FreeExam

Praxis Special Education: Instruction

Explicit teaching, practice, and behavior support from preschool through grade 12.

Teacher certification exams are administered by testing organizations. FreeExam is not affiliated with those organizations, and these questions are original practice, not an official test.

Praxis is a trademark of Educational Testing Service. FreeExam is not affiliated with Educational Testing Service, and these questions are original practice, not an official test.

  1. 1.A kindergarten teacher is introducing the sound for the letter m. She has said the sound once. What should she do next in this explicit lesson?

  2. 2.Owen, in grade 2, guesses the word sat from the picture during guided practice. The blend was modeled once. What should the teacher do next?

  3. 3.Priya, in grade 5, reads a taught passage with almost no errors, but very slowly. What practice should come next?

  4. 4.Before a grade 3 science reading, the teacher introduces the word habitat. Which explicit vocabulary routine fits?

  5. 5.A grade 1 teacher wants students to blend the sounds in sat. What should the model include before they try the word?

  6. 6.Luis, in grade 4, retells a story with the events out of order. What should the teacher do next?

  7. 7.A grade 6 student copies one detail from a paragraph and calls it the main idea. What should the teacher do next?

  8. 8.An eighth-grade class is about to read a textbook section. How should the teacher prepare the readers?

  9. 9.A grade 2 student is learning to regroup when adding two-digit numbers. What should the teacher model next?

  10. 10.A grade 3 student adds every number in a word problem that asks how many are left. What should the teacher do next?

  11. 11.A grade 5 student says one fourth is larger than one half because four is greater than two. What should the teacher do next?

  12. 12.A grade 7 student subtracts integers by ignoring the signs. Which scaffold should the teacher use next?

  13. 13.A grade 4 student answers multiplication facts correctly but slowly. What practice fits this point in learning?

  14. 14.A grade 6 student uses a ratio trick that fails as soon as the problem type changes. What should the teacher do?

  15. 15.A grade 1 student counts ten, eleven, and then jumps to twenty. What should the teacher practice next?

  16. 16.An algebra student drops the variable and computes only the numbers he sees. What support should the teacher add?

  17. 17.A preschooler reaches and cries for a toy instead of making a request. What should the teacher do next?

  18. 18.During snack, a grade 3 student hits random icons on his speech device. What should the teacher do next?

  19. 19.A grade 9 student answers in one word when a short phrase is within reach. How should the teacher expand his language?

  20. 20.During a preschool book, a child studies a picture but does not look back at the teacher. What should the teacher do?

  21. 21.A grade 2 student calls out answers. The teacher wants a raised hand instead. How should she teach that behavior?

  22. 22.A grade 5 student leaves his seat when math problems get hard. The work is what he is trying to escape. What should the teacher do next?

  23. 23.A grade 7 student argues each time the teacher corrects a math step. What should the teacher do in that moment?

  24. 24.A grade 4 student blurts correct answers, and classmates stop trying. What replacement should the teacher teach?

  25. 25.A student with a mild reading disability now writes a paragraph without the sentence frame. What should happen to that frame?

  26. 26.A student completes a lab checklist from memory and no longer looks at it. The steps stay correct. What should the teacher do?

  27. 27.A student spells his word-bank words correctly without looking. Newer words are still hard. What should the teacher do?

  28. 28.A student can explain a text structure without looking at the graphic organizer. What is a sensible next fade?

  29. 29.During preschool circle, a child with significant support needs cannot lead the song. How can she take a real part?

  30. 30.A student with a profound disability is learning to greet classmates by hitting a switch. Which teaching sequence fits?

  31. 31.A student with a moderate intellectual disability is learning to wash his hands. The teacher uses backward chaining. Which step is taught first?

  32. 32.Snack happens every day for a student with significant needs. The teacher wants counting embedded in that routine. How should she do it?

  33. 33.A student with autism is moving from reading to art, and sudden changes are hard for him. What visual support should the teacher use?

  34. 34.A student with autism wants to join a group talk but speaks over classmates. What tool should the teacher teach?

  35. 35.A student covers his ears and leaves when the fire-drill alarm plays. A drill is coming this week. How should the teacher prepare him?

  36. 36.Lining up in a crowded hall upsets a student. How should the teacher teach that routine?

  37. 37.A student who is blind is starting a lesson on triangles. How should the teacher give him access to the figure?

  38. 38.A student with low vision cannot read notes on the far board. What should the teacher do during the lesson?

  39. 39.A student who is hard of hearing misses what classmates say in a discussion. What should the teacher do?

  40. 40.A deaf student is learning the word erosion before a science lesson. How should the teacher present it?

  41. 41.A student who uses a wheelchair cannot reach the science tools on a high table. What should the teacher do?

  42. 42.A student with very limited hand movement must answer a sentence question. What response should the teacher accept?

  43. 43.A student tires quickly and cannot finish a long set of problems on a skill he is learning. How should practice change?

  44. 44.A student who uses a walker must visit three stations during the lesson. How should the teacher set that up?

  45. 45.The teacher wants every student to show what one half means. Which response design keeps that goal?

  46. 46.A reluctant reader must learn the same summary skill as the class. How can the teacher offer a real choice?

  47. 47.A history lesson must reach students who learn from pictures and students who learn from listening. What should the teacher provide?

  48. 48.Most of the class is ready for two-step word problems. One student still needs easier numbers. How can the teacher keep the goal?

  49. 49.During guided practice, a student misses the same algebra step three times in a row. What should the teacher do next?

