LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A, Exams of Nursing

Download LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A and more Exams Nursing in PDF only on Docsity! LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A 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 Which set of words would be appropriate for practicing four-phoneme blending? - ANSWER quit, sling, roast 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. Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri's LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A prealphabetic phase? - ANSWER recognizing the rhyming words in "Hickory Dickory Dock" 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 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 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Session 2 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A Read the following list of classroom activities. Select the one that targets phonological awareness only, without attempting to address other language skills. - ANSWER b. Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables. Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.) - ANSWER a. phonological working memory (PWM) c. rapid automatic naming (RAN) The term coarticulation means the ability to: - ANSWER d. say the phonemes within a syllable so that all of the segments are seamlessly joined. T/F Even after first grade, skills such as phoneme segmentation and blending of single- syllable words without consonant blends are good predictors of reading ability. - ANSWER False Students' ability to acquire phonemic awareness is not dependent on which of the following factors? a. general language development LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A and listening abilities b. word comprehension c. familiarity with vocabulary used in tasks d. the amount of practice received - ANSWER b. word comprehension 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 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A d. saying the word marker, then deleting the last syllable and saying it again, mark - ANSWER a & c determining whether cat and kiss begin with the same sound clapping and counting the syllables in the word pencil 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 - ANSWER b& d saying the compound word rainbow, then deleting the first part and saying the new word, segmenting and tapping the phonemes in the word beak 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 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A 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 Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? a. /k/ b. / ng/ c. /ch/ d. /zh/ - ANSWER C. /ch/ 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/ - ANSWER a & c LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2, Session 5 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A 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 English vowels are easier for students to pronounce and write than consonants. - ANSWER False What makes r-controlled vowel sounds so confusing for students? - ANSWER The r takes over the preceding vowel sound. Which of the following sounds is considered a front vowel? - ANSWER /a/ (long a) Which of the following vowels require that the mouth LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A Unit 2 Session 6 LETRS LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A shift position during production of the sound? Select all that apply. - ANSWER /oi/ and /ou/ Which of the following vowel sounds would be classified by a linguist as "tense" vowels? - ANSWER /e/ and /yu/ T/F Spanish has 22 phonemes represented by 27 symbols, compared to English's 44 phonemes and 26 symbols. - ANSWER True T/F The variations common in African American English are predictable and governed by rules. - ANSWER True LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A 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 . 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 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Session 8 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A T/F Assessing phonological skills is almost never appropriate after a child has completed first grade. - ANSWER False T/F Phonemic awareness is difficult to measure directly as an isolated skill. - ANSWER True 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. - ANSWER b&d 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 LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A d. phoneme deletion, substitution, and reversal - ANSWER c 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/." - ANSWER b&d LETRS Unit 2 Final Assessment and Unit 2 Session 1-8 Q & A