Early Childhood Education

The Praxis TM Study Companion Early Childhood Education 0020 www.ets.org/praxis

Welcome to The Praxis Study Companion Welcome to The Praxis Study Companion Prepare to Show What You Know You have gained the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxis TM test. Using The Praxis Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time. The Study Companion contains practical information and helpful tools including: An overview of the tests Specific information on the Praxis test you are taking A template study plan Practice questions and explanations of correct answers Test-taking tips and strategies Frequently asked questions Links to more detailed information So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day. Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you. Your teaching career begins with preparation. Good luck! The Praxis TM Study Companion 2

Table of Contents Table of Contents The Praxis TM Study Companion guides you through the 10 steps to success 1. Know What to Expect...4 Familiarize yourself with the Praxis tests so you know what to expect 2. Familiarize Yourself with Test Questions...5 Become comfortable with the types of questions you will find on the Praxis tests 3. Understand Your Scores...9 Understand how tests are scored and how to interpret your test scores 4. Learn About Your Test... 11 Learn about the specific test you will be taking 5. Determine Your Strategy for Success... 13 Set clear goals and deadlines so your test preparation is focused and efficient 6. Develop Your Study Plan... 16 Develop a personalized study plan and schedule 7. Review Smart Tips for Success... 20 Follow test-taking tips developed by experts 8. Practice with Sample Test Questions... 22 Answer practice questions and find explanations for correct answers 9. Check on Testing Accommodations... 26 See if you qualify for accommodations that may make it easier to take the Praxis test? 10. Do Your Best on Test Day... 27 Get ready for test day so you will be calm and confident Appendix: Other Questions You May Have... 29 The Praxis TM Study Companion 3

Step 1: Know What to Expect 1. Know What to Expect Familiarize yourself with the Praxis tests so you know what to expect Which test should I take? Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for the teaching area you wish to pursue. Before you register for a test, confirm your state or agency s testing requirements at www.ets.org/praxis/states. How are the Praxis tests given? Praxis I and Praxis II tests are given in both computer and paper formats. Note: Not all Praxis II tests are offered in both formats. Should I take the computer- or paper-delivered test? You should take the test in whichever format you are most comfortable. Some test takers prefer taking a paperand-pencil test, while others are more comfortable on a computer. Please note that not all tests are available in both formats. If I m taking more than one Praxis test, do I have to take them all in the same format? No. You can take each test in the format in which you are most comfortable. Is there a difference between the subject matter covered on the computer-delivered test and the paper-delivered test? No. The computer-delivered test and paper-delivered test cover the same content. Where and when are the Praxis tests offered? You can select the test center that is most convenient for you. The Praxis tests are administered through an international network of test centers, which includes some universities, high schools, Prometric Testing Centers, and other locations throughout the world. Testing schedules depend on whether you are taking computer-delivered tests or paper-delivered tests. See the Praxis website for more detailed test registration information, at www.ets.org/praxis/register. The Praxis TM Study Companion 4

Step 2: Familiarize Yourself with Test Questions 2. Familiarize Yourself with Test Questions Become comfortable with the types of questions you will find on the Praxis tests The Praxis tests include two types of questions multiple-choice (for which you select your answers from a list of choices) and constructed-response (for which you write a response of your own). You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don t spend time during the test figuring out how to answer them. Understanding Multiple-choice Questions Many multiple-choice questions begin with the phrase which of the following. Take a look at this example: Which of the following is a flavor made from beans? (A) Strawberry (B) Cherry (C) Vanilla (D) Mint How would you answer this question? All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans. Try following these steps to select the correct answer. 1) Limit your answer to one of the choices given. You may know that chocolate and coffee are also flavors made from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices given ( which of the following ). 2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only possible answer. 3) Verify your answer. You can substitute vanilla for the phrase which of the following and turn the question into this statement: Vanilla is a flavor made from beans. This will help you be sure that your answer is correct. If you re still uncertain, try substituting the other choices to see if they make sense. You may want to use this technique as you answer multiple-choice questions on the practice tests. The Praxis TM Study Companion 5

