LETRS UNIT 2 ASSESSMENT COMPLETED EXAM 2024, Exams of English Literature

Download LETRS UNIT 2 ASSESSMENT COMPLETED EXAM 2024 and more Exams English Literature in PDF only on Docsity! LETRS UNIT 2 ASSESSMENT COMPLETED EXAM 2024 1. What is the term for the smallest unit of sound in a language that can change the meaning of a word? a) phoneme* b) grapheme c) morpheme d) syllable Rationale: A phoneme is the smallest unit of sound that can distinguish words, such as /p/ and /b/ in "pat" and "bat". A grapheme is a written representation of a phoneme, such as "p" and "b". A morpheme is the smallest unit of meaning in a word, such as "un-" and "-ed". A syllable is a unit of speech that contains a vowel sound, such as "pa" and "bat". 2. What is the term for the relationship between the sounds and the spellings of words in a language? a) orthography* b) phonology c) morphology d) etymology Rationale: Orthography is the study of the conventions and rules for writing a language, including the correspondence between sounds and spellings. Phonology is the study of the sound system of a language, including how sounds are produced, combined, and distinguished. Morphology is the study of the structure and formation of words, including how morphemes are combined and inflected. Etymology is the study of the origin and history of words, including how they have changed over time. 3. What is the term for a letter or combination of letters that represents a single phoneme in a word? another word by adding a prefix or suffix, such as "unhappy" or "happiness"? a) derivative* b) compound c) inflection d) contraction Rationale: A derivative is a word that is formed from another word by adding a prefix or suffix, such as "unhappy" or "happiness", which changes the meaning or function of the original word. A compound is a word that is formed by combining two or more words, such as "bookcase" or "sunflower", which creates a new word with a related meaning. An inflection is a change in the form of a word by adding an ending, such as "-s", "-ed", or "-ing", which indicates grammatical information such as number, tense, or aspect. A contraction is a shortened form of a word or phrase by omitting one or more letters, such as "don't" or "I'm", which usually indicates informal speech or writing. 9. What is the term for a prefix or suffix that changes the meaning of a word, such as "un-" in "unhappy" or "-ness" in "happiness"? a) affix* b) modifier c) marker d) indicator Rationale: An affix is a generic term for any prefix or suffix that attaches to a base word and changes its meaning, such as "un-" in "unhappy" or "-ness" in "happiness". A modifier is a specific type of affix that alters the degree, scope, or quality of a word, such as "-er" in "bigger" or "-ly" in "quickly". A marker is a specific type of affix that indicates grammatical information about a word, such as "-s" in "books" or "- ed" in "walked". An indicator is a specific type of affix that signals the function or role of a word in a sentence, such as "-ing" in "walking" or "-tion" in "action". 10. What is the term for an affix that attaches to the beginning of a word, such as "un-" in "unhappy"? a) prefix* b) suffix c) infix d) circumfix Rationale: A prefix is an affix that attaches to the beginning of a word and changes its meaning, such as "un-" in "unhappy", which negates the meaning of the base word. A suffix is an affix that attaches to the end of a word and changes its meaning, such as "- ness" in "happiness", which forms a noun from an adjective. An infix is an affix that inserts into the middle of a word and changes its meaning, such as "- um-" in "fan-freaking-tastic", which adds emphasis to the base word. A circumfix is an affix that surrounds a word and changes its meaning, such as "(ge)-(e)" in German "(ge)sag(e)t", which forms the past participle of the verb "(sag)en". 11. What is the term for an affix that attaches to the end of a word, such as "-ness" in "happiness"? a) suffix* b) prefix c) infix d) circumfix Rationale: A suffix is an affix that attaches to the end of a word and changes its meaning, such as "-ness" in "happiness", which forms a noun from an adjective. A prefix is an affix that attaches to the beginning of a word and changes its meaning, such as "un-" in "unhappy", which negates the meaning of the base word. An infix is an affix that inserts into the middle of a word and changes its meaning, such as "-um-" in "fan-freaking-tastic", which adds B: 1. Which of the following accurately describes the role of phonological awareness in Ehri's Phases of Reading Development? a) It refers to knowing individual sounds in spoken language. b) It is the ability to recognize and manipulate the individual sounds in written language. c) It involves understanding the meaning of written words. d) It encompasses the automatic recognition and reading of words. Answer: b) It is the ability to recognize and manipulate the individual sounds in written language. Rationale: Phonological awareness is an important skill in early reading development, as it involves the ability to identify and manipulate the individual sounds (phonemes) in spoken language. 2. Which phase in Ehri's Phases of Reading Development involves the ability to recognize and understand the meaning of written words? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: c) Full alphabetic phase Rationale: In the full alphabetic phase, children learn to make connections between letters and their corresponding sounds, allowing them to recognize and understand the meaning of written words. 