LETRS Unit 2

Which pairs of sounds have similar placement and articulation? Select all that apply.

(a. /m/ and /b/) (c. /d/ and /n/)

Back of mouth

/k/, /g/, /ng/

Lips Together

/p/, /b/, /m/, /wh/, /w/

Tongue Pulled Back on Roof of Mouth

/sh/, /zh/, /ch/, /j/, /y/, /r/

Tongue on Ridge behind Teeth

/t/, /d/, /n/, /s/, /z/, /l/

When is a typically developing child likely to say his or her first word?

18-14 m

A child is at risk for later learning challenges if he or she isn't forming short phrases or sentences by what age?

2 1/2

At ages three to four, children can respond to questions that are a little more complex—questions that involve analysis, such as classifying or grouping objects, describing them, and understanding their functions. Questions become a bit more inferential and decontextualized. An example would be to point to a kitchen stove and ask, "What do people use a stove for?"

At ages three to four, children can respond to questions that are a little more complex—questions that involve analysis, such as classifying or grouping objects, describing them, and understanding their functions. Questions become a bit more inferential and decontextualized. An example would be to point to a kitchen stove and ask, "What do people use a stove for?"

At ages two to three, children can respond to Level 1 questions. These questions are simple, literal, and usually directly related to the immediate context or environment—for example, "What is cooking on the stove?"

At ages two to three, children can respond to Level 1 questions. These questions are simple, literal, and usually directly related to the immediate context or environment—for example, "What is cooking on the stove?"

By ages five to six, children can reason in more complex ways. They can problem-solve, make predictions, develop explanations, and think about the past and future. Questions can be fairly complex—for example, "The stove is not working, so we cannot use it to cook dinner tonight. What else could we do for dinner?" A child this age might suggest preparing cold sandwiches or ordering pizza.

By ages five to six, children can reason in more complex ways. They can problem-solve, make predictions, develop explanations, and think about the past and future. Questions can be fairly complex—for example, "The stove is not working, so we cannot use it to cook dinner tonight. What else could we do for dinner?" A child this age might suggest preparing cold sandwiches or ordering pizza.

By ages four to five, children can respond to Level 3 questions, using their own knowledge in even more complex ways. They can do higher-order, abstract thinking such as making simple predictions, assuming another person's role, and making generalizations. An example might be to ask, "What will happen to the character if he touches a hot stove?"

By ages four to five, children can respond to Level 3 questions, using their own knowledge in even more complex ways. They can do higher-order, abstract thinking such as making simple predictions, assuming another person's role, and making generalizations. An example might be to ask, "What will happen to the character if he touches a hot stove?"

Which statement BEST sums up the differences between vowel and consonant sounds?

C. Vowels are easier to say but harder to read and spell.

age 2

Can say words that sound like the adult form; can say /p/, /b/, /m/, /w/, /h/, /t/, /d/, and /n/

Affricates can occur only within certain positions in a word.

F

Most languages have 25 consonant sounds and 19 vowel sounds.

F

Phonology is the study of word and phrase meanings and relationships.

F

The place where airflow is stopped is similar for all of the stop sounds.

F

Toddlers' mispronunciations are inconsistent and unpredictable.

F

For these sounds, air being forced through a constriction in the mouth causes what?

Friction

Which sounds are formed at the back of the mouth? Select all that apply.

G -H

Age 4

Generally understood by others; can say /sh/, /j/, /ch/, and /l/

When preschoolers cannot quite pronounce a liquid sound, what do they generally substitute?

Glide

Which sounds are easier to pronounce?

Glides

Way in Back of Mouth

H

Which fricative sound never occurs at the end of a word?

H

Here are a few examples of phonological rules:

Here are a few examples of phonological rules: • Syllables need a vowel sound. This is a nearly universal rule in all languages. • The phoneme /r/ is pronounced differently in languages across the world; in some languages, /r/ isn't a phoneme at all. •In English, /s/ can precede some consonant sounds (e.g., It/, /p/, /kJ, as in star, spoon, skip), but not others (e.g., /sh/, /ch/, /h/). • The phoneme /s/ cannot precede a consonant sound in Spanish. • English words do not start with /ng/.

