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