(Answered)LETRS Unit 2 Final Assessment 2022., Exams of Nursing

Download (Answered)LETRS Unit 2 Final Assessment 2022. and more Exams Nursing in PDF only on Docsity! LETRS UNIT 2 FINAL ASSESSMENT UNIT 2 SESSIONS 1-8 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? - 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) -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/."