Phonic and Phonological Awareness (Quizzes)

Early childhood learners that have not developed phonological and phonemic awareness may: Select all answers that apply. A. have a learning disability B. be English Language Learners C. have a lack of early parental bonding D. have had less time in practicing the skill set

A B D

Beyond word memorization, students must learn to read new words using which of the following skills? Select all that apply. A. using structural cues such as prefixes, suffixes and roots B. using context clues C. using decoding skills

A & C

How should a teacher strategically coordinate spelling instruction with decoding?

by linking the teaching of spelling rules with practice in decoding words that demonstrate the rule, should happen at the same time

A kindergarten student is falling behind as the class progresses through phonetic instruction. She has memorized most of the sound-to-letter pairings, but as the class prepares to move on to more complex letter combinations, the teacher is concerned that she will not be able to catch up without additional help. How should the teacher support this student's phonetic skills development?

by providing additional instruction and practice, either small-group or individualized to ensure mastery of these skills

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following reading skills is this activity most promoting? A. thematic awareness B. reading fluency C. word recognition D. phonological awareness

c. word recognition is the ability to quickly and easily identify words without having to sound them out

A second-grade student has shown strength in memorizing sight words and reading common, familiar words in books, but she consistently struggles with unfamiliar words even if they are decodable. Based on her specific challenge, in which of the following skills does she require further instruction?

direct phonics instruction

homophones vs homographs

homoGRAPHS: are spelled the same but don't sound the same homoPHONES: words that sound the same but arent spelled the same

The teacher reads a passage and asks students to listen for rhyming words. She instructs students to put their finger on their nose when they hear a rhyme on the page. What would this activity be used in assessing?

phonological awareness: when students hear distinct words, sounds, and syllables

When reading a text aloud for comprehension, a third-grade English learner makes several errors with inflectional endings. The teacher's best response would be to:

plan a lesson to explicitly teach specific rules related to the inflectional endings

A first-grade teacher assigns a three-sentence writing assignment to students. As students begin working, the teacher notices a student asking another student how to spell the word fish. The teacher asks the student if she can sound the word out, and the student says, "/fff/.../iii/.../ssshhh/," but she can't think of the letters to write. Which of the following strategies could the teacher implement to help this student encode letters and write them down?

-give the student letter/sound picture cards in which each letter of the alphabet is in the shape of something that starts with that letter Providing these picture cards will help the student develop an understanding of letter/sound correspondence

Which of the following is one reasonable way for a teacher to assess a student's phonological awareness? A. ask the student to count the number of syllables in a word B. ask the student to compare the way a poem sounds to the way a story sounds C. test the students recognition of sight words D. listen to the student as he/she retells a familiar story

A

Which of the following best describes the relationship between the development of spelling and decoding skills? A. decoding and spelling skills develop at the same time B. spelling skills come before decoding skills C. decoding words comes significantly before their spelling skill D. the two skill are only related for the most basic decodable words

A

A teacher divides her class into groups and ask the students to work together to identify the last sound in each group member's name. What skill has the teacher asked her students to practice? A. phoneme segmentation B. phoneme blending C. syllable segmentation D. decoding

A.

Ms. Paul, a fourth-grade English teacher, is planning a lesson in which students will listen to a narrative and write down all the homophones they hear. This activity best supports students' development by linking which of the following? A. spelling to word meaning B. word meaning to phonological awareness C. writing conventions to phonological awareness D. spelling to sound blends

A. a homophone is a word that is pronounce the same as another word, but differs in meaning or may have a different spelling. Identifying homophones will allow students to connect spelling to meaning

A special education class has been working on consonant digraphs and recognizing the sounds that they make in words. The teacher used the "ch" digraph as an example, and the class helped her make a list of words beginning with the digraph. What would be the next activity to assess if students are beginning to grasp the concept of digraphs?