Which sound can occur only after a vowel sound?

NG

Phonology

Phonology is the rule system within a language by which phonemes (speech sounds) can be sequenced, combined, and pronounced to make words.

Prosody

Prosody is the rhythms and patterns of sounds in spoken language; expression.

Semantics

Semantics is the study of word and phrase meanings and relationships.

An affricate combines a fricative sound with which other type of consonant sound?

Stop

Children must interact with adults to learn language structures fully.

T

Nasal sounds can be continued for some time, depending on available airflow.

T

Phonological rules may be similar across languages or specific to one.

T

Tier 1 words are frequent and familiar; they make up the bulk of words in everyday conversation and in written text. Some examples of Tier 1 words are "Mom," "Dad," "ball," "milk," "shirt," "dinner," "play," "school," "happy," and "dog."

Tier 1 words are frequent and familiar; they make up the bulk of words in everyday conversation and in written text. Some examples of Tier 1 words are "Mom," "Dad," "ball," "milk," "shirt," "dinner," "play," "school," "happy," and "dog."

Tier 2 words are high-utility vocabulary that contribute to conceptual understanding and are used across settings and situations. These words are not as commonly used in spoken conversation; they are more often seen in written language. Examples of Tier 2 words include "demonstrate," "observe," "alike," "purpose," "understanding," and "surround."

Tier 2 words are high-utility vocabulary that contribute to conceptual understanding and are used across settings and situations. These words are not as commonly used in spoken conversation; they are more often seen in written language. Examples of Tier 2 words include "demonstrate," "observe," "alike," "purpose," "understanding," and "surround."

Tier 3 words are highly specialized vocabulary related to a single or limited topic and are rarely used in everyday conversation. Some examples of Tier 3 words are "canal," "vessel," "cardiac," and "tusk."

Tier 3 words are highly specialized vocabulary related to a single or limited topic and are rarely used in everyday conversation. Some examples of Tier 3 words are "canal," "vessel," "cardiac," and "tusk."

Two-year-olds should say words that sound like the adult form in some way. They should be using the sounds /pl, /b/, /m/, /w/, /h/, /t/, /d, and /n/.

Two-year-olds should say words that sound like the adult form in some way. They should be using the sounds /pl, /b/, /m/, /w/, /h/, /t/, /d, and /n/.

age 5

Understood by others; and may be still learning /r/, /th/, and /v/

Age 3

Understood by those who are familiar with child; can say /k/, /g/, /y/, /ng/, /f/, /s/, and /z/

What should adults do to help a very young child learn new words? Select all that apply.

What should adults do to help a very young child learn new words? Select all that apply. a. be responsive to what the child says b. use words repeatedly when interacting with the child d. expose the child to new experiences and use related vocabulary

Which are examples of a child's decontextualized vocabulary use? Select all that apply.

Which are examples of a child's decontextualized vocabulary use? Select all that apply. a. asking when the family will go visit Grandma again c. asking to leave the house and go out for ice cream

Which categories of words do very young children commonly learn? Select all that apply.

Which categories of words do very young children commonly learn? Select all that apply. b. relational words for time, such as "next" and "later" d. pairs of opposites, such as "wet" and "dry"

Which morphemes typically develop early in children's vocabulary? Select all that apply. -s -ed -ing

Which morphemes typically develop early in children's vocabulary? Select all that apply. -s -ed -ing

Which of the following are morphemes? Select all that apply. ad pro- pre- morph

Which of the following are morphemes? Select all that apply. ad pro- pre- morph

Which of the following are morphemes? Select all that apply. run -tion -ed eat

Which of the following are morphemes? Select all that apply. run -tion -ed eat

Which sets of words below would be considered Tier 3 vocabulary? Select all that apply. a. beam, column, anchor b. teacher, desk, road c. opposite, near, pillow d. root, stem, petal

a and d

About how large is a typical five-year-old's expressive vocabulary?

a few 1000s

Which characteristic best describes stop consonant sounds?

a. (They are fairly short in duration.) b. They are fairly long in duration. c. They can be short or long, depending on other phoneme characteristics.

