PRAXIS II Elementary Education: Curriculum, Instruction & Assessment Exam (5017)

The PRAXIS II Elementary Education: Curriculum, Instruction & Assessment Exam (5017) is designed for individuals who are potential elementary education instructors. You’ll be given two hours and ten minutes to complete 120 multiple-choice questions. There are approximately 37 questions covering reading and language arts, 31 questions covering mathematics, 20 questions covering science, 17 questions covering social studies, 15 questions covering physical education, art, and music.

Reading in Language Arts and Curriculum, Instruction, and Assessment
This section of the exam will assess your knowledge of informal and formal student assessments, the writing process, writing instruction, the reading process, reading instruction, phonics, language acquisition, and components of an effective reading curriculum.

Mathematics Curriculum, Instruction and Assessment
This section of the exam will assess your knowledge of student mathematical assessment, problem-solving, geometric concepts, measurement, probability and statistics, calculator and computer usage, number theory and concepts, multiplication and division, addition and subtraction, basic numeration, free math skills, and the components of an effective mathematical curriculum.

Science Curriculum, Instruction and Assessment
This section of the exam will assess your knowledge of basic principles of health education, analysis of students work, model building and computer simulations, student usage of technology, scientific concepts and processes, utilization of sciences inquiry and development of ideas and explanations.

Social Studies Curriculum, Instruction and Assessment
This section of the exam will assess your knowledge of history, geography, map skills, government, economics, social organization, and human behavior and society.

Arts and Physical Education Curriculum, Instruction and Assessment
This section of the exam will assess your knowledge of the implementation of developmentally appropriate physical education curriculum, basic concepts of music and art, basic concepts of physical education instruction, teaching strategies to encourage creativity and; evaluation of student progress in art, music and physical education.

PRAXIS II Elementary Education Curriculum Instruction And Assessment Practice Questions

1. What do the “squiggles” on paper represent?

A. Stories
B. Directions
C. Problems solved
D. All of the above

2. Which strategy does not help reading comprehension?

A. Memorizing facts
B. Thinking about the content
C. Connecting new data with known information
D. Asking questions

3. The basics of math are:

A. addition and division
B. fractions
C. shapes
D. All of the above

4. Which of the following steps is not used in the procedural approach to teaching math?

A. Define terms and symbols.
B. Apply critical thinking skills.
C. Explain formulas.
D. Demonstrate the procedure.

5. Which of the following is not a benefit of the Internet?

A. Instant communication
B. Easily accessible information
C. Security
D. None of the above

Answer Key For Elementary Education, Curriculum Instruction And Assessment

1. Answer: D

A student’s ability to clearly express his thought and ideas in writing is directly related to his reading fluency. This, in turn, is directly connected to his vocabulary. Print awareness includes the realization that those words he sees in the books and magazines that adults read to him are made with pens, pencils, and the printer attached to the computer on the desk in the den.

The child gradually begins to understand those funny squiggles on the paper have meaning. They tell his favorite stories, give directions on how to make chocolate chip cookies, and help solve problems like putting his new bike together. When he practices “writing” a child is learning to distinguish the difference between words and pictures, a major step toward reading comprehension. As the child’s ability to write improves, his reading fluency improves as well.

2. Answer: A

Students need to be given the tools to learn to read smart. Comprehension improves when students actively think about what they are reading, apply learned knowledge, and experience and connect new information to the world as they understand it. They should be encouraged to ask questions and create pictures in their mind of what they are reading. When a student visualizes the material, it becomes more personal and real, and he is more likely to understand and complete the assignment.

When the reader engages in an internal dialogue with the author, he learns more effectively and retains the information longer. Students need to know how to determine the importance of the facts and ideas presented and discriminate between the “must remember” and the “it’s interesting but not necessary.” Carefully worded questions and lively class discussions help students learn what to look for as they read, whether they are reading for pleasure or to complete an assignment.

3. Answer: D

Math explains the logic of and relationship between numbers. It is used every day in countless ways-something teachers would do well to capitalize on in order to minimize potential math phobia and make the subject relevant to the students’ lives. It may be helpful to use examples with which students are familiar and that make sense to them.

It is critical for students to already have a firm grasp of basics, since all math concepts are built on addition, division, fractions, and shapes. It is imperative students understand one concept before moving on to the next. If they fail to master the basics, students become confused as they progress to higher levels because they are unable to apply applicable background knowledge when introduced to geometry, algebra, probability, and statistics.

Making math fun by injecting a sense of wonder and excitement into learning how to use numbers in everyday life goes a long way in preventing a fear of math from developing. For example, play a game of cards, checkers or backgammon; create a futuristic city; count the legs on a centipede.

4. Answer: B

Teaching math with a procedural approach or by direct instruction means defining terms and symbols, explaining formulas, and giving students a step-by-step method to solve a problem. The teacher demonstrates the procedure; students practice the steps in class and try to work similar problems at home. Definitions are exact and necessary but don’t allow for creative examples or encourage critical thinking. The problem is solved “by the book.” Most students acquire some level of proficiency but are usually unable to apply anything learned in math class in other academic areas or to situations outside of school.

Teaching math with a conceptual approach means developing lessons and posing problems that require students to use their reasoning abilities, apply critical thinking skills, and make connections with previously learned knowledge. Knowing the definitions and formulas is necessary but is not the primary focus. The goal is to help students make sense of math by using examples to which they can relate and making the lesson relevant to life outside of math class.

5. Answer: D

The Internet has had a profound effect on society. Communication is almost instantaneous; information is abundant, readily available, and easily accessible on the World Wide Web. Individuals use it and companies rely on it. More and more people are turning to the Internet for the news of the day, analyses of current events, sports scores, health information, financial transactions, and security. The growth of the Internet has allowed companies to expand their business reach beyond traditional borders and reduce expenses, thereby increasing the bottom line. Some companies are also willing to let employees work from home, which lowers gasoline consumption, reduces pollution, and makes for a better work/life balance.

Students also benefit, with easy, convenient access to a myriad of resources and reference material that adds to background knowledge and enhances learning. Teachers can utilize computer-based training programs to acquire new skills and enrich their instructional arsenal of teaching tools.

It is critical, however, that students understand the potential dangers lurking on the Internet. Candid conversations about the not-so-good elements of the information superhighway must always be part of the discussion.