A. have students read a short, familiar story and then circle the digraph words that begin with "ch"

Which of the following groups of words and phrases can be considered hyponyms for the word "subject"? A. math, science, history B. put through, submit to, expose to C. superior, master, unsusceptible D. theme, topic, issue

A. hyponyms are words that fall under a more general term

Which of the following strategies would not be effective when teaching a group of English Language Learners (ELLs) literacy strategies for irregularly spelled words? A. identify common words that rhyme with the new word B. practice in a variety of ways, such as writing with shaving cream or drawing letters in the air C. reinforce spelling whether students provide correct or incorrect spelling D. explain how the word is different from other words and spelling patterns

A. identifying common words would be an effective strategy because two words that sound similar may not follow similar spelling patterns, such as "plane" and "train"

A teacher might ask students to compare the words go, goes, and undergo in order to support an understanding of: A. morphemes B. how syllable analysis supports decoding C. the purpose of an affix D. short vowels

A. morphemes - go is the smallest segment that still contains meaning and occurs in each of the words

When teaching decoding skills, what kind of words should a teacher use first out of the following choices? A. single, closed-syllable words B. multi-syllable words C. vowel diagraphs and diphthongs D. words with clear suffixes and prefixes

A. single, closed-syllable words are the most basic words out of the choices

A second-grade teacher reads a poem aloud to the class and has the students write all the rhyming words on their paper. In this poem, all the rhyming words end with the same spelling pattern. The students are then asked to underline the beginning letters of the rhyming words. Which of the following does this activity best promote? Select all answers that apply. A. Recognizing segmentation B. phoneme blending C. increasing spelling abilities D. building on word families

A. splitting the words can increase awareness and recognition of word segmentation C. encouraging students to dissect words and analyze spelling can increase their spelling abilities D. word families

A first-grade student is reading aloud and mispronounces the following words: after, old, ask, and what. The student could benefit from additional instruction in which of the following areas? A. phonics instruction on the seven syllable types B. separating words into phonemes C. reading at a consistent rate D. automatic recognition of high-frequency words

A. these four words are all first-grade sight words. the student should be able to identify and pronounce them correctly in isolation and within longer texts

A student who is struggling with phoneme blending would be unable to: A. remove the /r/ from "trip" to make the word "tip." B. read the phonemes /th/ and /irst/ and correctly say "thirst." C. start with the word "blend" and generate other words like "send," "end," and "lend." D. replace the letter /o/ in "dog" with /i/ and correctly say "dig."

B

While evaluating a student's reading performance, Mr. Daniels identifies two problem areas. -The student struggles to correctly read unfamiliar three-syllable words. -The miscues from these words are causing comprehension issues after the fact. In order to help the student improve his comprehension, which activities should Mr. Daniels provide? A. identifying root words in unfamiliar terms B. using context clues to decode for meaning C. practicing the spelling of longer vocabulary words D. pausing reading to look up the word int he dictionary

B. Giving the student stronger context clue skills will help immediately while reading, and in the long term overall comprehension

Which phonological awareness skill will students will most likely learn first? A. taking away the initial phoneme in "ball" to make "all" B. showing awareness that the word "ball" sounds like "fall" and "tall" C. replacing the "b" sound in "ball" with a "t" sound to make "tall" D. breaking down the word "ball" into three separate phonemes

B. comparing similar sounding words is a basic phonological awareness skill

All of the following activities are likely to help kindergarten students develop familiarity with phonological processing EXCEPT: A. spending a few minutes at the beginning of class or in small groups demonstrating and reinforcing the correct production of the sound. B. encouraging students to look for cognates when reading and listening to texts. C. having students match pictures of words that have the same beginning, middle, or ending sound. D. reading poems with simple rhymes and repetition of phrases.

