Conducting Reading and Language Arts Assessment 217Knowledge of curricula and standards 218Knowledge of language mastery 218Answering Reading and Language Arts Practice Questions 219Assessment and diagnostic teaching of reading 219Reading development 219Writing in support of reading 219Chapter 11: Mathematics Curriculum, Instruction, and Assessment 221Calculating a Mathematics Curriculum 222Providing Mathematics Instruction 222Teaching the major categories of numbers and operations 223Advancing students’ algebraic thinking 240Helping students weigh in on geometric and measurement principles 243Expanding students’ knowledge and skills concerning data, statistics, and probability 248Performing Mathematics Assessments 250Chapter 12: Science Curriculum, Instruction, and Assessment 251Establishing a Science Curriculum 251Meeting the standards 252Selecting and organizing the material 252Integrating science content 253Giving Science Instruction 253Delivering the message 253Developing understanding of science concepts, inquiry, and processes 254Making students’ understanding of life science come alive 255Promoting students’ conceptualization of Earth and space science 255Transforming students’ knowledge of physical science 256Doing Science Assessments 256Proceeding with content evaluation 256Conducting science inquiry assessments 256Using science process indicators 257Chapter 13: Social Studies Curriculum, Instruction, and Assessment 259The Themes of Social Studies Standards 260Culture 260Time, continuity, and change 260People, places, and environments 260Individual development and identity 260Individuals, groups, and institutions 261Power, authority, and government 261Production, distribution, and consumption 261Science, technology, and society 261Global connections 261Civil ideas and practices 262Presenting Social Studies Instruction 262Improving students’ social studies information processing skills 263Positioning students’ understanding of geography 264Developing students’ conceptualization of history 265Improving students’ awareness of government, civics, and economics 266Teaching the principles of anthropology and sociology 267Social Studies Performance Assessment 267What performance assessments measure 268Data measuring techniques 268Chapter 14: Art, Music, and Physical Education Curricula, Instruction, and Assessment 271Building Art, Music, and Physical Education Curricula 271Rising to the standards 272Scoping and sequencing the material 273Making connections with other subject areas 273Supplying Instruction on Art, Music, and Physical Education 274Crafting students’ understanding of art and design media and tools 274Advancing students’ perspectives on musical elements 275Conditioning students’ awareness of physical education principles 276Engaging in Art, Music, and Physical Education Assessments 277Looking for understanding, analysis, and creative expression in art and music 277Testing the strength of progress in physical education 278Part 4: Praxis Elementary Education Practice Tests 279Chapter 15: Practice Test: Praxis Elementary Education - 5017 281Answer Sheet 283Section 1: Reading and Language Arts 284Section 2: Mathematics 289Section 3: Science 295Section 4: Social Studies 301Section 5: Art, Music, and Physical Education 305Chapter 16: Answers and Explanations for 5017 Practice Test 309Answers for Section 1: Reading and Language Arts 309Answers for Section 2: Mathematics 316Answers for Section 3: Science 320Answers for Section 4: Social Studies 323Answers for Section 5: Art, Music, and Physical Education 325Answer Key 328Chapter 17: Practice Test: Praxis Elementary Education - 5018 329Answer Sheet 331Section 1: Reading and Language Arts 332Section 2: Mathematics 342Section 3: Social Studies 348Section 4: Science 352Chapter 18: Answers and Explanations for 5018 Practice Test 357Answers for Section 1: Reading and Language Arts 357Answers for Section 2: Mathematics 363Answers for Section 3: Social Studies 371Answers for Section 4: Science 373Answer Key 377Part 5: The Part Of Tens 379Chapter 19: Ten Common Misconceptions Concerning Curriculum, Instruction, and Assessment 381Myth #1: Teachers are supposed to know everything 382Myth #2: All curriculum is mandated, so teachers don’t really need to be subject experts 382Myth #3: If it isn’t part of the mandated and accepted standards, don’t teach it 383Myth #4: Students who can’t keep up have to be left behind 383Myths #5 and #6: Direct instruction is best; cooperative learning means losing control 383Myth #7: Differentiated instruction is only for students with IEPs or language barriers 384Myth #8: All instruction should be geared toward standardized or state assessment 384Myth #9: Teaching to the test results in better test scores and smarter students 385Myth #10: The main purpose of a classroom assessment is for grading purposes 385And One to Grow On: Test scores indicate the effectiveness of teachers 385Chapter 20: Ten Major Areas of Confusion in Math 387Thinking 1 Is Prime and 2 Is Composite 387Viewing Surface Area as Three-Dimensional 388Misusing the Distributive Property 388Confusing GCF with LCM 388Solving for Something Other than a Variable 388Assuming a Middle Number Is a Median 389Misunderstanding Operations with Fractions 389Mixing Up Perimeter and Area 389Lacking Perspective on Place Value 389Misconceiving the “MDAS” in “PEMDAS” 390Index 391