LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A

LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A How is the word pl - ay divided in this example? - ANSWER onset-rime How many spoken syllables are there in buttered? - ANSWER 2 How many spoken syllables are there in possible? - ANSWER 3 What ability would students have who had attained advanced levels of phonemic awareness? - ANSWER They can read most grade-level words by sight Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech? - ANSWER Have the student look in a mirror while describing and producing each sound. Which student is demonstrating the most advanced level of phonemic awareness? - ANSWER a student who reverses the order of sounds in perch to make chirp A student writes the word went as "wet." What aspect of phonology is associated with this common spelling error? - ANSWER Answer is NOT "affrication of the stop consonant when it is after a nasal" or "substitution of a final stop for a nasal consonant" Phonological awareness tasks that emphasize segmentation and blending of two- or three-phoneme words align with which level of phonological awareness according to Kilpatrick? - ANSWER basic phonemic awareness Which set of words would be appropriate for practicing four-phoneme blending? - ANSWER quit, sling, roast If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher's best course of action? - ANSWER Continue to develop phonological awareness at the appropriate levels. Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri's prealphabetic phase? - ANSWER recognizing the rhyming words in "Hickory Dickory Dock" Which of the following is most likely a symptom of a problem with phonological working memory? - ANSWER forgetting the words when asked to repeat a sentence A second-grade student is given a test that measures simple phoneme segmentation and blending and does well. However, when given the PAST, he can't perform advanced phonemic awareness tasks. What would be the best skills for him to practice based on these results? - ANSWER sound deletion, substitution, and reversal This study source was downloaded by from CourseH on :43:18 GMT -06:00 If a student in first grade (or later) often confuses words like bed and bad, pest and past, and pen and pan during spelling, what skill practice would be most appropriate? - ANSWER discriminating phonemes /ě/ and /ă/ As a general guideline, the optimal amount of time to spend on teaching phonemic awareness to normally progressing kindergarten or first-grade students is: - ANSWER 5-10 minutes daily for about 20 weeks. LETRS Unit 2, Session 1 A student with general phonological awareness can learn to read fluently, even if the student has not yet developed awareness of speech sounds at the phoneme level. - ANSWER False If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in semantic memory. - ANSWER True Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. - ANSWER b. Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables. Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.) - ANSWER a. phonological working memory (PWM) c. rapid automatic naming (RAN) The term coarticulation means the ability to: - ANSWER d. say the phonemes within a syllable so that all of the segments are seamlessly joined. LETRS Unit 2 Session 2 T/F Even after first grade, skills such as phoneme segmentation and blending of singlesyllable words without consonant blends are good predictors of reading ability. - ANSWER False Students' ability to acquire phonemic awareness is not dependent on which of the following factors? a. general language development and listening abilities b. word comprehension c. familiarity with vocabulary used in tasks d. the amount of practice received - ANSWER b. word comprehension Which of these tasks could a student at the early phonological awareness level perform? Select all that apply. a. determining whether cat and kiss begin with the same sound b. segmenting and tapping the phonemes in the word sla