LETRS Unit 2 REview

How is the word pl-ay divided in this example?

• phoneme

• onset-rime

• syllable

• phoneme-grapheme

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

How many spoken syllables are there in letter?

• 1

• 2

• 3

• 4

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

How many spoken syllables are in the word butterfly?

• 1

• 2

• 3

• 4

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

The use of nonsense words for phonemic awareness activities is...

• never suggested.

• beneficial for ML learners.

• useful only occasionally within sound chains.

• helpful to students who have weak vocabularies.

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Which teaching strategy would be most helpful for students who confuse the sounds/f/ and /th/ in their own speech?

• While showing each letter, ask the students to say a corresponding phoneme.

• As the students to read a list of words with digraphs th, sh, and ch.

• Practice segmenting simple words with /f/, /th/, and other fricatives.

• Have students look in a mirror while describing and producing each sound.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3D

Which student is demonstrating the most advanced level of phonemic awareness?

• a student who can provide words that rhyme with cat

• a student wo can use colored blocks to change the sound slip to make it slick

• a student who identifies the first sound in the words flat, fish, and friend as /f/

• a student who claps three times for each syllable in the word triangle

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B

A student write the word went as "wet". What aspect of phonology is associated with this common spelling error?

• substitution of a final stop for a nasal consonant

• aspiration of a final stop consonant after a nasal

• nasalization of a vowel before a nasal consonant

• affrication of the stop consonant when it is after a nasal

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

Best practices for teaching phonemic awareness activities include:

• paying attention to letters first, then telling students what sound each letter makes

• spending at least 30 minutes per day on phonemic awareness skills.

• teaching skills from easier to more difficult.

• focusing on ending sound before beginning sounds.

Which set of words would be appropriate for practicing four-phoneme blending?

• quit, sling, roast

• road, meat, they

• crow, stray, ring

• boil, sour, claw

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher's best course of action?

• Ignore the problem.

• Continue to develop phonological awareness at the appropriate levels.

• Focus on speed drills for naming letters, objects, and colors.

• Include many opportunities for repeated readings of familiar text.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10