B. identifying cognates can aid students in their understanding but it does not affect a students phonological processing

Which of the following skills is not part of phonological awareness? A. sound awareness B. letter awareness C. rhyme awareness D. syllable awareness

B. phonological awareness specifically focuses on sounds

A first-grade teacher is working with a small group of students with a set of manipulative tiles. She says "sand," and then says "/s/.../a/.../n/.../d/," pushing one tile forward for each separate sound she makes. Which of the following concepts is the teacher presenting to the students? A. print awareness B. alphabetic principle C. proper pronunciation D. phonemic awareness

D. this activity works on segmenting words into phonemes, making it an exercise in phonemic awareness.

A first-grade student is struggling to decode words containing multiple syllables. While investigating what could be causing the problem, the teacher notices that she is able to read and spell single-syllable words accurately most of the time. What skill should the teacher revisit to help improve this student's decoding skills? A. blending and segmenting phonemes B. structural analysis C. rhyme recognition D. phoneme recognition

B. structural analysis -based on the teachers observations, the student should have better luck reading word with multiple syllables once she is better able to break the word into recognizable parts

While reading aloud in front of the class, the teacher comes across the word "desirable." The teacher then points to clues in the surrounding text that help the students to understand what "desirable" means. What is the teacher modeling? A. morphemic analysis B. contextual analysis C. structural analysis D. phonemic awareness

B. the teacher is using the context of the word to decode the meaning

Which of the following words should a teacher use to demonstrate structural analysis for word identification? A. develop B. unknown C. dog D. maintain

B. unknown it is the best option for structural analysis because it contains a prefix and root word that can be deconstructed

Students in a kindergarten class have recently learned how to decode words that end with -at. Their teacher writes the word mat on a chart and asks the students to suggest other words that end with the -at sound while listing them on the paper underneath. After a few minutes, they have the following list of words: mat/ bat/ flat/ cat/ sat/ that What is the most likely goal of this activity? A. to teach adding inflectional endings to root words B. to explain the difference between short and long vowel sounds C. to reinforce spelling and decoding skills d. to teach CVC words

C

A teacher notices that a student has misspelled the words "pain" and "boat" as "pane" and "bote." Based on this observation of the student's spelling, which of the following would be a reasonable assumption for the teacher to make about the student's decoding skills? A. the student will be confused by words with silent letters B. the student read below grade level C. the student may struggle to decode vowel digraphs D. the student is unfamiliar with the vowel-consonant-e pattern

C.

What type of sound awareness best describes the ability to recognize that "hand," "heart," and "happy" all begin with the same sound? A. phoneme deletion B. phoneme manipulation C. phoneme identification D. phoneme segmentation

C.

Which of the following describes the best way for elementary students to learn decoding skills? A. students should be taught how to analyze words prior to writing words B. students must first learn decoding skills, then learn phonemic awareness skills C. students should practice decoding words in books that are at their reading level D. Guessing at words about their reading level is a strategy that helps students develop decoding skills

C. if students are taught skills above their reading ability, they will not likely be able to utilize those skills

Which of the following would NOT be described as a sight word in a second-grade classroom? A. said B. because C. missed D. are

C. missed - is a decodable word and not particularly common, so it would not be on a list of sight words for young elementary students to memorize

Which of the following competencies is demonstrated by identifying the four sounds that form the word "help"? A. phoneme substituting B. phoneme blending C. phoneme segmentation D. phoneme deleting

C. phone segmentation- break down a word to each individual sound

Which of the following activities would best help a teacher assess a student's understanding of the alphabetic principle? A. listen while the student read a new text aloud B. listen while the student sings the alphabet song aloud C. point to different objects around the room and ask the student to identify the first letter in the name D. ask students to clap for each new word in a sentence that the teacher reads aloud

C. point to different objects around the room and ask the student to identify the first letter in the name -if the student is able to identify the first letter of various objects, they are demonstrating the alphabetic principle by recognizing how the first sound of the word relates to a specific letter in the alphabet

Blocks with letters that are used by students to build words from the word wall would be effective for work with: A. semantics B. pragmatics C. sight words D. consonant beginnings and endings

C. sight word - good way to enhance recognition and practice of sight words from the word wall

When learning to decode, which type of words should be taught first?