Welcome to the Praxis Study Companion Try a more challenging example The vanilla bean question is pretty straightforward, but you ll find that more challenging questions have a similar structure. For example: Entries in outlines are generally arranged according to which of the following relationships of ideas? (A) Literal and inferential (B) Concrete and abstract (C) Linear and recursive (D) Main and subordinate You ll notice that this example also contains the phrase which of the following. This phrase helps you determine that your answer will be a relationship of ideas from the choices provided. You are supposed to find the choice that describes how entries, or ideas, in outlines are related. Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way: How are outlines usually organized? Since the ideas in outlines usually appear as main ideas and subordinate ideas, the answer is (D). QUICK TIP: Don t be intimidated by words you may not understand. It might be easy to be thrown by words like recursive or inferential. Read carefully to understand the question and look for an answer that fits. An outline is something you are probably familiar with and expect to teach to your students. So slow down, and use what you know. Watch out for multiple-choice questions containing NOT, LEAST, and EXCEPT. This type of question asks you to select the choice that does not fit. You must be very careful because it is easy to forget that you are selecting the negative. This question type is used in situations in which there are several good solutions or ways to approach something, but also a clearly wrong way. How to approach questions about graphs, tables, or reading passages When answering questions about tables, graphs, or reading passages, provide only the information that the question asks for. In the case of a map or graph, you might want to read the questions first, and then look at the map or graph. In the case of a long reading passage, you might want to go ahead and read the passage, marking places you think are important, and then answer the questions. Again, the important thing is to be sure you answer the question as it refers to the material presented. So read the question carefully. How to approach unfamiliar formats New multiple-choice formats are developed from time to time to find new ways of assessing knowledge. If you see a format you are not familiar with, read the directions carefully. Then read and approach the question the way you would any other question, asking yourself what you are supposed to be looking for, and what details are given in the question that help you find the answer. Here is an example of a format you might not have encountered before: Directions: The following question asks you to analyze teacher goals and actions intended to lead to the achievement of the goal. Decide whether the action makes it likely or unlikely to lead to the achievement of the goal. The Praxis TM Study Companion 6

Step 2: Familiarize Yourself with Test Questions GOAL: To increase the participation of low-achieving middle-school students in whole-class discussions. ACTION: Instead of asking for volunteers, the teacher randomly calls on students to discuss homework assignments. (A) Likely, because students who feel anxiety about being called on will be more at ease and will pay more attention to class discussion. (B) Likely, because low-achieving students often hesitate to volunteer and random questioning will increase responses from these students. (C) Unlikely, because students in the middle-school grades prefer to have a choice in responding to discussions. (D) Unlikely, because students positive feelings toward the teacher will decrease. To answer this question correctly you must read the directions, which explain how the paragraph marked GOAL, the paragraph marked ACTION and the answer choices fit together. The answer is (B) because it is the only action that is both likely to be successful and likely to be the right reason. To answer this question, first decide whether or not the action was likely to achieve the desired goal. Then select the reason. This two-part selection process brings you to your answer. QUICK TIP: Don t make the questions more difficult than they are. Don t read for hidden meanings or tricks. There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of your knowledge. Understanding Constructed-response Questions Constructed-response questions require you to demonstrate your knowledge in a subject area by providing in-depth explanations on particular topics. Essay and problem-solving are types of constructed-response questions. For example, an essay question might present you with a topic and ask you to discuss the extent to which you agree or disagree with the opinion stated. You must support your position with specific reasons and examples from your own experience, observations, or reading. Take a look at a few sample essay topics: Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models. We are constantly bombarded by advertisements on television and radio, in newspapers and magazines, on highway signs and the sides of buses. They have become too pervasive. It s time to put limits on advertising. Advances in computer technology have made the classroom unnecessary, since students and teachers are able to communicate with each other from computer terminals at home or at work. A problem-solving question might ask you to solve a mathematics problem such as the one below and show how you arrived at your solution: a) In how many different ways can 700 be expressed as the product of two positive integers? Show how you arrived at your answer. b) Among all pairs of positive integers whose product is 700, which pair has the maximum greatest common divisor? Explain how you arrived at your answer. The Praxis TM Study Companion 7

