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(Answered)LETRS Unit 2 Final Assessment 2022.
Typology: Exams
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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? โ 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? โ 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? โ 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? โ 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? โ 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: say the phonemes within a syllable so that all of the segments are seamlessly joined.
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.
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
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
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/
-Include all English phonemes
d. The assessor gives corrective feedback if the student responds incorrectly.