LETRS UNIT 3 ASSESSMENT COMPLETED EXAM 2024, Exams of English Literature

Download LETRS UNIT 3 ASSESSMENT COMPLETED EXAM 2024 and more Exams English Literature in PDF only on Docsity! LETRS UNIT 3 ASSESSMENT COMPLETED EXAM 2024 1. What is the definition of an irregular word in English? a) A word that does not follow the common patterns of spelling and pronunciation b) A word that has more than one meaning or pronunciation c) A word that is borrowed from another language and has a different spelling d) A word that is spelled differently in American and British English *Answer: a) A word that does not follow the common patterns of spelling and pronunciation Rationale: Irregular words are words that cannot be decoded or spelled using the regular rules of phonics. They may have unusual letter-sound correspondences, silent letters, or multiple spellings for the same sound. 2. What is the difference between a high-frequency irregular word 5. What are some examples of low-frequency irregular words that students should learn by analysis? a) Island, debt, doubt, subtle, indict b) Colonel, corps, rendezvous, debris, ballet c) Plumber, answer, listen, castle, wrestle d) All of the above *Answer: d) All of the above Rationale: These are some of the less common irregular words in English that students encounter in texts. They have no regularity in their spelling or pronunciation, but they may have some clues from their origin or meaning that can help students analyze them. 6. What is the role of morphology in teaching irregular words? a) Morphology helps students understand the meaning and structure of irregular words by breaking them into smaller units b) Morphology helps students pronounce and spell irregular words by showing them how they change with prefixes and suffixes c) Morphology helps students compare and contrast irregular words with their regular counterparts by showing them how they are related d) All of the above *Answer: d) All of the above Rationale: Morphology is the study of how words are formed from smaller units called morphemes. Morphemes can be roots (base words), prefixes (added to the beginning), or suffixes (added to the end). Morphology can help students learn irregular words by showing them how they are derived from other words or languages, how they change with different endings or beginnings, and how they are similar or different from other words with the same root. 7. What is the difference between a homograph and a homophone? a) A homograph is a word that has the same spelling but different meanings or pronunciations, while a homophone is a word that has the same pronunciation but different spellings or meanings b) A homograph is a word that has the same pronunciation but different spellings or meanings, while a homophone is a word that has the same spelling but different meanings or pronunciations c) A homograph is a word that has the same spelling and pronunciation but different meanings, while a homophone is a word that has the same meaning but different spellings or pronunciations d) A homograph is a word that has the same meaning but different spellings or pronunciations, while a homophone is a word that has the same spelling and pronunciation but different meanings *Answer: a) A homograph is a word that has the same spelling but different meanings or pronunciations, while a homophone is a word that has the same pronunciation but different spellings or meanings Rationale: Homographs and homophones are types of irregular words that can cause confusion for students. Homographs are words that look the same but have different meanings or pronunciations, such as lead (a metal) and lead (to guide), or read (past tense) and read (present tense). Homophones are words that sound the same but have different spellings or meanings, such as to, too, and two, or there, their, and they're. 8. What are some examples of homographs that students should learn? a) Wind (to turn) and wind (air) b) Bow (to bend) and bow (a weapon) c) Tear (to rip) and tear (a drop) d) All of the above *Answer: d) All of the above Rationale: These are some of the common homographs in English that students should learn to distinguish by their context and pronunciation. They have the same spelling but different meanings and pronunciations. 9. What are some examples of homophones that students should differently from how it sounds, while a phonological irregular word is a word that sounds differently from how it is spelled b) An orthographic irregular word is a word that has more than one possible spelling for the same sound, while a phonological irregular word is a word that has more than one possible sound for the same spelling c) An orthographic irregular word is a word that has an unusual letter-sound correspondence, while a phonological irregular word is a word that has an unusual sound-letter correspondence d) All of the above *Answer: d) All of the above Rationale: Orthographic irregular words and phonological irregular words are two types of irregular words that can cause difficulties for students. Orthographic irregular words are words that do not follow the regular patterns of spelling in English, such as through, rough, or enough. Phonological irregular words are words that do not follow the regular patterns of pronunciation in English, such as cough, bough, or dough. B: 1. Which of the following correctly defines phonological awareness? a) Knowledge of letter-sound correspondences b) Understanding that words are made up of smaller sounds c) Understanding the meaning and structure of words d) Knowledge of sight words and high-frequency vocabulary Answer: b) Understanding that words are made up of smaller sounds Rationale: Phonological awareness refers to the ability to recognize and manipulate the sounds in spoken words. It involves activities such as segmenting words into syllables or phonemes, blending sounds to form words, and manipulating sounds by adding, deleting, or substituting them. 2. Which of the following describes a morpheme? a) The smallest unit of sound in a language b) The smallest unit of meaning in a language c) A grammatical rule that determines word order d) The study of the formation of words Answer: b) The smallest unit of meaning in a language Rationale: A morpheme is the smallest meaningful unit in a language. It can be a word or a part of a word that carries meaning, such as prefixes, roots, and suffixes. 