FoRT 190 2023
A Kindergarten student picks up a book and flips through it and responds to the pictures. He seems unaware of the print. Which activity is most appropriate for the next steps? A. provide unstructured play time in the classroom library B. provide intensive instruction in phonological awareness activities such as segmenting words C. structure small group activities focused on clapping syllables or student names D. model reading a big book, including moving a finger along the line of print
D
Clapping each word in a sentence would promote which of the following phonological awareness skills? A. deleting B. substituting C. blending D. segmenting
D
During an assessment of blending skills, a teacher show a student pictures of a house, grass, and a car. The teacher says aloud, "hou.." and the student quickly points to the house. Which of the following would be a logical next step? A. The teacher puts up images of a ball, a wall, a mall, and a frog. The student indicates what word does not belong B. The teacher asks the student to segment "house" into phonemes C. The teacher puts up images of a hat, a house, and a ham and ask the student to identify the first consonant sound D. The teacher does the same activity but this time using images of a hat, a house, and a ham
D
Print awareness does NOT include which of the following? A. understanding that printed number carry meaning B. Understanding that printed words carry meaning C. Understanding that in English print moves fro top to bottom and left to right D. Understanding the spoken language can be broken into sounds
D
Phonemic awareness
The ability to hear, identify, and manipulate the individual sounds, phonemes, in oral language.
r-controlled vowels
The letter r affects the sound of the vowel(s) that precedes it (er, ir, ur, ar, or)
Phonics
The understanding of the relationships between the written letters of the alphabet and the sounds of spoken language. .
diphthongs
a vowel sound that begins with one sound and changes to another (ex. ou)
Segmenting
ability to break sentences into words, words into syllables, and syllables into phonemes
Blending
ability to sequence sounds together to form words
decoding
ability to use sound-letter correspondence to decipher words by sounding them out
Subsitution
changing a sound or combination or sounds in a word to create a new word
Print-rich environment
different forms of print surround the child
Prosody
expression used in oral reading (including timing, phrasing, emphasis, rhythm, tone, and pitch)
A teacher designs the following lesson plan: 1. Sing 'row row row your boat' 2. Say aloud, stream and dream 3. ask students to repeat 4. Oddity activity: Do these words rhyme: dream, team, stream, strap? The lesson plan would be most appropriate in conjunction with which of the following activities in order to promote phonological awareness? A. Model how to divide stream and dream into onset and rime B. Asks students to draw a picture that represents stream and dream C. Ask students, "who remembers a dream they have had?" D. Model how to identify all of the phonemes in the words "stream and dream"
A
A teacher provides students with three pictures: a bed, a cat, and a sock. The teacher says, "Which of the following words has the sound /e/ in it?" Based on the teacher's question, the students most likely have already worked on which of the following? A. identifying initial and final consonant sounds B. segmenting medial vowel sounds C. blending compound words D. deleting initial sounds
A
A teacher uses pictures when teaching blending skills. Which of the following is a reason for doing so? A. Reinforces that words and sounds have meaning B. Promotes phonological awareness skills C. Promotes phonemic awareness skills D. Encourage phonics skills
A
A teacher write up the following report of a kindergartner's phonological awareness skills, " Samantha can identify onsets of monosyllabic words, but she is unable to correctly indicate initial consonants" Which of the following skills could Samantha most likely do according to this assessment? A. Samantha can hear that "stop" starts with "st" B. Samantha can clap each phoneme in the word "stop" C. Samantha can identify "stop" ends in "p" D. Samantha can identify the medial vowel in the word "stop"
A
A young child has seen a note with her mother's phone number on the fridge for months. She looks at the note and pretends to punch the numbers into her play phone. What is she demonstrating? A. showing awareness of environmental print B. showing phonological awareness C. showing phonemic awareness D. showing book handling skills
A
How does phonological awareness impact reading development? A. In order to be able to read print words, students must understand that print letters correspond to sounds, and that sounds carry meaning B. Reading print can be easier when a student demonstrates phonemic awareness skills C. Students who are strong readers must demonstrate phonemic awareness skills. Phonological awareness skills are less important D. Students who are strong readers must demonstrate phonological awareness skills. Phonemic awareness skills are less important
A
Knowledge of onset/rime can best benefit a student in reading which word? A. Plate B. Where C. Said D. Ice
A