Step 2: Familiarize Yourself with Test Questions Keep these things in mind when you respond to a constructed-response question 1) Answer the question accurately. Analyze what each part of the question is asking you to do. If the question asks you to describe or discuss, you should provide more than just a list. 2) Answer the question completely. If a question asks you to do three distinct things in your response, you should cover all three things for the best score. Otherwise, no matter how well you write, you will not be awarded full credit. 3) Answer the question that is asked. Do not change the question or challenge the basis of the question. You will receive no credit or a low score if you answer another question or if you state, for example, that there is no possible answer. 4) Give a thorough and detailed response. You must demonstrate that you have a thorough understanding of the subject matter. However, your response should be straightforward and not filled with unnecessary information. 5) Reread your response. Check that you have written what you thought you wrote. Be sure not to leave sentences unfinished or omit clarifying information. QUICK TIP: You may find that it helps to circle each of the details of the question in your test book or take notes on scratch paper so that you don t miss any of them. Then you ll be sure to have all the information you need to answer the question. For more detailed information on constructed-response scoring, see the Scoring Guide in the Test at a Glance section. The Praxis TM Study Companion 8

Step 3: Understand Your Scores 3. Understand Your Scores Understand how tests are scored and how to interpret your test scores Of course, passing the Praxis test is important to you so you need to understand what those scores mean and what your state requirements are. What are the score requirements for my state? States, institutions, and associations that require the tests set their own passing scores. Visit www.ets.org/praxis/states for the most up-to-date information. If I move to another state, will my new state accept my scores? The Praxis Series tests are part of a national testing program, meaning that they are required in more than one state for licensure. The advantage of a national program is that if you move to another state that also requires Praxis tests, you can transfer your scores. Each state has specific test requirements and passing scores that you can find at www.ets.org/praxis/states. How do I know if I passed the test? You will receive passing score information on your score report for the score recipients that you listed when you registered. If you test in a state with automatic score reporting, you will receive passing score information for that state. A list of states and their passing scores for each test are available online at www.ets.org/praxis/states. What your Praxis scores mean You received your score report. Now what does it mean? It s important to interpret your score report correctly and to know what to do if you have questions about your scores. Visit http://www.ets.org/s/praxis/pdf/sample_score_report.pdf to see a sample score report. To access Understanding Your Praxis Scores, a document which provides additional information on how to read your score report, visit www.ets.org/praxis/scores/understand. Put your scores in perspective Your score report indicates: Your score and whether you passed The range of possible scores The raw points available in each content category The range of the middle 50 percent of scores on the test Your Recognition of Excellence (ROE) Award status, if applicable (found at www.ets.org/praxis/scores/understand/roe) If you have taken the same test or other tests in The Praxis Series over the last 10 years, your score report also lists the highest score you earned on each test taken. The Praxis TM Study Companion 9

Step 3: Understand Your Scores Content category scores and score interpretation On many of the Praxis tests, questions are grouped into content categories. To help you in future study or in preparing to retake the test, your score report shows how many raw points you earned in each content category. Compare your raw points earned with the maximum points you could have earned ( raw points available ). The greater the difference, the greater the opportunity to improve your score by further study. Score scale changes ETS updates Praxis tests on a regular basis to ensure they accurately measure the knowledge and skills that are required for licensure. Updated tests cover the same content as the previous tests. However, scores might be reported on a different scale, so requirements may vary between the new and previous versions. All scores for previous, discontinued tests are valid and reportable for 10 years. These resources may also help you interpret your scores: Understanding Your Praxis Scores (PDF), found at www.ets.org/praxis/scores/understand The Praxis Series Passing Scores (PDF), found at www.ets.org/praxis/scores/understand State requirements, found at www.ets.org/praxis/states The Praxis TM Study Companion 10

Step 4: Learn About Your Test 4. Learn About Your Test Learn about the specific test you will be taking Early Childhood Education (0020) Test Name Test Code 0020 Time Number of Questions 120 Format Test at a Glance Early Childhood Education 2 hours Multiple-choice questions Approximate Approximate Content Categories Number of Percentage of Questions Examination V I I. Understanding the Nature of the 37 31% Growth and Development, and Learning of Young Children IV III II II. Recognizing Factors that Influence 12 10% Individual Growth and Development III. Recognizing Applications of 14 12% Developmental and Curriculum Theory IV. Planning and Implementing Curriculum 35 29% V. Evaluating and Reporting Student Progress 15 12% and Effectiveness of Instruction About This Test VI. Understanding Professional and Legal 7 6% Responsibilities The Early Childhood Education test is intended primarily for examinees who have completed their undergraduate preparation and are prospective teachers of preschool through primary-grade students. The 120 multiple-choice questions are based on a teaching approach that emphasizes the involvement of young children in a variety of play and child-centered activities and on a curriculum that reflects a concern for the development of the whole child, including the child s physical, cognitive, social, and language development. The six content categories include understanding the nature of the growth, development, and learning of young children; recognizing factors that influence individual growth and development; recognizing applications of developmental and curriculum theory; planning and implementing curriculum; evaluating and reporting student progress and effectiveness of instruction; and understanding professional and legal responsibilities. Although most questions refer to children ages 3 through 8, a few questions concern development at earlier and later ages so as to examine the full range of early childhood development. This test may contain some questions that will not count toward your score. The Praxis TM Study Companion 11

