LETRS UNIT 2 FINAL ASSESSMENT UNIT 2 SESSIONS 1-8, Exams of Health sciences

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LETRS UNIT 2 FINAL ASSESSMENT

UNIT 2 SESSIONS 1-

1. How is the word pl - ay divided in this example? ANSWER: onset-rime 2. How many spoken syllables are there in buttered? ANSWER: 2 3. How many spoken syllables are there in possible? ANSWER: 3 4. What ability would students have who had attained advanced levels of phonemic awareness? – ANSWER: They can read most grade-level words by sight 5. 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. 6. 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 7. 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"

8. 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 9. Which set of words would be appropriate for practicing four-phoneme blending? - ANSWER: quit, sling, roast 10. 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. 11. 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" 12. 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 13. 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 14. 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/

15. 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

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 2. 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 3. Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. – ANSWER: Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables. 4. Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.) ANSWER: phonological working memory (PWM) -rapid automatic naming (RAN) 5. The term coarticulation means the ability to:

ANSWER: say the phonemes within a syllable so that all of the segments are seamlessly joined.

LETRS UNIT 2 SESSION 2

1. 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 2. 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 3. 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 slap c. clapping and counting the syllables in the word pencil d. saying the word marker, then deleting the last syllable and saying it again, mark - 4. Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply. a. saying the word flame, then deleting the phoneme /l/ and saying the word without it

b. saying the compound word rainbow, then deleting the first part and saying the new word c. determining which sound should be changed to make the word stream into scream d. segmenting and tapping the phonemes in the word beak

5. Which of these advanced phonemic awareness skills do children typically develop last? a. the ability to delete the final sound from a word b. the ability to substitute sounds within words of 5-6 phonemes c. the ability to reverse the first and final sounds in a word d. the ability to delete the initial sound from a word that begins with a blend.

LETRS UNIT 2 SESSION 3

1. - Phonemic awareness instruction for young learners is most beneficial when linked with phonics instruction. ANSWER: True 2. The inventory of phonemes used in Spanish is nearly identical to that used in English. ANSWER: True 3. A third-grade teacher wants to determine whether any of her students are at risk for reading failure. She should use a screening measure that assesses which of the following? ANSWER: their ability to perform advanced phonemic awareness tasks

4. How much phonological awareness training should be done with students for maximum effectiveness? ANSWER: a few minutes a day, several days per week 5. Which of the following changes typically take place once a child has grasped the alphabetic principle? Select all that apply. a. Spelling becomes more phonetically accurate. c. Attempts to decode text focus more on blending sounds.

LETRS UNIT 2 SESSION 4

1. T/F In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced. ANSWER: True 2. T/F Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds. ANSWER: True 3. Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? a. /k/ b. /ng/ c. /ch/ d. /zh/ 4. Which of the following pairs are consonant sounds that students frequently confuse?

Select all that apply. a. /t/ and /d/ b. /f/ and /p/ c. /m/ and /n/ d. /z/ and /l/

5. Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply. a. writing "fan" for van b. writing "butn" for button c. writing "chow" for show d. writing "kitn" for kitten - ANSWER b & d

LETRS UNIT 2, SESSION 5

1. English vowels are easier for students to pronounce and write than consonants. - ANSWER: False 2. What makes r-controlled vowel sounds so confusing for students? ANSWER: The r takes over the preceding vowel sound. 3. Which of the following sounds is considered a front vowel? ANSWER: /a/ (long a)

4. Which of the following vowels require that the mouth shift position during production of the sound? Select all that apply. ANSWER: /oi/ and /ou/ 5. Which of the following vowel sounds would be classified by a linguist as "tense" vowels? ANSWER: /e/ and /yu/

LETRS UNIT 2 SESSION 6

1. T/F Spanish has 22 phonemes represented by 27 symbols, compared to English's 44 phonemes and 26 symbols. ANSWER: True

2. T/F The variations common in African American English are predictable and governed by rules. ANSWER: True

3. Which of the following occurs as a result of coarticulation? Select all that apply. a. allophonic variations, in which we pronounce individual phonemes differently from how would pronounce them in isolation b. dialect variations that include nonstandard usage and grammar as well as nonstandard pronunciation c. misspellings of words that are, in fact, phonetically logical d. increased controversy about how to pronounce specific phonemes correctly

4. Which of the following misspellings likely results from confusion about un aspirated or de aspirated stop consonants? a. spelling friend as "fred" b. spelling drop as "jrop" c. spelling batter as "badr" d. spelling skip as "sgip"

5. In which group of words does a tongue flap create significant differences between American and British pronunciations? a. space, stick, scab b. mend, won't, pink c. cattle, city, metal d. trip, stature, graduate

LETRS UNIT 2 SESSION 7

1. Students in Ehri's prealphabetic phase need instruction in basic oral language skillsbefore manipulating phonemes. ANSWER: True
2. Sound chaining should begin with substituting the middle sounds and end sounds in a word, as these are most difficult. ANSWER: False
3. Which of the following principles are important for teaching phonological skills in particular? Select all that apply. ANSWER: Focus students' attention on speech sounds before focusing on letters.

-Include all English phonemes

4. Which activities work with students at the early phonological awareness level? Select all that apply. ANSWER: having students identify rhyming words in texts you read aloud saying a two- syllable word, then asking students to delete one syllable and say the word that results -having students clap or tap to count the syllables in a word you say .
5. A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is the most important guideline to follow? ANSWER: Have students add, change, delete, or move only ONE sound at a time.

LETRS UNIT 2 SESSION 8

1. T/F Assessing phonological skills is almost never appropriate after a child has completed first grade. ANSWER: False
2. T/F Phonemic awareness is difficult to measure directly as an isolated skill. ANSWER: True
3. What features separate the PAST from other phonological skills assessments? Select all that apply. a. It can be successfully administered to preschool-age children. b. Automaticity is a factor in determining a student's score. c. It is much briefer and more convenient to administer than other phonological awareness assessments.

d. The assessor gives corrective feedback if the student responds incorrectly.

4. Which kinds of tasks are the primary focus of phonological skills assessment in grades K-1? a. counting and blending syllables b. identification of onset sounds, alliteration, and rhyme c. phoneme segmentation and blending d. phoneme deletion, substitution, and reversal
5. Kelsey is in grade 2. Previously a strong reader, she has now fallen behind. She reads grade-level texts haltingly, struggling to recognize words with blends. Which phonological task would she likely struggle with? Select all that apply. a. "Say rainbow. Now say rainbow but don't say rain.'" b. "Say crate. Now say crate but don't say /k/." c. "Say sun. Now say sun but instead of /s/, say /f/." d. "Say bask. Now say bask but don't say /s/."