Reading words by sounding out should begin: A. when students know a few consonants and a short vowel B. when students have mastered all 44 phonemes C. When students can identify letters by name D. when student can invent a sound for a letter symbol
A
What is a phoneme? A. A speech sound B. syllable C. the name of written letters D. A word
A
What is a possible explanation for a proficient reader's comparatively easy, rapid beginning reading development? A. Students are able to convert phonological awareness to phonological processing needed for reading B. Students have benefited from intervention from specialists C. English phonemes are not in the student's native language D. Metacognitive comprehension strategies are being used effectively
A
What is print directionality? A. a way to describe how print reads from left to right and top to bottom B. the way directions to activities are worded to ensure comprehension C. the method for teaching the direction of letters D. the method of following text with your finger
A
What skill does a child who can clap the number if syllables in a word demonstrate? A. Phonological awareness by segmenting B. Phonemic awareness by blending C. Phonemic awareness by segmenting D. Phonological awareness by substituting
A
Which of the following assessments can be used to monitor decoding skills? A. Reading a list that follow predictable, systematic phonics rules B. Reading an age appropriate passage with 10% new vocabulary C. Answering multiple choice comprehension questions about text D. Observing where a student begins to read an unfamiliar book
A
A first grade teacher is starting to introduce deleting skills. Where would be a good place to start? A. Say aloud the word "football" and ask them what happens if you take away ball B. Say aloud the word "tall" and ask them what happens if you take away the /t/ sound C. Say aloud the word "mat" and then model what happens if the /m/ sound becomes the /k/ sound D. Say aloud the word "spark" and divide the onset and rime
A
A first grader is having difficulty tracking print in connected text. What is one strategy a teacher can use to promote reading development in tracking? A. the teacher can read the sentence and follow with her fingers to model the direction it is read B. the teacher can point out the title beginning, middle, and end of a book C. the teacher can place toys dealing with words and letters in the classroom D. the teacher can clap each time a word is read aloud
A
Which of the following scenarios wold be an effective strategy to promote print awareness? A. A kindergartner's teacher labels objects and areas such as the door, window, and math center B. A kindergarten teacher claps a gong while sounding each syllable in a word C. A first grade teacher asks students to substitute the first letter of the name with a letter of their choice D. A first grade teacher hands out letter tiles and asks students to spell their name
A
Which of the following skills demonstrates the highest level of phonemic awareness? A. Name all of the sounds in the word 'supper' B. Name all the medial vowel sounds in the word 'time' C. Name the initial consonant sound in the word 'jam' D. Name the final consonant sound in the word 'roof'
A
Which part of the word 'sport' is the onset and which part is the rime? A. "sp" is the onset and "out" is the rime B. "S" is the onset and "port" is the rime C. "Ort" is the onset and "sp" is the rime D. there is no onset and "ort" is the rime
A
Which statement accurately describes a decoding teaching strategy that is typically successful? A. teach phonics systematically and explicitly in first grade B. Provide abundant environmental print so first graders can draw conclusions about letter sound relationships C. Replace phonics with a whole-to-part methodology for an end-of-year second grader who cannot decode unfamiliar multi-syllable words D. Encourage mastery of all letter sounds before blending
A
Which statement accurately represents the alphabetic principle? A. Knowing letter names is a significant indicator of a child's future success in reading B. Because of confusion that can arise, students should master letters sounds before being introduced to letter names C. Students enjoy rhymes before they develop the ability to generate rhymes D. An environment rich in print provides adequate support for at risk students
A
Which statement best reflects proper explicit instruction in letter sound relationships? A. letters should be introduced in isolation, at a rate students can learn; decoding words should begin as soon as students have knowledge of a few letter sounds B. high-frequency, high interest words should be used to allow students to explore letter-sound relationships and draw conclusions about letters and sounds C. Environmental print provides the basis for students to learn reading without intensive instruction in phonics D. Students should progress from reading whole words on flashcards to sounds to letters until a complete knowledge of the alphabet and phonemes is required
A
Which question can be used to assess a student's knowledge of the alphabetic principle? A. do bee and tree rhyme? B. which two words being with the same sounds: cab, cod, sad? C. What letter makes the sound /b/? D. Can you show me where we start reading the book?