CVC pattern

what is the difference between consonant blends and consonant digraphs

Consonant digraphs form a new sound, whereas consonant blends retain the letters' original sounds while blending them together

Students will learn to read phonetically regular words in a simple to complex progression. Of the skills provided, which of the following skills would most likely be the earliest skill mastered? A. short vowels/ long vowels B. common vowel and consonant patterns C. syllable types D. blending onsets and rimes

D.

A student with strong phonics knowledge is able to: A. correctly define and use new terminology B. read text with accuracy, speed and inflection C. rapidly name grade-level sight words D. use relationships between symbols and sounds to read and write words

D

After a student has mastered letter-sound correspondences, what is a likely next step in their reading instruction? A. sight word memorization B. print awareness C. word awareness D. phoneme blending

D

A kindergarten student is struggling to recognize individual sounds in words. What should be the teacher's first step in supporting the student's phonological development? A. practicing clapping out the syllables of words B. reinforcing rhyme awareness by singing songs and reading books that contain repeated rhymes C. determining whether the student can recognize the initial sound of words D. determining which level(S) oh phonemic awareness the student is struggling with

D.

A teacher says aloud 2-3 words and asks the students to identify whether or not the words rhyme. Which of the following describes a student who would best benefit from this activity? A. a student working on manipulating phonemes B. a student with a high level of phonemic awareness C. a student working on blending phonemes D. a student just beginning to develop phonological awareness

D.

In what way should phonetic instruction be different for ELL students than for native speakers? A. Students should be taught about rhyming words only in their native language first, before exploring rhymes in English. B. Teachers should encourage parents to mostly read books written in English when reading to their children at home. C. Point out pronunciation issues when a student speaks in English and incorporate ways for the student to practice pronunciation with their English speaking peers. D. Special focus should be given to sounds that are different or are not used in their native language.

D.

Sometimes reading difficulties are known not to be the outcome of lack of opportunities in education or limited intellect. Recent educational research has found that these difficulties are most often the result of what instead? A. not being read to daily as a young child B. lack of being motivated C. background in another language D. lack of skills in phonological processing

D.

Through phonics instruction, students learn to analyze phonetically regular words in a simple to complex progression. Based on this understanding, which lesson topic listed below would be taught last? A. short and long vowels B. consonant blends C. blending onsets and rimes D. syllable types

D. understanding the different syllable types is the most complex topic listed - there are 6 types of syllables !

A teacher uses the following instructional strategies: Says the following words: "cat," "bat," "tap," and "tag" and asks students to identify the last sound of each word Gives students the word "cat" and asks them what the word would be if the /c/ was replaced with /m/ What is the focus of this instruction? A. syllable awareness B. alliteration C. onset-rime production D. phonemic awareness

D. These are both phonemic awareness activities. The first requires students to isolate the last sound of a word. The second requires student to manipulate the word by substituting the beginning sound

A second-grade teacher would like to help students develop their phonological awareness skills by teaching them to decode words faster as they read. Which of the following concepts should the teacher focus on to help students achieve this goal? A. how to match letters with letter sounds B. how to read with fluency and prosody C. how to spell irregular words D. how to separate words into syllables

D. being able to separate words into syllables will help students develop their phonological awareness skills and assist them with decoding and spelling more difficult words

A teacher recognizes that some of the English learners in her class get confused when they see multiple spellings of the same sound. What can the teacher do to help these students? A. clarify and review the meaning of new words as they are introduced in text B. provide visual representations to help with identification of vocabulary C. use listening discrimination activities to practice differentiating sound patterns D. create a word wall in the classroom that categorizes words based on sound patterns

D. create a word wall in the classroom that categorizes words based on sound patterns -a word wall is a way for a teacher to explicitly point out different letter combinations that have the same sound. by keeping the word wall in the classroom, teachers and students can refer to it to reinforce this information

