As students begin to read, the ability to blend phonemes orally contributes to
their reading development primarily because it prepares students to:
A: recognize high-frequency words in a text automatically
B: combine letter-sounds to decode words
C: guess the meaning of the unfamiliar words from their context
D: divide written words into onsets and rime Correct Answer: Correct Response:
B. Phonemic blending is the ability to combine a sequence of speech
sounds (phonemes) together to form a word. Beginning readers use their skill in
phonemic
blending and their knowledge of letter-sound correspondences to sound out and
blend the
sounds of simple printed words. A, C, and D are incorrect because they describe
literacy skills
that are unrelated to phonemic blending.
A teacher is selecting words to use to assess students' ability to segment the
individual phonemes in spoken words. Which of the following words would
require the highest level of skill with regard to orally segmenting phonemes?
A. stamp
B. catch
C. fudge
,D. chase Correct Answer: Correct Response: A. Option A is correct because the
word stamp is more challenging to
segment than the words catch, fudge, and chase. The word stamp contains five
phonemes,
including blends in both syllable-initial and syllable-final positions. In particular,
the two phonemes
/m/ and /p/ in the final nasal blend -mp can be challenging for students to
perceive and segment.
Options B, C, and D are incorrect because, while the words may have complex
spelling patterns,
they each contain only three individual phonemes and no consonant blends: The
word catch (B)
contains the phonemes /k/, /ă/, and /ch/; fudge (C) contains the phonemes /f/,
/ŭ/, and /j/; and
chase (D) contains the phonemes /ch/, /ā/, and /s/.
Which of the following tasks requires the most advanced level of skill along the
phonological awareness continuum?
A. orally segmenting the phonemes in the word chimp and then substituting /ŏ/
for /ĭ/ to
make a new word, chomp
B. orally segmenting the word wonderful into won/der/ful and then tapping the
number of
syllables in the word
C. listening to the words place and pluck and then orally segmenting each word
into its
onset and rime
,D. listening to the words fiddle and fresh and then determining that both words
begin with
the same phoneme, /f/ Correct Answer: Correct Response: A. Phonological and
phonemic awareness skills develop along a continuum
from basic to more complex skills. Phonemic awareness is a more advanced type
of phonological
awareness that involves the ability to distinguish and manipulate the individual
phonemes in
spoken words. Segmenting all the phonemes in a four-phoneme word (chimp)
and then
substituting the phoneme /ŏ/ for /ĭ/ to make a new word (chomp) are both tasks
that involve
complex skills at the higher end of the phonological awareness continuum. B, C,
and D are
incorrect because segmenting words into syllables and then counting the syllables
(B),
segmenting words into their onset and rime (C), and recognizing alliterative
words—words that
begin with the same phoneme (D)—are less complex skills that children develop
earlier along the
phonological awareness continuum.
A kindergarten teacher engages a small group of children in the following Say It
and Move
It activity.
• The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go,
she, toe).
• The children slowly repeat the word.
, • The children move a plain wooden block as they say each phoneme, lining up
the two blocks from left to right.
Once the children demonstrate mastery of this activity, which of the following
strategies
would be most appropriate for the teacher to use next to build the children's
phonemic
awareness?
A. writing pairs of words on the board that differ by one phoneme (e.g., ape,
cape) and
pointing out to the children that the second word contains more phonemes than
the
first
B. exchanging the plain blocks for alphabet letter blocks and then helping the
children do
the Say It and Move It activity with relevant letter blocks, using pairs of words
that have
two and three phonemes (e.g., go, g Correct Answer: Correct Response: D. Option
D is correct because the strategy aligns with the evidence-based
practice of increasing the complexity of an instructional task incrementally. In D,
the teacher
increases the length of the spoken words in the phonemic awareness task by one
phoneme. In
the initial Say It and Move It activity described, the stimuli are all words with two
phonemes. The
task described in option D adds one sound to the beginning or end of the same
spoken words,
their reading development primarily because it prepares students to:
A: recognize high-frequency words in a text automatically
B: combine letter-sounds to decode words
C: guess the meaning of the unfamiliar words from their context
D: divide written words into onsets and rime Correct Answer: Correct Response:
B. Phonemic blending is the ability to combine a sequence of speech
sounds (phonemes) together to form a word. Beginning readers use their skill in
phonemic
blending and their knowledge of letter-sound correspondences to sound out and
blend the
sounds of simple printed words. A, C, and D are incorrect because they describe
literacy skills
that are unrelated to phonemic blending.