C
Which strategy promotes internalizing the aliphatic principle? A. reading a bog book and following along with one's finger B. reading nursery rhymes C. placing a child's picture under the letter of the alphabet that initiates the child's name D. working with word families
C
Which word pair is the best example of onset/rime for decoding? A. said/bed B. string/strange C. flap/trap D. Bear/bare
C
A student has been assessed as having moderate phonemic awareness skills. Which of the following is most likely the highest skill a student with moderate phonemic awareness could demonstrate? A. the student can make rhymes using the rime of a word B. The student can identify that the word 'bat' stats with /b/ and ends with /t/ but cannot identify all of the individual sounds C. the student can identify all of the sounds in the word 'mailbox' D. the student can hear a letter and write the letter on paper
B
A teacher asks a first grader to substitute the /t/ in "tip" with /l/. The student accurately produces the new word "lip". The teacher then asks the student to replace the /p/ in "lip" with /d/. The student accurately says "lid". The teacher then asks the student to identify the first sound in the word "mother". The student says, /m/. The teacher asks the student to replace /m/ in mother with /br/. The student is unable to find the new word. Which of the following assessment would be accurate of the student's skills? A. the student has advanced phonemic awareness skills B. the student needs practicing substituting phonemes in multisyllabic words C. the student works well with initial and final consonants of monosyllabic and multisyllabic words D. the student works well with monosyllabic words but needs to work on segmenting multisyllabic words
B
A teacher displays four images: a web, a bus, a bike, and a rake. She then says bus slowly, emphasizing each sound and its connection to the next. She asks students to point to the appropriate picture. Which skills is the teacher practicing? A. segmenting B. Blending C. Deleting D. Rhyming
B
A teacher has recently worked on segmenting words into syllables in a Kindergarten class. Which of the following would be a logical skill to introduce next? A. Blending phonemes B. Blending syllables C. Substituting medial vowels D. Deleting first consonants
B
Decoding is the best strategy for reading which words? A. Where/were B. run/running C. Sow/sew D. Mr./Mrs.
B
How do blending skills influence reading comprehension? A. Blending is important practice skills, but not incorporated into reading text B. Difficulty with blending can result in choppy reading skills, which interferes with comprehension C. Blending difficulty can pose problems for learning letter names and sounds D. Students who can segment and blend sounds well do not need deleting and substituting skills
B
Sara is a kindergartener who can identify the first sound in the word 'log', but she cannot identify the three individual sounds. The next instruction should be _ A. generating rhymes B. segmenting sounds of a syllable C. Deleting part of a compound word D. Substituting one sound for another
B
Students are given index cards with different letters written on them. The teacher then puts up on the board an index card that says "part". The teacher asks one student to take away the /p/ and say the word left. Next, students take turns putting up different letters in front of "art", each time saying aloud the new word. What is the pedagogical reason for doing this activity? A. The teacher wants to promote word identification skills B. The teacher wants to promote deleting and substituting skills C. The teacher wants to promote segmenting and substituting D. The teacher wants to promote word identification and deleting skills
B
Systematically introducing isolated letters by displaying objects that begin with that letter is appropriate for which of the following? A. students who have recently mastered clapping syllables B. students who have developed phonemic awareness and know most letter names C. students who need explicit instruction on the formation of upper and lowercase letters D. students who automatically identify several high frequency sight words
B
The assessment question "What sound does m make?" would assess what aptitude? A. environmental print awareness B. alphabetic principle C. decoding D. print directionality
B