An ESL teacher presents an activity to her beginning-level ELLs in which she introduces predictable spelling patterns in word families to ELLs. Which of the following skills is this activity mainly helping the students develop? A. grammar skills B. intonation skills C. pronunciation skills D. decoding skills

D. decoding skills a word family is an effective way to build phonetic awareness and increase a student's ability to spell and decode many words

A second-grade student typically spells most words accurately in her writing and is able to read familiar words, but she struggles to read new words accurately. Which of the following would best support this student? A. print awareness B. memorization of high frequency sight words C. recognizing common letter patterns D. decoding skills

D. decoding skills - student appears to be relying on her memory to be able to read

Maria recently moved from Mexico and began schooling in the US. She has been having trouble spelling words in English and is frustrated that one letter can have so many possible sounds. What is the best way for her teacher to help Maria with her phonetics? A. require her to write out each word B. direct her to the chapter in the ESL book that discusses digraphs, consonant blends, and vowel sounds C. encourage her to keep a journal in which she practices writing about everyday activities D. provide her with model reading activities, specifically reading containing high-frequency words

D. modeling reading is essential for the learner so that she can hear a proficient speak of English pronunciation confusing word.

Which of the following phonemic awareness skills would be the last skill a student should be expected to master? A. removing syllables from the word B. identifying suffixes and prefixes C. sounding out the word or blending phonemes D. deleting phonemes

D. phoneme deletion is not an easy task and can take some students until the ages of 8 or 9 to master

First-grade teachers can formally and informally assess the development of their students' phonological awareness in all of the following ways except: A. repeating the words back after the teacher says them aloud B. having the student give rhymes to short words that the teacher gives orally C. having the student blend together sounds into words that the teacher give orally D. having the student read silently and write down certain syllables .

D. phonological awareness requires the student to hear and work with sounds, not read and write them

A student's understanding of the alphabetic principle can be informally and formally assessed in many ways. Which of the following could NOT be used as a measure of a student's understanding of the alphabetic principle? A. identifying the first letter in the names of objects around the room B. correctly decoding simple words C. attempting to spelling new words D. accurately singing the ABC's song

D. singing the ABC's without connecting it to any visual representation of the letter does not demonstrate an awareness of the alphabetic principle

Which of the following words contains a vowel digraph? A. mouth B. ate C. lawn D. sweep

D. sweep digraph: two letters that make spell ONE sound Diphthong: a sound that has two parts

Phonics can be difficult for English language learners because English: A. has a complex syntax B. is an analytic language C. is a tonal language D. has deep orthography

D. the English language does not have a regular system of correspondence between letters and sounds. As a result, English learners struggle with phonics, the relationships between the letters of written language and the sounds of spoken language

Songs, poems, and children's stories that contain rhymes are important to literacy development because they contribute to: A. pattern recognition B. word awareness C. genre awareness D. phonological awareness

D. the ability to hear and use individual units of sounds can be improved through exposure to rhyming

A kindergarten student is able to correctly identify all 26 letters and their sounds. She recognizes and creates rhymes, and can usually identify the first letter of objects or names when she hears the words spoken aloud. Despite these skills, she is still struggling to decode simple words, while most of the class has transitioned into using their decoding and sight-word skills to read simple books. The teacher is planning strategic reading intervention to support this student. Which of the following skills should the teacher plan to begin working on with this student?

phoneme blending - the ability to identify individual sounds and put those sound together to create a word

Which of the following students is demonstrating phonemic awareness? A. a student who recognizes that happiness contains 3 syllables B. a student who is asked to name a rhyming word for sweep, and says heap C. a student who can identify the number of words in a sentence that is read aloud D. a student who can listen to the word sit read aloud and identify that the first sound is /s/

phonemic awareness is the ability to identify INDIVIDUAL sounds in a word