  50. 50.Independent practice comes back with most items missed. What should the teacher do next?

  51. 51.A student just finished guided practice with accurate answers and little help. What should come next?

  52. 52.A teacher says the class is in the I do part of the lesson. What should students see?

  53. 53.A student says the sound for b when the letter shown is d. What is the immediate correction?

  54. 54.A student fixes an error right after a hint. Across the next lessons, what should happen to that hint?

  55. 55.The teacher uses most-to-least prompting. The student now succeeds when the whole step is modeled. What prompt comes next?

  56. 56.The teacher uses least-to-most prompting. The student does not begin after the direction. What is the next prompt?

  57. 57.During time delay, a student reads the sight word before the teacher prompts. How should that response be treated?

  58. 58.A teacher uses constant time delay with five sight words. What does a trial look like?

  59. 59.A student is learning to answer in a sentence. He can now say two words that fit the question. What should the teacher reinforce?

  60. 60.A teacher uses forward chaining to teach making a sandwich. Which step is taught first?

  61. 61.A student raised his hand and stayed quiet. Which teacher reply is specific praise?

  62. 62.A student earns tokens so easily that they no longer affect his work. What adjustment fits?

  63. 63.Calling out has been getting a student adult attention. He has learned to tap a help card, and he taps it. What should the teacher do?

  64. 64.A student rips his paper when a writing task feels too hard, and the ripping ends the task. What should the teacher teach?

  65. 65.A student asks for a sensory break before every task and then never starts. How should the teacher adjust the break?

  66. 66.A teacher uses a first-then board for a worksheet the student dislikes. How should the board be used?

  67. 67.A student checks off reading on a visual schedule. What should the teacher do next?

  68. 68.Recess is about to start, and joining a game has been hard for a student. What is a useful precorrection?

  69. 69.A student can regroup tens in the small-group room but not at his classroom desk. What should the teacher do next?

  70. 70.Two weeks after a decoding skill looked firm, a check shows the student missing it. What should the teacher do?

  71. 71.A student does a task with the teacher but not with the aide. What should the teacher do next?

  72. 72.A family wants to practice at home, but the home method does not match the school steps. What should the teacher send?

  73. 73.A paraprofessional is saying the answers during a reading lesson. What coaching should the teacher give?

  74. 74.One co-teacher leads the whole-class lesson. The other pulls a small group right after. What is that group for?

  75. 75.A peer reads every word of a decodable book to a student who can read most of those words. How should the peer's role change?

  76. 76.In an inclusive class, the teacher gathers a short explicit group. Who belongs in it?

  77. 77.During preschool play dough, the teacher wants a child to request more. What should she do?

  78. 78.A preschool class is learning to clean up. How should the teacher teach the first step explicitly?

  79. 79.Kindergarten students turn away during a read-aloud. How should the teacher teach the listening behavior?

  80. 80.A preschooler is choosing the block center or the art center. The goal is to make a request. What should the teacher accept?

  81. 81.A high school student is learning to stock shelves for a work task. Where should the teaching start?

  82. 82.A student is learning to use a city bus pass. What sequence should instruction follow?

  83. 83.An eleventh grader misses key ideas when he takes notes from a lecture. What scaffold fits, and how should it change?

  84. 84.A tenth grader freezes when asked to plan an essay. What should the teacher model first?

  85. 85.A student with a mild reading disability reads simple closed syllables. The next pattern is a vowel team. What should his lesson do?

  86. 86.A student who has trouble sustaining attention shuts down on a long page of problems he can do. What change fits?

  87. 87.A student copies numerals but does not show what tens and ones mean. What should the teacher use next?

  88. 88.A student writes only very short sentences. The teacher wants him to join ideas. What should happen first?

  89. 89.A student with multiple disabilities chooses by looking steadily at one of two objects. How should the teacher teach that response?

  90. 90.During art, a student needs the core words want and more on his board. How should the teacher model them?

  91. 91.A teacher scans choices for a student who signals yes with a blink. How should the teacher move through the choices?

  92. 92.A student with very few voluntary movements joins calendar time. What is a fitting way for him to take part?

  93. 93.A phonics pattern taught last week is still correct. Why spend a few minutes on it today?

  94. 94.A student can add and can subtract when told which kind of problem is coming. What practice helps him choose the method?

  95. 95.A teacher has shown two fully worked examples of a two-step equation. What should the next problem look like?

  96. 96.When should a teacher use a worked example that leaves only one step blank?

  97. 97.While defining triangle, the teacher shows a square and says it is not a triangle. Why include the square?

  98. 98.A teacher is teaching metaphor. Why use several fresh examples instead of one sentence?

  99. 99.A science text assumes the class knows what a watershed is, and many students do not. What should happen before the reading?

  100. 100.Which learning target tells a student what he will actually do?

  101. 101.In a small group, every student answers the same question out loud together. What is the main benefit?

  102. 102.A quiet student rarely speaks during a check for understanding. How can response cards help?

  103. 103.An exit check shows that about half the group missed the skill. What should the next lesson do?

  104. 104.One student has mastered the skill. The others still need guided practice. How should the teacher group the work?

  105. 105.A student reads a paragraph accurately but cannot say what it means. What should the teacher do next?

  106. 106.A student does not know what difference means in a math problem. How should the teacher teach the word?

  107. 107.A student pushes into a recess game. The teacher has a short story that shows how to ask to join. How should she use the story?

  108. 108.A student marks a tally each time he returns to his task. He now stays with the work on days with no sheet. What should the teacher do?