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 unfamiliar words from their context.
D. divide written words into onsets and rimes. Correct Answer: B
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: A
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: A
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, goa Correct Answer: D
Use the table below to answer the question that follows. Line Target Word
Number of Speech Sounds
1 though 2
2 best 3
3 fresh 5
4 scratch 6
In which line in the table is a word accurately matched to the number of
phonemes the word contains?
A. Line 1
B. Line 2
, C. Line 3
D. Line 4 Correct Answer: A
A prekindergarten teacher asks a small group of children to listen to and repeat
what the teacher says. First, the teacher says the word mop and then pronounces
it as /m/ and [ŏp]. Next, the teacher says the word take and then pronounces it as
/t/ and [āk]. This activity is likely to promote the children's phonological
awareness primarily by:
A. modeling how to separate the syllables in spoken words.
B. showing them how to segment words into onsets and rimes.
C. promoting their awareness of each phoneme in a spoken word.
D. teaching them how to distinguish between consonants and vowels. Correct
Answer: B
A prekindergarten teacher is reading a storybook to the class so that the children
can see the words and pictures while the teacher points to the line of print. This
activity best contributes to the children's emergent reading development
primarily by:
A. promoting their development of letter-recognition skills.
B. helping them recognize the function of spaces between words.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence Correct
Answer: C
Having kindergarten children practice tracing the letters of the alphabet in sand is
most appropriate for children who need additional support in:
A. internalizing the alphabetic principle and letter-sound correspondences.
B. recognizing that print carries meaning.
C. understanding the relationship between spoken and written language.
D. developing letter-formation skills. Correct Answer: D
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 unfamiliar words from their context.
D. divide written words into onsets and rimes. Correct Answer: B
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: A
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: A
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, goa Correct Answer: D
Use the table below to answer the question that follows. Line Target Word
Number of Speech Sounds
1 though 2
2 best 3
3 fresh 5
4 scratch 6
In which line in the table is a word accurately matched to the number of
phonemes the word contains?
A. Line 1
B. Line 2
, C. Line 3
D. Line 4 Correct Answer: A
A prekindergarten teacher asks a small group of children to listen to and repeat
what the teacher says. First, the teacher says the word mop and then pronounces
it as /m/ and [ŏp]. Next, the teacher says the word take and then pronounces it as
/t/ and [āk]. This activity is likely to promote the children's phonological
awareness primarily by:
A. modeling how to separate the syllables in spoken words.
B. showing them how to segment words into onsets and rimes.
C. promoting their awareness of each phoneme in a spoken word.
D. teaching them how to distinguish between consonants and vowels. Correct
Answer: B
A prekindergarten teacher is reading a storybook to the class so that the children
can see the words and pictures while the teacher points to the line of print. This
activity best contributes to the children's emergent reading development
primarily by:
A. promoting their development of letter-recognition skills.
B. helping them recognize the function of spaces between words.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence Correct
Answer: C
Having kindergarten children practice tracing the letters of the alphabet in sand is
most appropriate for children who need additional support in:
A. internalizing the alphabetic principle and letter-sound correspondences.
B. recognizing that print carries meaning.
C. understanding the relationship between spoken and written language.
D. developing letter-formation skills. Correct Answer: D