3. Which of the following is a characteristic of the pre- alphabetic phase in Ehri's Phases of Reading Development? a) Children can decode and read words accurately. b) Children understand that letters represent sounds. c) Children rely on visual cues and context to recognize whole words. d) Children have mastered the complexities of the English language. Answer: c) Children rely on visual cues and context to recognize whole words. Rationale: In the pre-alphabetic phase, children rely on visual cues and context to recognize whole words without necessarily understanding letter-sound relationships. 4. At which phase in Ehri's Phases of Reading Development do children start to decode and read words accurately? a) Pre-alphabetic phase b) Partial alphabetic phase a) Developing fluency in reading and comprehension b) Building a large sight vocabulary of frequently encountered words c) Acquiring a deep understanding of the complexities of the English language d) Connecting letters to the corresponding sounds in words Answer: d) Connecting letters to the corresponding sounds in words Rationale: The full alphabetic phase primarily focuses on children developing the ability to connect individual letters to their corresponding sounds in words, facilitating accurate decoding and reading. 11. Which phase in Ehri's Phases of Reading Development involves understanding the meaning and structure of written language? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: d) Consolidated alphabetic phase Rationale: The consolidated alphabetic phase includes a deeper understanding of the meaning and structure of written language, as children become adept at recognizing words and comprehending their meaning within a context. 12. Which phase of Ehri's Phases of Reading Development focuses on building a sight vocabulary of common words? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Orthographic phase Answer: d) Orthographic phase Rationale: The orthographic phase focuses on building a sight vocabulary of commonly encountered words, which allows children to recognize them instantly without needing to decode. 13. Which phase of reading development involves the ability to read multisyllabic words accurately? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: d) Consolidated alphabetic phase Rationale: In the consolidated alphabetic phase, children develop the ability to read multisyllabic words accurately, as they have acquired a strong foundation of phonological awareness and decoding skills. 14. What is an essential component of the partial alphabetic phase? a) Recognizing and generating rhyming words b) Understanding letter-sound relationships in various word positions c) Mastering the complexities of the English language d) Building a sight vocabulary of high-frequency words Answer: b) Understanding letter-sound relationships in various word positions Rationale: The partial alphabetic phase involves developing an understanding of letter-sound relationships in different positions within words, enabling accurate decoding. 15. During which phase do children transition from relying on partial cues to identify words to using primarily phonemic information? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: c) Full alphabetic phase Rationale: In the full alphabetic phase, children transition from relying on partial cues, such as visual and context cues, to primarily using phonemic information to identify and decode words accurately. C: Question 1: Which of the following best defines phonological awareness? A) Understanding the relationship between letters and sounds B) Recognizing and manipulating individual sounds in spoken words C) Identifying the meaning of words within a given context D) Understanding the syntax and grammar of a language Answer: B) Recognizing and manipulating individual sounds in spoken words Rationale: Phonological awareness refers to the ability to recognize and manipulate the individual sounds, or phonemes, in spoken words. This includes activities such as blending, segmenting, and manipulating sounds. Question 2: What is the primary focus of phonemic awareness? A) Understanding the meaning of written texts B) Recognizing letter-sound correspondence C) Identifying and manipulating individual phonemes in spoken words D) Understanding the structure of syllables in words Answer: C) Identifying and manipulating individual phonemes in spoken words Rationale: Phonemic awareness specifically involves the ability to identify and manipulate individual phonemes (speech sounds) in spoken words, such as blending or segmenting sounds. Question 9: Which component is a part of phonological awareness instruction? A) Introducing advanced grammar concepts B) Teaching letter formation and handwriting C) Providing exposure to diverse literary genres D) Engaging in activities to manipulate sounds in spoken words Answer: D) Engaging in activities to manipulate sounds in spoken words Rationale: Phonological awareness instruction involves various activities aimed at developing the ability to manipulate and understand the sounds within spoken words. Question 10: How does phonological awareness support language development? A) It focuses on memorizing vocabulary words B) It enhances listening and speaking skills C) It solely contributes to understanding grammar rules D) It emphasizes the use of figurative language in writing Answer: B) It enhances listening and speaking skills Rationale: Phonological awareness supports language development by enhancing listening and speaking skills, which are essential components of effective communication. Question 11: What role does phonological awareness play in early literacy instruction? A) It is irrelevant to early literacy development B) It serves as the foundation for reading and writing skills C) It focuses solely on developing handwriting abilities D) It emphasizes the memorization of sight words Answer: B) It serves as the foundation for reading and writing skills Rationale: Phonological