Chapter 4 quiz
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Missouri State University, West Plains *
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Course
318
Subject
Linguistics
Date
Jan 9, 2024
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docx
Pages
7
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Question 1
2 out of 2 points
In observing students at a field location, you notice they are writing some letters. You write in your field notes that the students have grasped the alphabetic principle. Why did you write that?
Selected Answer:
Students who grasp the alphabetic principle begin to use letters in writing instead of pictures to represent words.
Answers:
Students who grasp the alphabetic principle begin to use letters in writing instead of pictures to represent words.
Students who grasp the alphabetic principle substitute pictures for letters to represent words.
Students who grasp the alphabetic principle illustrate their written work with pictures.
Students who grasp the alphabetic principle are ready to learn phonological awareness.
Question 2
0 out of 2 points
You are preparing to teach young learners about units of sound, and you theorize that students learn sounds from the biggest to the smallest. In what order would you arrange the order of your teaching, so they go from the biggest to smallest units?
Selected Answer:
Phonemes, rimes, syllables
Answers:
Syllables, rimes, phonemes
Phonemes, rimes, syllables
Rimes, syllables, phonemes
Syllables, phonemes, rimes
Question 3
2 out of 2 points
Mrs. Firpo holds a picture of a house and asks her student “What’s that?” The student replies “House.” Then Mrs. Firpo says, “Clap the number of sounds you hear in house.” The student claps twice. Then she
holds up a picture of a bobcat and says, “What’s that?” The student says “Tiger.” Then Mrs. Firpo says, “Clap the number of sounds you hear in tiger.” The student claps once. Based on this, Mrs. Firpo should:
Selected Answer:
Delay teaching phonemic awareness until the child has developed a sensitivity to hearing syllable breaks.
Answers:
Delay teaching phonemic awareness until the child has developed a sensitivity to hearing syllable breaks.
Delay teaching phonemic awareness until next year.
Immediately start intense phonemic awareness teaching.
Review the names of pictures of animals and their correct names.
Question 4
0 out of 2 points
Mrs. Fenwick says that her students have phonological awareness. Mrs. Fenwick is:
Selected Answer:
A kindergarten grade teacher because that’s when most students have learned the alphabetic principle.
Answers:
A third-grade teacher because that’s when most students have learned the alphabetic principle.
A kindergarten grade teacher because that’s when most students have learned the alphabetic principle.
An eighth-grade teacher because that’s when most students have learned the alphabetic principle.
A college instructor who teaches a course on phonics.
Question 5
2 out of 2 points
You conducted a field observation and noticed students saying words slowly to hear the beginning, middle, and end of words, and removing a sound from a word to substitute a different sound. This is an example of:
Selected Answer:
A phonemic awareness strategy.
Answers:
Blending sounds.
Categorizing sounds in words.
Identifying sounds.
A phonemic awareness strategy.
Question 6
2 out of 2 points
You are teaching an English Learner whose first language is Indonesian. Your student does not understand why different words with the same letters don’t make the same sound. You explain that because of etymology:
Selected Answer:
Pronunciation of the same letters can be different because of the
word origin.
Answers:
Letters make the same sound because English is sound regular.
Pronunciation of the same letters can be different because of the
word origin.
The sounds of letters are always pronounced.
The location of a digraph can account for pronunciation.
Question 7
2 out of 2 points
After three months of observing a kindergarten class you learned that consonants are:
Selected Answer:
21 letters that can represent single sounds, blends with vowels, consonant blends, and
consonant digraphs
Answers:
21 letters that can represent language origins, one-to-one correspondence, and consonant blends
5 letters that can represent sounds, blends, and digraphs
7 letters marked with breves and macrons
21 letters that can represent single sounds, blends with vowels, consonant blends, and consonant digraphs
Question 8
2 out of 2 points
You’re in the process of creating a year-long timeline of unit topics regarding how to teach phonics for young learners. As someone who has always done well in writing plans, you decide to:
:
Selected Answer:
Begin with consonants, then introduce short vowels, then teach consonant blends, digraphs, and long vowels, and finally teach less common vowel digraphs and diphthongs.
Answers:
Begin with the five vowels and then look at the consonants.
Begin with the five vowels (sometimes seven) and then look at the consonants.
Begin with consonants, then introduce short vowels, then teach consonant blends, digraphs, and long vowels, and finally teach less common vowel digraphs and diphthongs.
Follow the National Reading Panel (2000) review and teach phonics as a series of “teachable moments."
Question 9
2 out of 2 points
Your accomplished mentor teacher uses what four-step instruction-assessment cycle to support student learning?
Selected Answer:
Plan, Monitor, Evaluate, Reflect.
