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Phonological Awareness & Decoding: Exercises for Reading, Exams of Advanced Education

Walden UniversityAdvanced Education

A series of exercises and questions designed to enhance phonological awareness and decoding skills in students. It covers various aspects of reading development, including phoneme segmentation, blending, and letter-sound correspondences. The exercises are suitable for both university and high school students studying reading pedagogy or language development.

Typology: Exams

2024/2025

Available from 01/04/2025

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FOUNDATIONS OF READING #190
combine letter-sounds to decode words - As students begin to read, the ability to blend
phonemes orally contributes to their reading development primarily because it prepares
students to:
Stamp - 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?
Segmenting - Separating the individual phonemes, or sounds, of a word into discrete
units.
orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to
make a new word, chomp - Which of the following tasks requires the most advanced
level of skill along the phonological awareness continuum?
Substitution - What is the highest skill level in phonological awareness?
displaying pictures for a pair of two- and three-phoneme words that differ by a single
phoneme (e.g., toe, toad) and having the children complete the Say It and Move It
activity for each word in the pair - 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?
showing them how to segment words into onsets and rimes - 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:
developing their awareness of left-to-right directionality. - 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:
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FOUNDATIONS OF READING

combine letter-sounds to decode words - As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it prepares students to: Stamp - 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? Segmenting - Separating the individual phonemes, or sounds, of a word into discrete units. orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp - Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum? Substitution - What is the highest skill level in phonological awareness? displaying pictures for a pair of two- and three-phoneme words that differ by a single phoneme (e.g., toe, toad) and having the children complete the Say It and Move It activity for each word in the pair - 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? showing them how to segment words into onsets and rimes - 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: developing their awareness of left-to-right directionality. - 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:

developing letter-formation skills. - Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who need additional support in: The children's grasp of the alphabetic principle will be reinforced as they apply phonetic spelling. - A kindergarten teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following outcomes? awareness of letter-sound correspondences. - A kindergarten teacher is reading a big book to a group of children. The teacher periodically points to the beginning consonant of selected words and accentuates its initial phoneme as the teacher reads the word aloud. The teacher's practice is most likely to reinforce the children's: a student who, after hearing the word hat, can orally identify that it ends with the sound /t/ - Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? identifying letter-sound correspondences consistently for several high-utility letters, such as a, m, t, and s, when prompted by the teacher - Several children in a kindergarten class have mastered orally blending sets of spoken sounds together to make words. Which of the following additional skills demonstrated by the children would best indicate that they are ready to begin instruction in decoding simple words? Spelling instruction reinforces students' knowledge of phonics patterns, which supports their development of automaticity and ability to construct meaning while reading. - Which of the following statements provides the best rationale for incorporating spelling instruction into a first-grade reading program? focusing on grapheme-phoneme correspondences, in which students are taught explicitly to sound out each letter or letter combination in a word and blend the letter- sounds together - In the years since the report by the National Reading Panel (2000) was published, evidencebased research has conclusively documented that which of the following phonics approaches is most effective in promoting beginning readers' reading and spelling development? He took off his CAP before he lay down to take a NAP - Which of the following sentences contains a pair of italicized words that differ from each other by one phoneme? accuracy and automaticity reading words that follow the target phonics patterns. - A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the spelling patterns and to engage in word sorts comparing new and previously taught spelling patterns. These types of instructional activities are likely to promote students' reading skills primarily by developing their:

  • The students can accurately read multisyllable words that feature closed and open syllables. Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of syllable types to read decodable multisyllable words? Look at the vowels in a target word; if they are separated by two consonants, divide the word between the consonants (e.g., muf/fin), and then read each syllable from left to right. - A group of first-grade students has mastered reading single-syllable words that follow the closedsyllable patterns VC, CVC, CVCC, and CCVC. The teacher would like to expand students' reading development by teaching them how to read two-syllable words that consist of closed syllables, such as picnic, muffin, trumpet, pretzel, invent, and frantic. The teacher could best promote the students' accurate, efficient reading of this type of word by teaching them to use which of the following decoding strategies? closed, open, silent e - A fourth-grade student tries to decode the word accumulate in a science article by using syllabication skills. In order to read the individual syllables of the word after dividing them correctly, the student would need to be proficient in decoding which of the following syllable types? vowel team - two vowels next to each other that together say a new sound, as in the word south. having the students begin with a two-box matrix using a few common inflections and then gradually introducing one new derivational affix at a time and explaining how each affix changes the meaning of the base word - Two students in the class with a learning disability are successful in generating multimorphemic words when presented with a familiar base word and a simple suffix (e.g., -s, -ed). However, when presented with a familiar prefix, base word or root, and suffix, they cannot generate any new words, with or without the support of the matrix. Which of the following strategies for differentiating the lesson would be most appropriate for supporting the students' development in structural or morphemic analysis? Derivational suffix - usually applies to words of one syntactic category and changes them into words of another syntactic category. For example: slow--adj...slowly--adv. color--noun...colorful--adj. syntactic categories - sentence, noun, noun phrase, determiner, adjective, adverb, transitive and ditransitive verbs Morpheme - unit of a language that cannot be further divided (e.g. in, come, -ing, forming incoming ). . Decoding skills are essential for the development of reading fluency to support reading comprehension. - Which of the following statements best describes the relationship

