EDUTL5468

The smallest unit of sound

• Morpheme

• Phoneme

• Grapheme

• Word families

In English, there are ____________

• 26 letters and 54 phonemes

• 26 letters and 26 phonemes

• 26 letters and 44 phonemes

• 26 letters and 50 phonemes

Elkonin boxes allow students to practice __________

• Identifying letter-names

• Spelling patterns

• Phonics

• Segmenting words into individual sounds (phonemes)

prevent, predict, and previous are words that share a(n) ________

• Affix

• Root word

• Rime

• Word family

The smallest unit of meaning is a(n) _________

• onset

• phoneme

• morpheme

• grapheme

What is the onset of the word bright?

• br

• bri

• igh

• ight

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

• A student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s).

• A student who listens to the words sing, ring, fling, and hang and can identify that hang is different.

• A student who, after hearing the word hat, can orally identify that it ends with the sound /t/

• A student who listens to the word magazine and can determine that it contains three syllables.

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to

• count the number of words the child hears in a sentence as the teacher says the sentence.

• say the word cat, then say the first sound the child hears in the word.

• point to the correct letter on an alphabet chart as the teacher names specific letters.

• listen to the teacher say boat and coat, then identify whether the two words rhyme.

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who:

• needs help developing phonemic segmentation skills.

• is performing below grade-level benchmarks in reading fluency

• lacks automaticity in word recognition.

• has difficulty sounding out phonetically regular one-syllable words.

A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' ability to:

• recognize distinct syllables in oral language.

• divide words into onsets and rimes.

• distinguish between consonants and vowels.

• identify sounds associated with individual letters and letter combinations.