3. Which of the following is an example of a derivational morpheme? a) -ed (as in "walked") b) -s (as in "cats") c) un- (as in "undo") d) -er (as in "teacher") Answer: d) -er (as in "teacher") Rationale: Derivational morphemes change the meaning or part of speech of a word. In this case, the suffix -er is added to the base word "teach" to form the noun "teacher." 4. Which of the following terms refers to the study of the sounds of a specific language? a) Phonology b) Semantics c) Syntax d) Pragmatics Answer: a) Phonology 8. What term represents the smallest unit of sound in language? a) Syllable b) Morpheme c) Phoneme d) Grapheme Answer: c) Phoneme Rationale: Phonemes are the smallest units of sound in a language and provide the basis for differentiating meaning. For example, the words "cat" and "bat" differ by only one phoneme (/k/ and /b/). 9. Which of the following is not considered an orthographic feature? a) Capitalization rules b) Syllable patterns c) Word order d) Punctuation conventions Answer: c) Word order Rationale: Orthographic features refer to the visual structure and conventions of written language. It encompasses spelling patterns, letter-sound correspondences, capitalization, punctuation, and other visual cues. Word order relates to syntax, the organization of words in a sentence, and is not a visual feature. 10. Which of the following indicates an example of an inflectional morpheme? a) -ed (as in "loved") b) -ing (as in "running") c) -ful (as in "careful") d) -tion (as in "nation") Answer: b) -ing (as in "running") Rationale: Inflectional morphemes do not change the basic meaning or part of speech of a word. They modify verbs or nouns to indicate tense, number, or possession. In this case, the suffix - ing is added to the base word "run" to indicate the present participle. 11. Which of the following refers to the understanding of word meanings and relationships? a) Phonemic awareness b) Phonics c) Vocabulary d) Orthography Answer: c) Vocabulary Rationale: Vocabulary encompasses the knowledge and understanding of word meanings, relationships between words, and the ability to apply this knowledge in oral and written contexts. 12. Which of the following is an example of a bound morpheme? a) Quick b) Big c) -ly (as in quickly) d) Cat Answer: c) -ly (as in quickly) Rationale: Bound morphemes cannot stand alone as separate words but must be attached to a root or base word. The suffix -ly needs to be combined with an adjective or an adverb to form an Which of the following words contains the consonant blend "br"? a) Table b) Brave c) Cup d) Shine Answer: b) Brave Rationale: The word "brave" contains the consonant blend "br," where the sounds of the letters 'b' and 'r' blend together at the beginning of the word. What is the consonant blend in the word "splash"? a) sp b) sl c) spl d) sh Answer: c) spl Rationale: The word "splash" contains the consonant blend "spl," where the sounds of the letters 's' and 'p' blend together at the beginning of the word. Which of the following words does not have a consonant blend? a) Great b) Cloud c) Swim d) Black Answer: c) Swim Rationale: The word "swim" does not contain a consonant blend, as the sounds of the letters 's' and 'w' are not blended together at the beginning of the word. Identify the consonant blend in the word "strawberry." a) st b) tr c) str d) sw Answer: c) str Rationale: The word "strawberry" contains the consonant blend "str," where the sounds of the letters 's' and 't' blend together at the beginning of the word. In the word "chop," which letters form the consonant blend? a) ch b) p c) chp d) op Answer: a) ch Rationale: The word "chop" contains the consonant blend "ch," where the sounds of the letters 'c' and 'h' blend together at the beginning of the word. Which of the following words contains the consonant blend "gl"? a) Glad b) Bell c) Stop d) Flag Answer: a) Glad Rationale: The word "glad" contains the consonant blend "gl," where the sounds of the letters 'g' and 'l' blend together at the beginning of the word. What is the consonant blend in the word "twist"? a) tw b) t c) ist d) twi a) scr b) sca c) sc d) ram Answer: a) scr Rationale: The word "scramble" contains the consonant blend "scr," where the sounds of the letters 's' and 'cr' blend together at the beginning of the word. Which of the following words contains the consonant blend "fl"? a) Fly b) High c) Sky d) Try Answer: a) Fly Rationale: The word "fly" contains the consonant blend "fl," where the sounds of the letters 'f' and 'l' blend together at the beginning of the word. What is the consonant blend in the word "snack"? a) s b) sn c) ack d) sk Answer: b) sn Rationale: The word "snack" contains the consonant blend "sn," where the sounds of the letters 's' and 'n' blend together at the beginning of the word. Identify the consonant blend in the word "globe." a) g b) gl c) lo d) be Answer: b) gl Rationale: The word "globe" contains the consonant blend "gl," where the sounds of the letters 'g' and 'l' blend together at the beginning of the word. In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? About what percent of English words can be spelled and read accurately using sound- symbol correspondences alone, without knowing the syllable patterns, meaningful parts, or word origin? How many graphemes are in the word weight? Which of the following tasks would best provide practice for learning letter formation in kindergarten? In Ehri's early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with instruction focused on: What is the best key word to put on a sound-symbol card to teach short e, /ĕ/.