What is the relationship between oral vocabulary and decoding? A. A student must have a word in his oral vocabulary to decode it B. A student must decode a word first, and then draw from his oral vocabulary to determine meaning C. A student can increase oral vocabulary efficiently by decoding D. there is no relationship
B
Which of the following is a an example of good book handling skills? A. Claire picks up a book, turns it to the cover and read from the last page B. Pat picks up a book, turns to the cover and begins to read on the first page C. Henry picks up a book, turns to a random page, and begins to play read D. John picks up a book, identifies the cover and the back and reads from the back
B
Which of the following is an example of how skills on the phonemic awareness continuum contribute to reading development? A. automaticity in reading sight words contributes to fluency B. blending oral sounds promotes using letter-sound knowledge to blend printed words C. environmental print awareness contributes to internalizing the alphabetic principle D. Segmenting syllables promotes the ability to analyze multisyllabic words
B
Which of the following is environmental print that contributes to emergent reading? A. art work displayed at home B. fast food signs C. mother/child bonding through conversations D. movement activity to classic music
B
Which of the following miscues is a diphthong error? A. Reading barn for born B. Reading short for shout C. Reading string for spring D. Reading tiger for tiger
B
which of the following best defines the alphabetic principle? A. letters and phonemes are loosely related B. letters and sounds correspond systematically and predictably C. Print moves from left to right and from top to bottom of the page D. Phonemes can be identified and manipulated
B
Which of the following would be a strategy that promotes phonemic awareness skills? A. ask students to sound out each letter in a printed word B. ask students to trace written letters on paper C. have students say a word and count the number of sounds they hear D. write a word and repeat it, and ask students to repeat it
C
A child looks at a book and turns to the back. She looks at the last page and begins to pretend to read what is on the page. Which of the following would be an accurate assessment of this child's skills? A. The child has developed phonics skills B. the child has developed phonological awareness and print awareness C. the child shows a basic understanding of print awareness, but she has not mastered book handling skills D. the child has basic print awareness and advanced book handling skills
C
A first grader with average phonemic awareness skills shows difficulty deleting final consonants. Which of the following would be the first thing a teacher would do? A. Determine if the student can identify medial vowels B. Determine if the student can segment the syllables in a word C. Determine if the student can delete the initial consonants in the word D. Determine if the student can substitute final consonants to make new words.
C
A student is struggling with hearing rhymes and he requires one-on-one explicit instruction. Which of the following activities would a teacher use? A. The teacher sings "row, row, row your boat" B. The says the nursery rhyme, "Little Miss Muffet" C. The teacher breaks the word 'frog' into onsets and rimes and models how to make new words by changing the onset. D. the teacher plays "Miss Mary Mack" with the student
C
A student with strong phonemic awareness skills can demonstrate which of the following? A. student can identify the consonant sound at the beginning of the word hat B. the student can tell the two parts in the word rainbow C. the student can identify medial vowels in the word skate D. the student can accurately segment a sentence
C
A teacher wants to promote substituting skills in a first grade class. Which of the following activities would promote substituting of phonemes? A. The teacher shows an image of a dog, a desk, and a duck. The teacher slowly says, "duuuu" and waits for students to indicate the picture of the duck B. The teacher says aloud, "I went to the beach and I took a blanket". Students take turns replacing blanket with their own objects. C. The teacher shows an image of a fan, a man, and a ham. The teacher says, "What if I change the first sound in the word 'ran' to /f/? The students the point to the image of the fan D. The teacher reads aloud a list of compound words and asks students to jump up and down each time a syllable is said.