Step 4: Learn About Your Test Topics Covered Representative descriptions of topics covered in each category are provided below. I. Understanding the Nature of the Growth, Development, and Learning of Young Children Cognitive development: concepts of the physical world and of causal relationships and signing in all communication systems, such as art, music, and mathematics; skill development in areas such as manipulative skills, symbol recognition, and logical reasoning Language development: oral language development, including listening comprehension, speaking (storytelling, bilingual skills), developing vocabulary, and understanding the systems of language; written language development, such as expressing ideas in writing, print awareness, and invented spelling Physical development: typical and atypical growth and development, fine and gross motor development, symptoms of illness, health, and safety Personal/social development: self-concept, learning style, locus of control, temperament, stages of social behavior, gender role, sex, physical attractiveness, effects of discrimination, stereotypes, and aggression IV. Understanding major early childhood curriculum models and approaches, such as Bank Street, Bereiter/Engelmann, Froebel, Montessori, Kamii, Weikert, Head Start, Emergent Literacy, developmentally appropriate practice, play-based and integrated curriculums Planning and Implementing Curriculum Planning, selecting, and implementing appropriate curriculum experiences and instructional strategies: whole language, language experience, and basal approaches; mathematics manipulatives; inquiry and discovery in science; physical/motor experiences; aesthetic and affective experiences; social experiences Organizing and managing the physical learning environment: use of materials, equipment, indoor space, and outdoor space Utilizing outside resources in curriculum planning and implementation: community and family Managing interpersonal interactions in the classroom: helping children learn to manage their behavior, recognizing how teacher s behavior and attitudes affect children s learning and development II. Recognizing Factors that Influence Individual Growth and Development Physiological factors: effects of genetic and congenital maturational factors Familial factors: family relationships, parental attitudes, siblings, and birth order Nutritional/hygienic factors: diet, exercise, sleep, and environmental conditions Cultural factors: effects of the interaction of cultural values; roles of the primary transmitters of the culture (family, schools, community, mass media); and effects of economic, political, and cultural influences, including regional, ethnic, and religious influences V. Evaluating and Reporting Student Progress and the Effectiveness of Instruction Selection and use of formal and informal assessment instruments for evaluating developmental progress and effectiveness of curriculum experiences Maintaining useful records of a child s development and progress in learning Using formal and informal assessment results in planning for a class and for individuals Communicating effectively with parents about a child s total developmental progress III. Recognizing Applications of Developmental and Curriculum Theory Understanding the contributions of major streams of developmental and learning theory to early childhood education practices, such as psychoanalytic, cognitive, social-learning, and behaviorist theories VI. Understanding Professional and Legal Responsibilities Maintaining effective interactions with other adults who function within the learning setting Being cognizant of legal responsibilities and regulations that affect teaching in the early childhood setting The Praxis TM Study Companion 12

Step 5: Determine Your Strategy for Success 5. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient Effective Praxis test preparation doesn t just happen. You ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day. 1) Learn what the test covers. You may have heard that there are several different versions of the same test. It s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge. You ll find specific information on the test you re taking in the Test at a Glance section, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit www.ets.org/praxis/testprep for information on other Praxis tests. 2) Assess how well you know the content. Research shows that test takers tend to overestimate their preparedness this is why some test takers assume they did well and then find out they did not pass. The Praxis tests are demanding enough to require serious review of likely content, and the longer you ve been away from the content the more preparation you will most likely need. If it has been longer than a few months since you ve studied your content area, make a concerted effort to prepare. 3) Collect study materials. Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider the following reference sources as you plan your study: Did you take a course in which the content area was covered? If yes, do you still have your books or your notes? Does your college library have a good introductory college-level textbook in this area? Does your local library have a high school-level textbook? Study guides are available for purchase for many Praxis tests at www.ets.org/praxis/testprep. Each guide provides a combination of test preparation and practice, including sample questions and answers with explanations. 4) Plan and organize your time. You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips: Choose a test date far enough in the future to leave you plenty of preparation time at www.ets.org/praxis/register/centers_dates. Work backward from that date to figure out how much time you will need for review. Set a realistic schedule and stick to it. The Praxis TM Study Companion 13