between word decoding and reading comprehension in a beginning reader's development? the role of fluency as a bridge between simply decoding a text and comprehending it - A group of third-grade students reads a poem aloud accurately but without much expression. Before asking the students text-dependent questions about the poem's content, the teacher spends time focusing on phrase-cueing. For example, the teacher asks the students to "Read the phrase that tells us ________" or "Identify the phrase that describes ________". After focusing on key phrases, the teacher conducts an expressive oral reading of the poem, focusing on proper pausing and expression, especially with respect to the phrases they discussed. Finally, the teacher leads the students in an expressive choral reading of the poem. Engaging the students in these activities prior to discussing the meaning of the poem demonstrates the teacher's understanding of: improving the students' reading accuracy, a key component of fluency. - A second- grade teacher is working with a small group of students to improve their oral reading fluency. As part of lesson planning, the teacher analyzes the students' oral reading errors and plans instruction to address phonics knowledge and skills not yet mastered. The teacher's actions are likely to benefit the students' reading fluency most directly by: reading rate and automaticity. - A second-grade teacher pairs students with appropriate, accessible texts for a paired-reading activity. During the activity, two students sit side by side and take turns reading an entire short text aloud. Over a period of several days, the pairs of students read and reread a large number of accessible texts together. This activity best promotes students' development of: apply phonics skills and knowledge of common syllable types and inflections to read words - A first-grade teacher would like to promote students' development of accurate decoding to support their oral reading fluency and reading comprehension. The teacher could most effectively promote first graders' accuracy by teaching them how to: have the phonics knowledge and skills needed to decode the words in the texts. - An entering second-grade student performs well below benchmarks on the universal screening for oral reading fluency. These results are aligned with the teacher's observation that the student does not read with fluency when reading aloud during daily reading activities. At this stage of reading development, the factor that is most likely disrupting the student's reading fluency is that the student does not: providing the individual students with explicit teacher feedback with respect to their reading accuracy and prosody between readings - A third-grade teacher has students work on their oral reading fluency each day using a repeatedreading approach. Students work with a classmate to take turns reading an assigned grade-level text and timing each other's oral reading fluency rate. Some students in the class are currently participating in Tier 2 interventions to address identified gaps in grade-level decoding skills. The teacher differentiates the repeated-reading activity for these students by

promoting their oral language development and listening comprehension. - A first-grade teacher designs the following activity.

  1. Divide students into pairs.
  2. Have the two students sit back-to-back.
  3. Give a student in each pair a picture of a familiar object to describe.
  4. Have the second student try to name the object based on the description.
  5. If the second student cannot determine the target object, instruct the student describing the object to use more precise language (e.g., describing the object's color, texture, size, use).
  6. The student pairs switch roles and repeat steps 2-5. This activity is likely to contribute to students' literacy development primarily by: modeling for the students how to apply knowledge of morphology to construct the word's meaning and use context to confirm it - Students in a fourth-grade class read a text that includes the word indefensible, which is unfamiliar to some of them. Which of the following strategies for teaching the word would be most effective in both clarifying the meaning of the word and extending the students' understanding and use of an appropriate word-learning strategy? words that are conceptually challenging - A fifth-grade teacher is about to begin a new unit on ecosystems, with an emphasis on the movement of matter among the various components of an ecosystem. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach? discussing with the student additional examples of the phrase used in context. - A fifth- grade student reads the sentence, "After playing with her friends all day, Kaylee did her science homework, her geography project, and her English paper in one fell swoop." The student asks the teacher for support in understanding the meaning of the phrase one fell swoop. After explaining the phrase's meaning, the teacher could best deepen and extend the student's understanding of this idiomatic expression by: deconstructing complex sentences into independent and dependent clauses - A sixth- grade teacher is planning explicit instruction to develop students' ability to read and understand sentences that have a complex sentence structure. Which of the following skills would be most effective for the teacher to focus on? ability to deconstruct complex academic language and interpret its meaning. - Over the course of the school year, a sixth-grade student who had been a fluent, proficient reader in previous years has become increasingly inconsistent in comprehending grade-level literary and informational texts assigned in class. The results of informal, curriculum- based assessments indicate that the student still meets grade-level expectations in vocabulary knowledge, but the student's reading rate and comprehension have dropped below grade-level expectations. The teacher observes that the student does not read smoothly when reading aloud sentences that contain more than one clause, and the student often comments about "getting lost in the sentence." The teacher is also aware that the student tends to choose fiction and graphic novels for independent reading that

are written well below grade-level expectations. The student's overall reading profile suggests that the student would likely benefit most from explicit instruction focused on promoting the student's: independent clause - expresses a complete thought and can stand alone as a sentence. Has both a subject and a verb. Dependent Clause - A clause in a complex sentence that cannot stand alone as a complete sentence and that functions within the sentence as a noun or adjective or adverb activating the students' prior knowledge about the topic and providing visual aids such as illustrations to clarify new vocabulary - A third-grade class that includes several English learners is preparing to read a text about the life cycles of various organisms (e.g., plants, mammals, reptiles). Which of the following teaching strategies would be most effective in promoting the English learners' comprehension of the text? looking up the word in the dictionary, and then paraphrasing the sentence using the dictionary definition - A sixth-grade student encounters the following sentence in a short story. She experienced a sense of déjà vu as she walked down the street of the strange new city. The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps? extend and reinforce their expressive and receptive vocabularies related to the text's topic. - Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board and then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together. This series of activities is likely to promote the students' reading development primarily by helping them: discussing with the students how the characters in the story respond to major events and challenges - A second-grade teacher is reading aloud a literary text to the class. Which of the following postreading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills? asking students text-dependent who, what, where, when, why, and how questions about story elements - Which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text?