C
An ELL has shown an ability to identify and manipulate the individual sounds in a word. However, the student has difficulty indicating the appropriate visual cue for an activity where the teacher asks students to point to the picture of the word created when the /p/ in "pail" becomes /t/. Which of the following should the teacher work on with this student to promote phonological awareness skills? A.teach letter names in addition to phonemes that may not exist in the student's first language B. teach common rimes that may not exist in the student's first language in conjunction with segmenting skills C. teach vocabulary in conjunction with phonological awareness D. teach songs that model rhyming in addition to presenting print cues
C
An English Language Learner in a first grade class has been assessed as having weak phonemic awareness skills. Which activity would be most beneficial for this student? A. Model print directionality B. Teach the student common rhymes C. Introduce phonemes that may not be in the students first language D. Present the student with a list of common onsets
C
Chris is a kindergartener who can easily clap the number of words in a sentence. He can somewhat count the number of syllables in a word, but he has great difficulty distinguishing the number of sounds in a syllable of a word. Which statement best describes Chris? A. he has highly developed advanced phonological and phonemic awareness skills B. he has developed phonemic awareness skills, but he needs to work on phonological awareness skills C. he has developed some phonological skills, but needs to work on phonemic skills D. he is ready for phonics
C
Early childhood students create and "read" a predictable text book about themselves. "this is my nose, my mouth, eyes, and ears" Which of the following is activity NOT intended to promote? A. awareness of word boundaries B. awareness that words carry a message C. decoding skills D. print directionality
C
How many phonemes are in the word 'bass'? A. 1 B. 2 C. 3 D. 4
C
Mark can easily count the number of phonemes in a word. He also can accurately blend sounds to make a word. What would be the next logical skill for him to work on? A. Reading print B. recognizing rhymes in isolation activities C. deleting phonemes from one syllable words D. segmenting syllables
C
Students are shown the letter "g" and pictures of a goat, a game, a garden, a cow, and a car. The activity for which students? A. Language learners introduced to the letter g B. Kindergartners who can generate rhymes C. first graders practicing alphabetic principle D. Kindergartners who recognize print in their environment
C
What is decoding? A. using surrounding words to correct pronunciation of a homophone B. using automatic word recognition to read high frequency words with fluency C. using knowledge of letters sound relationships to decipher words D. using graphics as clues to sound out words
C
What role can syntactic or semantic clues play in decoding? A. pictures provide support for a student to learn to "guess" accurately B. application of letter-sound relationship allows a student to decipher a list of words accurately C. knowledge of word endings supports a student's effort to correctly pronounce a decoded word in a sentence D. good readers can decode accurately without using context clues
C
When a Kindergarten teacher models good reading habits while reading a big book, which skill is not likely the focus of the activity? A. book handling B. print directionality C. segmenting D. return sweep
C
Which child is demonstrating print awareness? A. Duncan enjoys listening to and reciting nursery rhymes B. Mackenzie picks up books, hold them correctly, and points to her favorite pictures C. Cooper draws squiggly lines under stick figures, points to the line, and tells what it says D. all student demonstrate print awareness
C
Which of the following activities should be used first to promote knowledge of the alphabetic principle in a four year old preschool classroom? A. read books aloud, identifying the beginning, middle, and end of the story and discussing the main ideas and details B. as you call students one by one to line up at the door, have the clap the syllables in their name C. provide multiple opportunities for students to practice letter formation and identification such as tracing letters in shaving cream, matching upper and lowers letters and identifying letter by name D. Provide students with a wide range of reading materials that exposes them to a variety of genres
C
Which of the following is FALSE about environmental print? A. environmental print includes words and print that surround children daily B. children often show emergent reading by pretending to read familiar signs or visible print C. environmental print has a clear correlation to one's later reading abilities D. environmental print contributes to children's print awareness skills