Step 5: Determine Your Strategy for Success 5) Practice explaining the key concepts. Praxis tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know. 6) Understand how questions will be scored. Scoring information can be found in the Learn About Your Test section on page 11. 7) Develop a study plan. A study plan provides a roadmap to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 16 to organize your efforts. And most important get started! Would a Study Group Work for You? Using this guide as part of a study group People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to each other, everyone builds self-confidence. If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple persons can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size. Here are some ways to use this guide as part of a study group: Plan the group s study program. Parts of the study plan template on page 16 can help to structure your group s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ( Dates planned for study of content ), you can create an overall schedule for your group s study program. Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance on page 11 to select topics and then select practice questions, beginning on page 22. Prepare your presentation for the group. When it s your to turn present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions. The Praxis TM Study Companion 14

Step 5: Determine Your Strategy for Success Take the practice test together. The idea of the practice test is to simulate an actual administration of the test, so scheduling a test session with the group will add to the realism and may also help boost everyone s confidence. Remember, complete the practice test using only the time that will be allotted for that test on your administration day. Learn from the results of the practice test. Score each other s answer sheets. For the constructedresponse questions, look at the Sample Test Questions, which also contains sample responses to those questions and shows how they were scored. Then try to follow the same guidelines that the test scorers use. Be as critical as you can. You re not doing your study partners any favors by letting them get away with an answer that does not cover all parts of the question adequately. Be specific. Write comments that are as detailed as the comments about the sample responses. Indicate where and how your study partner(s) are doing an inadequate job of answering the question. Writing notes in the margins of the answer sheet may also help. Be supportive. Include comments that point out what your study partner(s) got right and therefore earned points. Then plan one or more study sessions based on aspects of the questions on which group members performed poorly. For example, each group member might be responsible for rewriting one paragraph of a response in which someone else did an inadequate job. Whether you decide to study alone or with a group, remember that the best way to prepare is to have an organized plan. The plan should set goals based on specific topics and skills that you need to learn, and it should commit you to a realistic set of deadlines for meeting these goals. Then you need to discipline yourself to stick with your plan and accomplish your goals on schedule. The Praxis TM Study Companion 15

Step 6: Develop Your Study Plan 6. Develop Your Study Plan Develop a personalized study plan and schedule Planning your study time is important because it will help ensure that you review all content areas covered on the test. Use the sample study plan below as a guide. It shows a plan for the Praxis I Pre-Professional Skills Test: Reading test. Following that is a study plan template that you can fill out to create your own plan. Use the Test at a Glance and Topics Covered information, beginning on page 11 to help complete it. Use this worksheet to: 1. Define Content Areas: List the most important content areas for your test as defined in the Test at a Glance and Topics Covered sections. 2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area. 3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area. 4. Study: Create and commit to a schedule that provides for regular study periods. Praxis Test Name: Praxis I Pre-Professional Skills Test: Reading Praxis Test Code: 0710 Test Date: 11/15/12 Content covered Description of content How well do I know the content? (scale 1 5) What resources do I have/need for this content? Where can I find the resources I need? Dates I will study this content Date completed Literal Comprehension Main Ideas Identify summaries or paraphrases of main idea or primary purpose of reading selection 2 Middle school English text book College library, middle school teacher 9/15/12 9/15/12 Supporting Ideas Identify summaries or paraphrases of supporting ideas and specific details in reading selection 2 Middle school English text book College library, middle school teacher 9/17/12 9/17/12 Organization Identify how reading selection is organized in terms of cause/ effect and compare/ contrast 3 Middle and high school English text book College library, middle and high school teachers 9/20/12 9/21/12 Organization Identify key transition words/phrases in reading selection and how used 4 Middle and high school English text book College library, middle and high school teachers 9/25/12 9/26/12 Vocabulary in Context Identify meanings of words as used in context of reading selection 3 Middle and high school English text book, dictionary College library, middle and high school teachers 9/25/12 9/27/12 (continued on next page) The Praxis TM Study Companion 16

