Question 1 of 5 Share Facebook Twitter LinkedIn WhatsApp Email Copy Link A first-grade teacher pauses before selecting a word from the text of a read-aloud to help develop students' phonemic awareness skills. Which of the following questions best demonstrates the use of text vocabulary to reinforce students' learning of phoneme isolation? A. What is the first sound in the word 'woods'? B. How many syllables are in the word 'little'? C. Which word does not belong in this set: 'hat,' 'mat,' 'pig'? D. What word is made when the sounds /p/ /oi/ /n/ /t/ are said quickly? Submit Answer
Question 2 of 5 Share Facebook Twitter LinkedIn WhatsApp Email Copy Link Which of the following statements best describes the relationship between listening comprehension and reading comprehension? A. Proficiency in listening skill becomes less important to reading comprehension as students learn decoding skills. B. Listening and reading comprehension both depend on the same language comprehension ability and vocabulary knowledge. C. Listening and reading comprehension becomes stronger over time as students develop proficiency in the word-reading skills they need in order to understand a text. D. Students with a weak listening comprehension ability can become skilled in reading comprehension by learning to decode well. Submit Answer
Question 3 of 5 Share Facebook Twitter LinkedIn WhatsApp Email Copy Link Mr. Hicks conducts a phonemic awareness activity with his first-grade class. He leads the class in the following. Mr. Hicks: Say 'blank.' Students: 'Blank.' Mr. Hicks: Now say the word 'blank' without the letter 'l.' Which of the following phonemic awareness activities is Mr. Hicks using with his students? A. Phoneme substitution B. Phoneme deletion C. Phoneme segmentation D. Phoneme blending Submit Answer
Question 4 of 5 Share Facebook Twitter LinkedIn WhatsApp Email Copy Link Dylan is a student in Ms. Simpson's first-grade class. She keeps observational notes on Dylan over several months to assess his performance during phonemic awareness activities. While reviewing her notes, Ms. Simpson recognizes that Dylan is consistently unable to correctly answer questions when he is asked to listen to a word and then produce a modified version of the word. The teacher's assessment provides evidence that which of the following is Dylan's primary weakness in the development of early literacy skills? A. Understanding that words are composed of predictable syllable types that distinguish one word from another B. Knowing that words can rhyme if they follow a particular spelling or common sound pattern C. Recalling knowledge of common phonics rules and using those rules when listening to unfamiliar words D. Recognizing that words are made up of discrete sounds that can be manipulated, changed, or moved Submit Answer
Question 5 of 5 Share Facebook Twitter LinkedIn WhatsApp Email Copy Link Which of the following instructional activities best demonstrates the reciprocal relationship between decoding and encoding? A. Helping students understand the connections between spoken and written words that have multiple meanings B. Asking students to manipulate the phonemes in CVC pattern words spoken by a teacher C. Timing students' accurate recognition of uppercase and lowercase letters that are displayed on a sheet of paper D. Having students write each letter that represents the phonemes in words a teacher is saying aloud Submit Answer