Language Skills Quiz

This is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

• Phonemic awareness

• Vocabulary awareness

• Structural awareness

• Phonological awareness

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

Students see the following image and say, “Bug!” What stage of word recognition are the students in?

• Pre-alphabetic

• Partial alphabetic

• Full-alphabetic

• Consolidated alphabetic

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Students are breaking up the following word below by: d/e/s/c/r/i/be/

• Syllables

• Phonemes

• Semantics

• Morphemes

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

Students are using the tiles below. They use the first tile (tr) and match it with the others to make words. The students are working on:

• Syllables and rime

• Onset and rime

• Onset and segmentation

• Deletion and rime

A teacher is working with students on words. She tells the students to say the word hat. They all say the word hat. Then she tells them to say the word hat with a /p/ sound in the beginning instead of the /h/ sound. The teacher and students are using what strategy?

• Substitution

• Deletion

• Segmenting

• Isolation

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

Which of the following would be considered the most advanced phonemic awareness skill?

• Deleting the first sound in the word hat.

• Identifying the first sound in hat.

• Replacing the /h/ sound in house with an /m/ sound.

• Saying the word flee without the /l/ sound.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B

A student sees the picture below and writes: What would be the most appropriate next step in the spelling continuum?

• Print using lowercase letters

• Begin to use medial vowel sounds

• Blend consonant sounds

• Recognize common sight words

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

A kindergarten teacher uses a large book in the front of the room and asks students, "Where should I begin reading this text?" The students point to the top left corner of the page. The teacher and students are working on:

• Phonological awareness

• Metacognition

• Concepts of print

• Prosody

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

Phonemic awareness includes the ability to:

• Form compound words and combine word parts

• Spell accurately and decode unfamiliar words

• Pronounce individual sounds in words

• Differentiate between homonyms and spell accurately

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

A kindergarten teacher sets the objective for the day that students will use phonological awareness with familiar words. Which of the following would be the most effective activity for this objective?

• Have the students identify where in the book to start reading and follow along as the teacher reads aloud.

• Have students say the word sidewalk, identify how many syllables it has and then pronouncing the word without walk.

• Have the students say the word sidewalk and then identify a sidewalk in a picture from the book they are reading.

• Have students draw a picture of a sidewalk and write the word sidewalk in lowercase letters above the picture.

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A