Step 6: Develop Your Study Plan Content covered Description of content How well do I know the content? (scale 1 5) What resources do I have/need for this content? Where can I find the resources I need? Dates I will study this content Date completed Critical and Inferential Comprehension Evaluation Determine whether evidence strengthens, weakens or is relevant to arguments in reading selection 5 High school text book, college course notes College library, course notes, high school teacher, college professor 10/1/12 10/1/12 Evaluation Determine role that an idea, reference, or piece of information plays in author s discussion/argument 5 High school text book, college course notes College library, course notes, high school teacher, college professor 10/1/12 10/1/12 Evaluation Determine if information presented is fact or opinion 4 High school text book, college course notes College library, course notes, high school teacher, college professor 10/1/12 10/1/12 Evaluation Identify relationship among ideas presented in reading selection 2 High school text book, college course notes College library, course notes, high school teacher, college professor 10/1/12 10/1/12 Inferential Reasoning Draw inferences/ implications from directly stated content of reading selection 3 High school text book, college course notes College library, course notes, high school teacher, college professor 10/8/12 10/8/12 Inferential Reasoning Determine logical assumptions on which argument or conclusion is based 2 High school text book, college course notes College library, course notes, high school teacher, college professor 10/8/12 10/8/12 Inferential Reasoning Determine author s attitude toward materials discussed in reading selection 1 High school text book, college course notes College library, course notes, high school teacher, college professor 10/15/12 10/17/12 Generalization Recognize or predict ideas/situations that are extensions of, or similar to, what has been presented in reading selection 2 High school text book, college course notes College library, course notes, high school teacher, college professor 10/22/12 10/24/12 Generalization Draw conclusions from materials presented in reading selection 3 High school text book, college course notes College library, course notes, high school teacher, college professor 10/24/12 10/24/12 Generalization Apply ideas presented in a reading selection to other situations 3 High school text book, college course notes College library, course notes, high school teacher, college professor 10/27/12 10/27/12 The Praxis TM Study Companion 17

Welcome to the Praxis Study Companion My Study Plan Use this worksheet to: 1. Define Content Areas: List the most important content areas for your test as defined in the Test at a Glance and Topics Covered sections. 2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area. 3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area. 4. Study: Create and commit to a schedule that provides for regular study periods. Praxis Test Name: Praxis Test Code: Test Date: Content covered Description of content How well do I know the content? (scale 1 5) What resources do I have/need for this content? Where can I find the resources I need? Dates I will study this content Date completed (continued on next page) The Praxis TM Study Companion 18

Welcome to the Praxis Study Companion Content covered Description of content How well do I know the content? (scale 1 5) What resources do I have/need for this content? Where can I find the resources I need? Dates I will study this content Date completed The Praxis TM Study Companion 19

Step 7: Review Smart Tips for Success 7. Review Smart Tips for Success Follow test-taking tips developed by experts Learn from the experts. Take advantage of these answers to questions you may have and practical tips to help you navigate the Praxis test and make the best use of your time. Should I Guess? Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an incorrect answer. When you don t know the answer to a question, try to eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider every question. Can I answer the questions in any order? Yes. You can go through the questions from beginning to end, as many test takers do, or you can create your own path. Perhaps you will want to answer questions in your strongest area of knowledge first and then move from your strengths to your weaker areas. On computer-delivered tests, you can use the Skip function to skip a question and come back to it later. There is no right or wrong way. Use the approach that works best for you. Are there trick questions on the test? No. There are no hidden meanings or trick wording. All of the questions on the test ask about subject matter knowledge in a straightforward manner. Are there answer patterns on the test? No. You might have heard this myth: the answers on multiple-choice tests follow patterns. Another myth is that there will never be more than two questions with the same lettered answer following each other. Neither myth is true. Select the answer you think is correct based on your knowledge of the subject. Can I write in the test booklet or, for a computer-delivered test, on the scratch paper I am given? Yes. You can work out problems right on the pages of the booklet or scratch paper, make notes to yourself, mark questions you want to review later or write anything at all. Your test booklet or scratch paper will be destroyed after you are finished with it, so use it in any way that is helpful to you. But make sure to mark your answers on the answer sheet or enter them on the computer. Smart Tips for Taking the Test 1. For a paper-delivered test, put your answers in the right bubbles. It seems obvious, but be sure that you fill in the answer bubble that corresponds to the question you are answering. A significant number of test takers fill in a bubble without checking to see that the number matches the question they are answering. 2. Skip the questions you find extremely difficult. Rather than trying to answer these on your first pass through the test, leave them blank and mark them in your test booklet. Pay attention to the time as you answer the rest of the questions on the test, and try to finish with 10 or 15 minutes remaining so that you The Praxis TM Study Companion 20