C
Which of the following students is demonstrating phonemic awareness? A. While pretending to read a book he's written himself, a student appropriately tracks text left to right B. A student correctly states opposites for each of the following words: stop, up, yes C. A student is consistently able to identify the first and last sounds in CVC words D. A student is able to clap the syllables in multisyllabic words
C
What is the relationship between phonemic awareness and phonological awareness? A. They mean the same thing, and can be used interchangeably B. Phonological awareness deals with reading print letters whereas phonemic awareness deals with manipulating sounds in words C. Phonological awareness concerns reading letters, and phonemic awareness concerns writing letters D. Phonological awareness describes the ability to understand that words are made of sounds. Phonemic awareness refers specifically to the ability to manipulate individual sounds in words
D
Which of the following activities is an effective means of practicing deleting? A. showing a picture of a cat and saying cat slowly to emphasize each sound B. showing a picture of a snake and asking students to clap the number of sounds they hear C. Showing a picture of a cat and asking what would happen if you changed the last sound in cat to /p/ D. showing a picture of a dog and asking what would be left if you took off the initial /d/ sound
D
Which of the following is NOT an example of a way to promote book handling skills? A. engaging the child in page turning B. Pointing out the cover and back C. showing that page numbers increase D. Using a pointer to practice one-to-one correspondence of spoken and written words in a pocket chart
D
Which of the following is typical of the order in which decoding is taught? A. rip, rift, ripe, grip B. ripe, rift, grip, rip C. grip, rift, rip, ripe, D. rip, grip, rift, ripe
D
Which of the following might be predicted by difficulties with phonological and phonemic awareness? A. Difficulty spelling B. Poor reading skills later in life C. Difficulty reading in kindergarten and first grade D. All of the above
D
Which of the following skills could a child with phonological awareness do? A. sound a one-syllable print word B. transcribe in writing a rhyme using onset and rime C. write the alphabet D. hear and repeat rhymes using onset and rime
D
Which of the following skills is generally considered the most difficult ? A. segmenting words in a sentence B. Blending phonemes into words C. Deleting phonemes from a one syllable word D. Substituting one phoneme for another in a one syllable word
D
Which of the following would not be a s strategy that primarily promotes phonological awareness skills? A. point to letters on a chart, say a word that starts with that letter, and stress the first sound. Ask students to repeat the initial phoneme B. Ask students to change the onset to make a rime C. Ask students to repeat a word and count the number of sounds D. Read a word aloud, and ask students to write it
D
Which reading skill does not depend on phonics knowledge? A. fluency B. automaticity in word recognition C. comprehension D. letter recognition
D
Which sequence of letters is typical of the order in which letters are introduced? A. a, e, i, o ,u B. b, d, v, f, l, r C. b, bl, br, s, st, sh D. m, f, n, s, r, a
D
Which strategy best address the needs of a first grade students who do not understand the alphabetic principle? A. play in heterogeneous B. student-initiated teaching moments C. group recitation of nursery rhymes D. small group intensive instruction
D
which activity is appropriate for assessing phonemic awareness? A. clap the syllables in mailbox B. what words do these sounds make /h/ /op/? C. Do these words rhyme? chair/bear D. what sounds are in the word 'block'?
D
Phonological Awareness
Oral language is composed of smaller units, such as words and syllables
digraphs
Two consonants that produce a single phoneme. Ex: sh
phonograms
letters or groups of letters that represent the sounds
letter sound relationships
referred to as graphs-phonemic patterns
Deletion
requires an understanding that when a sound is omitted the rest of the word and or sounds remain the same
consonant blend
sequence of two or more consonants in a word, each with a separate phoneme (ex. cl, br, sp)
Alphabetic Principle
specific relationships between written letters and spoken sounds
Onset
the first letter(s) before the vowel
Rime
the last part of the word after the vowel
Phonemes
the most basic units of speech sounds
Environmental Print
the print of everyday life
Graphemes
the written letters that represent a phoneme
vowel team
two vowels side-by-side. The first vowel says its name. The second vowel is silent (ay)
Print awareness
understanding that words convey thoughts, words are made of letters, and spaces appear between words