A teacher is selecting words to use to assess students' ability to segment the
individual phonemes in spoken words. Which of the following words would
require the highest level of skill with regard to orally segmenting phonemes?
A. stamp
B. catch
C. fudge
,D. chase Correct Answer: Correct Response: A. Option A is correct because the
word stamp is more challenging to
segment than the words catch, fudge, and chase. The word stamp contains five
phonemes,
including blends in both syllable-initial and syllable-final positions. In particular,
the two phonemes
/m/ and /p/ in the final nasal blend -mp can be challenging for students to
perceive and segment.
Options B, C, and D are incorrect because, while the words may have complex
spelling patterns,
they each contain only three individual phonemes and no consonant blends: The
word catch (B)
contains the phonemes /k/, /ă/, and /ch/; fudge (C) contains the phonemes /f/,
/ŭ/, and /j/; and
chase (D) contains the phonemes /ch/, /ā/, and /s/.
Which of the following tasks requires the most advanced level of skill along the
phonological awareness continuum?
A. orally segmenting the phonemes in the word chimp and then substituting /ŏ/
for /ĭ/ to
make a new word, chomp
B. orally segmenting the word wonderful into won/der/ful and then tapping the
number of
syllables in the word
C. listening to the words place and pluck and then orally segmenting each word
into its
onset and rime
,D. listening to the words fiddle and fresh and then determining that both words
begin with
the same phoneme, /f/ Correct Answer: Correct Response: A. Phonological and
phonemic awareness skills develop along a continuum
from basic to more complex skills. Phonemic awareness is a more advanced type
of phonological
awareness that involves the ability to distinguish and manipulate the individual
phonemes in
spoken words. Segmenting all the phonemes in a four-phoneme word (chimp)
and then
substituting the phoneme /ŏ/ for /ĭ/ to make a new word (chomp) are both tasks
that involve
complex skills at the higher end of the phonological awareness continuum. B, C,
and D are
incorrect because segmenting words into syllables and then counting the syllables
(B),
segmenting words into their onset and rime (C), and recognizing alliterative
words—words that
begin with the same phoneme (D)—are less complex skills that children develop
earlier along the
phonological awareness continuum.
A kindergarten teacher engages a small group of children in the following Say It
and Move
It activity.
• The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go,
she, toe).
• The children slowly repeat the word.
, • The children move a plain wooden block as they say each phoneme, lining up
the two blocks from left to right.
Once the children demonstrate mastery of this activity, which of the following
strategies
would be most appropriate for the teacher to use next to build the children's
phonemic
awareness?
A. writing pairs of words on the board that differ by one phoneme (e.g., ape,
cape) and
pointing out to the children that the second word contains more phonemes than
the
first
B. exchanging the plain blocks for alphabet letter blocks and then helping the
children do
the Say It and Move It activity with relevant letter blocks, using pairs of words
that have
two and three phonemes (e.g., go, g Correct Answer: Correct Response: D. Option
D is correct because the strategy aligns with the evidence-based
practice of increasing the complexity of an instructional task incrementally. In D,
the teacher
increases the length of the spoken words in the phonemic awareness task by one
phoneme. In
the initial Say It and Move It activity described, the stimuli are all words with two
phonemes. The
task described in option D adds one sound to the beginning or end of the same
spoken words,