Step 7: Review Smart Tips for Success can go back over the questions you left blank. Even if you don t know the answer the second time you read the questions, see if you can narrow down the possible answers, and then guess. 3. Keep track of the time. Bring a watch to the test, just in case the clock in the test room is difficult for you to see. Keep the watch as simple as possible alarms and other functions may distract others or may violate test security. If the test center supervisor suspects there could be an issue with your watch, they might ask you to remove it, so simpler is better! You will probably have plenty of time to answer all of the questions, but if you find yourself becoming bogged down in one section, you might decide to move on and come back to that section later. 4. Read all of the possible answers before selecting one. Then reread the question to be sure the answer you have selected really answers the question. Remember, a question that contains a phrase such as Which of the following does NOT is asking for the one answer that is NOT a correct statement or conclusion. 5. Check your answers. If you have extra time left over at the end of the test, look over each question and make sure that you have answered it as you intended. Many test takers make careless mistakes that they could have corrected if they had checked their answers. 6. Don t worry about your score when you are taking the test. No one is expected to answer all of the questions correctly. Your score on this test is not analogous to your score on the GRE or other similar-looking (but in fact very different) tests. It doesn t matter on the Praxis tests whether you score very high or barely pass. If you meet the minimum passing scores for your state and you meet the state s other requirements for obtaining a teaching license, you will receive a license. In other words, what matters is meeting the minimum passing score. You can find passing scores for all states that use The Praxis Series tests at http://www.ets.org/s/praxis/pdf/passing_scores.pdf or on the website of the state for which you are seeking certification/licensure. 7. Use your energy to take the test, not to get angry at it. Getting angry at the test only increases stress and decreases the likelihood that you will do your best. Highly qualified educators and test development professionals, all with backgrounds in teaching, worked diligently to make the test a fair and valid measure of your knowledge and skills. Your state painstakingly reviewed the test before adopting it as a licensure requirement. The best thing to do is concentrate on answering the questions. The Praxis TM Study Companion 21

Step 8: Practice with Sample Test Questions 8. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers Sample Test Questions The sample questions that follow illustrate the kinds of questions on the test. They are not, however, representative of the entire scope of the test in either content or difficulty. Answers with explanations follow the questions. Directions: Each of the questions or statements below is followed by five suggested answers or completions. Select the one that is best in each case. 1. The students in a third-grade class are going to perform an experiment in which they will measure the amount of time it takes for one, two, and eight ice cubes to melt in a given quantity of water at a particular temperature. They will then predict the melting times for four and for sixteen ice cubes in water of the same temperature. Of the following, a skill that is prerequisite to making successful predictions for this experiment is the ability to (A) (B) (C) (D) (E) make accurate observations read a chart showing the data use a metric scale identify likenesses and differences estimate 2. A group of English-speaking 4-year-olds who have not yet learned to read or write are asked to do some writing on this page. Which of the following describes what the majority of 4-year-olds in the group would be most likely to do? (A) (B) (C) (D) (E) Produce markings that are indistinguishable from those of children exposed to Arabic or Chinese Write a continuous string of letters with no breaks between them and with most letters reversed Create scribble that resembles the writing system to which they have been exposed, though the scribbles may not include actual letters React with puzzlement since they have no idea what writing is Fill the page with stick figures that represent their family members 3. Which of the following instructional approaches is likely to be most effective in helping children in a multiculturally diverse class of 3- and 4-year-olds achieve the goal of developing strong, positive self-concepts? (A) (B) (C) (D) (E) Inviting parents to bring to school foods traditionally associated with the holidays observed in the racial-ethnic groups represented in the class Requiring that children accept each other equally, change playmates frequently, and show courtesy to all regardless of cultural and ethnic background Organizing the curriculum plan so as to feature holidays that are typically observed by the cultures represented in the class Providing a wide range of multicultural materials, such as books and pictures about children from different countries, including those countries represented by the students families Providing both learning activities and materials that affirm aspects of the different cultures of the children s families, such as learning to say Good morning in the languages used by children s families 4. All of the following are accurate generalizations about children s biological development EXCEPT: (A) Sex differences in growth are relatively small during the infant and early childhood years. (B) Children s hand preference develops around 2 years of age. (C) (D) (E) Children s physical characteristics tend to be more like those of the mother than those of the father. While most children follow the same sequence of growth, they may differ considerably in their rates of maturation. The average height and weight of children in the United States have both increased over the last century. The Praxis TM Study Companion 22