Answers:
Explicit teaching of phonics, semantics, syntactics, and pragmatics.
Identify the problem, prepare lessons to re-teach phonics, provide explicit instruction, and ask students to apply what they learned.
Observation Survey (O S), Hearing and Decoding Sounds in Words, Dynamic Indicators of Basic Early Literacy Skills (D I B E L S) and the T I L E Test.
Plan, Monitor, Evaluate, Reflect.
Question 10
2 out of 2 points
What is the order of the three units of sounds in English from smallest to largest?
Selected Answer:
phonemes, rimes, syllables
Answers:
Syllables, rimes,
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phonemes
phonemes, rimes, syllables
Rimes, phonemes, syllables
Syllables, phonemes, rimes
Question 11
2 out of 2 points
Which criteria is a feature of phonemic awareness instruction?
Selected Answer:
Activities should be age-appropriate, involve songs and nursery rhymes, and planned
and purposeful.
Answers:
Activities should be separate from other components of literacy teaching to avoid confusion
Activities should be age-appropriate, involve songs and nursery rhymes, and planned
and purposeful.
Activities should involve silent reading.
Activities should involve individual writing.
Question 12
2 out of 2 points
To teach sound segmentation, you could use .
Selected Answer:
Elkonin boxes
Answers:
Elkonin boxes
sound blending
silent reading
individual writing
Question 13
2 out of 2 points
Two kinds of combination consonants are
:
Selected Answer:
Consonant blends and consonant digraphs.
Answers:
Breves and macrons.
Dips and thongs.
Consonant blends and consonant digraphs.
Dipthongs and r-controlled.
Question 14
2 out of 2 points
Words often represent several sounds, and it’s helpful to know:
Selected Answer:
There are five vowels but sometimes seven, including short, long, combinations, digraphs, dipthongs, r-controlled, and Schwa.
Answers:
There are five vowels, including short, long, digraphs, dipthongs, and Schwa.
R-controlled vowels are combinations of two letters.
Schwas are kinds of sounds made by the letter E
.
There are five vowels but sometimes seven, including short, long, combinations, digraphs, dipthongs, r-controlled, and Schwa.
Question 15
2 out of 2 points
Most teachers teaching phonics:
Selected Answer:
Begin with consonants; then introduce short vowels; then teach consonant blends, digraphs, and long vowels; and finally teach less common vowel digraphs and dipthongs.
Answers:
Begin with consonants; then introduce short vowels; then teach consonant blends, digraphs, and long vowels; and finally teach less common vowel digraphs and dipthongs.
Do so despite the National Reading Panel (2000) review that phonics can be taught as a series of “teachable moments.”
Begin with the five vowels and then look at the consonants.
Begin with the five vowels (sometimes seven) and then look at the consonants.
Question 16
2 out of 2 points
Graphophemic means:
Selected Answer:
Letter-sound relationship.
Answers:
Phonemes.
Sounds in oral language.
Phonological awareness.
Letter-sound relationship.
Question 17
2 out of 2 points
In English:
Selected Answer:
26 letters can represent 44 sounds.
Answers:
26 letters can represent hundreds of sounds.
26 phonemes can represent 44 sounds.
26 letters can represent 44 sounds.
Phonemes represent vowels.
Question 18
2 out of 2 points
Identifying sounds, categorizing sounds in words, and substituting sounds are:
Selected Answer:
Phonemic awareness strategies.
Answers:
Examples of sound matching.
Ways to blend sounds.
Graphemic awareness strategies.
Phonemic awareness strategies.
Question 19
2 out of 2 points
Teachers saying a word and students identifying sounds at the beginning, middle, and end is a good example of .
Selected Answer:
sound isolation
Answers:
blending
onset
sound isolation
rhyme
Question 20
2 out of 2 points
Elkonin boxes use:
Selected Answer:
Counters or markers.
Answers:
Highlighters and sticky notes.
Counters or markers.
Paper folding.
Paints and brushes.
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Question 21
2 out of 2 points
What item is NOT
a part of the instruction–assessment cycle?
Selected Answer:
Publishin
g
Answers:
Planning
Monitorin
g
Reflectin
g
Publishin
g
Question 22
2 out of 2 points
What is the term for a letter that says its name?
Selected Answer:
A long vowel
Answers:
A short vowel
A long vowel
A consonant
The letter y
Question 23
2 out of 2 points
When a teacher starts with teaching more common consonants, then short vowels, and later common long vowel digraphs, they are:
Selected Answer:
Following a sequence of phonics instruction.
Answers:
Following a sequence of phonics instruction.
Following the wrong sequence of phonics instruction.
Working from the hardest to the easiest.
Combining work usually taught in grades K–
3.