
FOR Workshop

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Education
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University
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Medium
Cortney Dilgard
Used 8+ times
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35 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
I-1. As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it prepares students to:
recognize high-frequency words in a text automatically.
combine letter-sounds to decode words.
guess the meaning of unfamiliar words from their context.
divide written words into onsets and rimes.
2.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
I-2. A teacher is selecting words to use to assess students' ability to segment the individual phonemes in spoken words. Which of the following words would require the highest level of skill with regard to orally segmenting phonemes?
stamp
catch
fudge
chase
3.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
I-3. Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum?
orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp
orally segmenting the word wonderful into won/der/ful and then tapping the number of syllables in the word
listening to the words place and pluck and then orally segmenting each word into its onset and rime
listening to the words fiddle and fresh and then determining that both words begin with the same phoneme, /f/
4.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
I-4. A kindergarten teacher engages a small group of children in the following Say It and Move It activity.
-The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go, she, toe).
-The children slowly repeat the word.
-The children move a plain wooden block as they say each phoneme, lining up the two blocks from left to right.
Once the children demonstrate mastery of this activity, which of the following strategies would be most appropriate for the teacher to use next to build the children's phonemic awareness?
writing pairs of words on the board that differ by one phoneme (e.g., ape, cape) and pointing out to the children that the second word contains more phonemes than the first
exchanging the plain blocks for alphabet letter blocks and then helping the children do the Say It and Move It activity with relevant letter blocks, using pairs of words that have two and three phonemes (e.g., go, goat)
saying a pair of words that differ by one phoneme (e.g., bee, beach) and encouraging the children to generate pairs of words that rhyme with the target words (e.g., tea, teach)
displaying pictures for a pair of two- and three-phoneme words that differ by a single phoneme (e.g., toe, toad) and having the children complete the Say It and Move It activity for each word in the pair
5.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
I-11. A fourth-grade student who reads on grade level and consistently performs well on spelling tests that are part of weekly word study activities often misspells the same words, and other familiar words, in everyday writings. The following table shows examples of typical errors the student makes on class writing assignments and in informal notes to friends.
The student's overall spelling performance suggests that the student would benefit most from a targeted intervention focused on which of the following foundational skills?
applying common orthographic rules to inflected words
sounding out and blending letter-sounds to decode a word
discriminating between consonant and vowel sounds in words
segmenting all the phonemes in a word sequentially
6.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
II-14. Several children in a kindergarten class have mastered orally blending sets of spoken sounds together to make words. Which of the following additional skills demonstrated by the children would best indicate that they are ready to begin instruction in decoding simple words?
identifying key parts of a book consistently, such as the front, back, and title, when prompted by the teacher and pointing to the first page
tracking print directionality with a pointer on a big book of a predictable text after the teacher models reading and tracking the text
identifying letter-sound correspondences consistently for several high-utility letters, such as a, m, t, and s, when prompted by the teacher
recalling the letters of the alphabet in sequence when prompted by the teacher using an alphabet banner and the alphabet song
7.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
II-16. In the years since the report by the National Reading Panel (2000) was published, evidence- based research has conclusively documented that which of the following phonics approaches is most effective in promoting beginning readers' reading and spelling development?
teaching students common phonograms or word families that share the same orthographic rime (i.e., ending letter sequence with a common pronunciation)
introducing students to printed words that are likely to be in their oral vocabularies to support them in making effective guesses based on a text's context (e.g., the pictures)
providing embedded phonics or "phonics in context," in which the teacher primarily offers support reading a word when a student cannot read a word in connected text
focusing on grapheme-phoneme correspondences, in which students are taught explicitly to sound out each letter or letter combination in a word and blend the letter-sounds together
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