Step 8: Practice with Sample Test Questions 5. According to Kamii s curriculum theory, children build knowledge principally through the (A) (B) (C) (D) (E) process of trial and error generation of appropriate responses to stimuli use of their five senses to differentiate information from emotions imitation of the behaviors of adults or other children formation of mental relationships by interacting with objects, people, and events 6. According to Abraham Maslow, a child who frequently comes to school hungry, tired, and dressed in dirty clothing has which of the following unmet needs? (A) (B) (C) (D) (E) Self-actualization Self-esteem Safety and security Physiological Love and belongingness 7. A teacher rolls five balls of different size, color, and weight down an inclined plane several times, starting them all at the same time. The largest and heaviest ball, which is red, reaches the bottom first each time. The teacher then lets the children handle the balls. Which of the following teacher questions about this activity would be most likely to encourage a group of 5-year-olds to think and reason? (A) (B) (C) (D) (E) What is the color of the ball that gets to the bottom first? What can you tell me about the ball that gets to the bottom first? Does the same ball always get to the bottom first? What is the weight of the ball that always gets to the bottom first? Does the largest ball get to the bottom first? 8. An early childhood teacher who incorporates puppets, telephone conversations, and choral reading in daily plans is likely to be most concerned with providing which of the following? (A) (B) (C) (D) (E) Experiences in the classroom setting that is loosely structured Experiences in the classroom that allow every child to speak in class Experiences that allow the children to relax and have fun after more challenging learning activities Experiences in which children can practice language rules Experiences that provide a variety of exposures to language through which children can express themselves 9. Which of the following would be the best indication to a teacher that students are beginning to think critically about science? (A) (B) (C) (D) (E) They talk about earthquakes, space probes, and science-related information in the news. They begin to read more books and articles about science on their own. They successfully plan and carry out simple experiments to test questions raised in classroom discussion. They ask the teacher to read stories to them about scientific topics. They correctly answer the teacher s questions about the procedures used after observing science experiments being done. The Praxis TM Study Companion 23

Welcome to the Praxis Study Companion 10. Duffy, a 3-year-old, drew the picture above. On the basis of this single drawing, which of the following inferences that the teacher might make about Duffy is most defensible? (A) (B) (C) (D) (E) He may be afraid of aggressive feelings, as evidenced by his failure to draw arms on either figure. His drawing demonstrates that he has a very positive outlook on life due to the facial expressions. He has used the greatest detail on facial expression, indicating a strong need for acceptance. His drawing is within the range of normal expression for a child of this age. He is unaware of individual differences, as evidenced by the failure to show differences in the two figures. 11. Part C of the Individuals with Disabilities Education Act (IDEA) requires public school districts that receive federal funds to provide (A) (B) (C) (D) (E) early intervention services for infants and toddlers with developmental delays or disabilities procedural safeguards for all families whose children have special needs interagency councils to administer public education programs a public multicultural awareness program special education programs for all children from ages 3 to 5 12. In regard to parent-teacher relations, the National Association for the Education of Young Children (NAEYC) advocates in its Guidelines for Developmentally Appropriate Practice that teachers do which of the following? (A) (B) (C) (D) (E) Establish clearly defined differences between their roles and responsibilities and those of students parents. Contact parents about every developmental change their children undergo. Encourage parents to accept teachers as experts who know what is best academically for their children. Clarify the limits of parents access to their children s classrooms. View parents as partners in the educational process. The Praxis TM Study Companion 24