Which criteria should be met for an utterance to be considered a true word? Select all that apply.

a. It uses a consistent phonological form, similar to the adult word. c. It is consistently used to refer to the same thing.

age three, children should be able to make themselves understood by people who know them. They should know how to say the sounds /kJ, /gl, /y/, /ng/, /f/, /s/, and /z/.

age three, children should be able to make themselves understood by people who know them. They should know how to say the sounds /kJ, /gl, /y/, /ng/, /f/, /s/, and /z/.

A child uses common suffixes and forms simple sentences like I "sleeped all night." What stage of oral language development has she most likely reached?

assembly

Which statement best summarizes how teachers should use questioning with preschoolers? a. Use literal questions only. b. Use literal questions to establish comprehension, then follow with inferential questions. c. Use Level 3 and 4 questions, building children's ability to make inferences. d. Use inferential questions only.

b Use literal questions to establish comprehension, then follow with inferential questions.

Prior to reading a text, teachers should select vocabulary words from which tier? a. Tier 1 (basic, familiar words used very frequently) b. Tier 2 (less familiar words that are widely used) c. Tier 3 (specialized terms that are not frequently used) d. all of the above

b. Tier 2 (less familiar words that are widely used)

Which vowel sounds are physically more complicated to articulate? (Select all that apply.)

b. diphthongs c. r-controlled vowels

Read the one-syllable verbs below. Which one would become a two-syllable verb if you added the suffix "-ed"?

bat

Which of the following are morphemes? Select all that apply.

coat type hydro graph

A book written to teach children about a single, narrow topic, such as shapes, is what type of text?

concept books

When would a teacher be MOST likely to ask many literal questions about a story?

during and after first read

What was the final sound in the word "patted"?

ed

A teacher repeats a child's response to a question and adds more information to the sentences that the child says. Which language-stimulation technique is she using?

expansion

five, children should be consistently understood by the people around them. They may still be learning to say the sounds /r/, /th/, /th/ and /v/.

five, children should be consistently understood by the people around them. They may still be learning to say the sounds /r/, /th/, /th/ and /v/.

four, children should be generally understood by the people around them. They should have learned to say the sounds /sh/, /j, /ch/, and /V/.

four, children should be generally understood by the people around them. They should have learned to say the sounds /sh/, /j, /ch/, and /V/.

In which word is the /l/ sound said with your tongue starting at the roof of your mouth?

lick

Which system of language are children learning when they learn common prefixes and suffixes?

morphology

Which consonant sounds may be somewhat easier for preschoolers to perceive?

nasals and fricatives

Which sound is formed at the front of the mouth using the lips?

p

Which sentences below use the most common syntactical structure in English? Select all that apply.

question mark ones

Which of the following is an example of prosody? a. teaching how to form the past tense of a regular verb b. reading dialogue in a story with expression c. using different word order for questions than for statements d. discussing the meaning of a new vocabulary word

reading dialogue in a story with expression

Phonology

refers to the sound system within any oral language--the rules governing how speech sounds (phonemes) can be sequenced, combined, and pronounced to make words. Every language has its own phonology, with its own consonant and vowel sounds.

Which sound is most similar to the short /e/ sound in "wedding"?

short /i/

Because it is governed by rules, phonology is systematic and predictable.

t

Phonological rules may affect where sounds can occur within a word.

t

What was the final sound in the word "ripped"?

t

What was the final sound in the word "boxes"? /əs/

upside down with s //

In which word is "w" both a consonant and part of a vowel team?

window

What was the final sound in the word "wades"?

z