Difficulty: Hard

Average Score: 0%

A fourth-grade teacher reads a fictional mystery story to students. The teacher stops at the point of the story when the main character is about to solve the mystery. The teacher then distributes a graphic organizer to support the way the students think about the plot and about a possible conclusion. On the graphic organizer, the students write down clues that the author gives in the text, information from their background knowledge that connects to the clues, and a prediction about how the mystery will be solved.

Which of the following activities best indicates that the students are receiving instruction in phoneme-grapheme correspondence?

Rationale

Holding up a letter card that matches a sound spoken by the teacher.

This activity directly demonstrates the students' understanding of phoneme-grapheme correspondence, as they are connecting specific sounds to their corresponding written letters. This skill is fundamental in learning to read and write, as it reinforces the relationship between spoken sounds and their written representations.

A (Listening to one-syllable words and identifying the middle sound in each) YOUR ANSWER

While this activity involves phonemic awareness, it does not directly connect sounds to their corresponding letters or graphemes. Identifying sounds is important, but without the grapheme aspect, it does not fulfill the requirement of teaching phoneme-grapheme correspondence.

B (Sorting words to reinforce mastery of high-frequency vocabulary) YOUR ANSWER

This task focuses on word recognition and vocabulary development rather than phoneme-grapheme correspondence. Sorting high-frequency words may enhance reading fluency, but it does not specifically teach the relationship between sounds and their written forms.

C (Saying a single-syllable word before producing a word that rhymes) YOUR ANSWER

This activity emphasizes phonemic awareness and rhyming skills, which are valuable for developing phonological skills. However, it does not involve writing or connecting sounds to their corresponding letters, thus not addressing phoneme-grapheme correspondence directly.

Conclusion

Understanding phoneme-grapheme correspondence is crucial for emerging readers, as it lays the foundation for decoding and encoding written language. The activity of holding up a letter card in response to a spoken sound provides a direct and effective way for students to practice this essential skill, reinforcing their ability to connect sounds with their written representations. Other options may engage students in phonemic awareness or vocabulary but do not specifically target the correspondence between sounds and letters.

Related Questions

View all