awareness forms the foundation for early literacy instruction by supporting the development of essential reading and writing skills. Question 12: Which activity supports the development of phonological awareness in young learners? A) Engaging in storytelling and narrative writing B) Participating in vocabulary quizzes and assessments C) Practicing oral blending and segmenting of sounds D) Focusing on the memorization of spelling rules Answer: C) Practicing oral blending and segmenting of sounds Rationale: Engaging in oral blending and segmenting activities helps young learners develop their phonological awareness by manipulating and understanding sounds in spoken words. Question 13: What is the significance of explicit phonological awareness instruction? A) It has no impact on reading comprehension B) It helps in developing decoding and word recognition skills C) It solely focuses on enhancing speaking fluency D) It emphasizes the memorization of literary terms Answer: B) It helps in developing decoding and word recognition skills Rationale: Explicit phonological awareness instruction plays a crucial role in developing decoding and word recognition skills, which are essential for reading comprehension. Question 14: How does phonological awareness instruction contribute to literacy acquisition? A) It emphasizes the use of complex sentence structures B) It supports the development of vocabulary and grammar skills C) It fosters the ability to understand and manipulate sounds in words D) It focuses solely on the memorization of literary devices Answer: C) It fosters the ability to understand and manipulate sounds in words Rationale: Phonological awareness instruction contributes to literacy acquisition by fostering the ability to understand and manipulate sounds in words, which is fundamental to reading and spelling. Question 15: Which instructional approach is effective for promoting phonological awareness in diverse learners? A) Providing opportunities for independent reading and writing B) Using multisensory activities and manipulatives C) Focusing on advanced literary analysis and interpretation D) Engaging in collaborative group discussions and debates Answer: B) Using multisensory activities and manipulatives Rationale: Using multisensory activities and manipulatives is an effective instructional approach for promoting phonological awareness in diverse learners, as it caters to different learning styles and engages multiple senses in learning. How many spoken syllables are there in possible? - 1 2 3 4 3 The use of nonsense words for phonemic awareness activities is: - useful only occasionally within sound chains. beneficial for English Learners. helpful for those children with weak vocabularies. Which of the following is most likely a symptom of a problem with phonological working memory? - forgetting the words when asked to repeat a sentence confusing the right and the left sides of the body habitually leaving clothing items on the playground not comprehending cause and effect in a narrative forgetting the words when asked to repeat a sentence 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? - syllable deletion and remembering separate phonemes in a series onset-rime blending and beginning phoneme blending sound deletion and substitution phoneme segmentation; simple syllables with 2-3 phonemes sound deletion and substitution 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? - learning the difference between a vowel and a consonant learning the meaning of each word discriminating phonemes /ě/ and /ă/ recognizing confusable letter forms discriminating phonemes /ě/ and /ă/ As a general guideline, the optimal amount of time to spend on teaching phonemic awareness to normally progressing kindergarten or first-grade students is: - 5-10 minutes daily for about 20 weeks. 30 minutes daily for the entire year. 45 minutes daily until they are proficient. 45 minutes daily for the first three months only. 5-10 minutes daily for about 20 weeks. How is the word pl - ay divided in this example? - syllable onset-rime phoneme-grapheme phoneme onset-rime How many spoken syllables are there in buttered? - 1 2 3 4 2 How many spoken syllables are there in possible? - 1 2 3 4 3 The use of nonsense words for phonemic awareness activities is: - useful only occasionally within sound chains. beneficial for English Learners. helpful for those children with weak vocabularies. never suggested. useful only occasionally within sound chains. Which teaching strategy would be most helpful for students who confuse the sounds /f/ and /th/ in their own speech? - While showing each letter, ask the students to say a corresponding phoneme. Ask the students to read a list of words with digraphs th, sh, and ch. Practice segmenting simple words with /f/, /th/, and other fricatives. Have students look in a mirror while describing and producing each sound. Have students look in a mirror while describing and producing each sound. Which student is demonstrating the most advanced level of phonemic awareness? - a student who can use colored blocks to change the sounds in slip to make it slick a student who claps three times for each syllable in the word triangle a student who identifies the first sound in the words flat, fish, and friend as /f/ a student who can provide words that rhyme with cat a student who can use colored blocks to change the sounds in slip to make it slick A student writes the word went as "wet." What aspect of phonology is associated with this common spelling error? - ubstitution of a final stop for a nasal consonant aspiration of a final stop consonant after a nasal nasalization of a vowel before a nasal consonant affrication of the stop consonant when it is after a nasal nasalization of a vowel before a nasal consonant