Phonological Awareness vs Phonemic Awareness: Which one is phonemics awareness?

recognize phonemes (individual units of sounds), syllables, and words

The ability to hear and use individual units of sounds or phonemes

Phonological Awareness vs Phonemic Awareness: Which one is phonological awareness?

The ability to hear and use individual units of sounds or phonemes

recognize phonemes (individual units of sounds), syllables, and words

What is a compound sentence?

a sentence with more than one subject or predicate; has two independent clauses

has a independent clause (a subject and predicate)

has an independent clause and one dependent clause

made up of at least two independent causes and one or more dependent clauses

What is a complex sentence?

has an independent clause and one dependent clause

has a independent clause (a subject and predicate)

made up of at least two independent causes and one or more dependent clauses

a sentence with more than one subject or predicate; has two independent clauses

What is a simple sentence?

has a independent clause (a subject and predicate)

has an independent clause and one dependent clause

made up of at least two independent causes and one or more dependent clauses

a sentence with more than one subject or predicate; has two independent clauses

What is a compound-complex sentence?

made up of at least two independent causes and one or more dependent clauses

has a independent clause (a subject and predicate)

has an independent clause and one dependent clause

a sentence with more than one subject or predicate; has two independent clauses

Which one is not a component of Print Concepts?

Letters, words, spaces, and sentences

knowing the left-to-right, top-to-bottom progression of a book

What are the concepts of print?

the awareness of how letters, words, and sentences are represented in written form

Letters, words, spaces, and sentences

knowing the left-to-right, top-to-bottom progression of a book

Which one is not done before students can learn to read?

phonological awareness and phonetic awareness

letters, words, and sentence representation

Which one is the correct order of the Writing process?

Planning, drafting, sharing, evaluating, revision, editing, publishing

publishing, editing, revision, evaluating, sharing, drafting, planning

drafting, planning, sharing, evaluating, revision, editing, publushing

Planning, drafting, sharing, evaluating, editing, revision, publishing

Planning, drafting, evaluating, sharing, revision, editing, publishing

What is contextual analysis?

helps students to predict and verify word meaning of unfamiliar words that have unusual meaning

the way written texts is organized. The ability for a student can hold a book properly, identify top and bottom, and follow text from left to right

Common beginning consonant blends including the "l" blends (bl, cl, fl, pl, sl) and the "r" blends (cr, dr, fr, tr)

using the best way for a teacher to help develop understanding of print elements (direct and indirect instruction on punctuation, the progression of text, and differences between letters, words, and sentences

What is directionality?

the way written texts is organized. The ability for a student can hold a book properly, identify top and bottom, and follow text from left to right

helps students to predict and verify word meaning of unfamiliar words that have unusual meaning

Common beginning consonant blends including the "l" blends (bl, cl, fl, pl, sl) and the "r" blends (cr, dr, fr, tr)

using the best way for a teacher to help develop understanding of print elements (direct and indirect instruction on punctuation, the progression of text, and differences between letters, words, and sentences

What is defined as initial blends?

Common beginning consonant blends including the "l" blends (bl, cl, fl, pl, sl) and the "r" blends (cr, dr, fr, tr)

helps students to predict and verify word meaning of unfamiliar words that have unusual meaning

the way written texts is organized. The ability for a student can hold a book properly, identify top and bottom, and follow text from left to right

using the best way for a teacher to help develop understanding of print elements (direct and indirect instruction on punctuation, the progression of text, and differences between letters, words, and sentences

What are print elements?

using the best way for a teacher to help develop understanding of print elements (direct and indirect instruction on punctuation, the progression of text, and differences between letters, words, and sentences

helps students to predict and verify word meaning of unfamiliar words that have unusual meaning

the way written texts is organized. The ability for a student can hold a book properly, identify top and bottom, and follow text from left to right

Common beginning consonant blends including the "l" blends (bl, cl, fl, pl, sl) and the "r" blends (cr, dr, fr, tr)

a unique form of a language that belongs to a specific group of people or region.

an expression or mode of expression that occurs in ordinary speech rather than formal writing

a strange, outlandish, or barbarous language or dialect

any of various combinations of Spanish and English

an expression or mode of expression that occurs in ordinary speech rather than formal writing

a unique form of a language that belongs to a specific group of people or region.

a strange, outlandish, or barbarous language or dialect

an expression or mode of expression that occurs in ordinary speech rather than formal writing

a unique form of a language that belongs to a specific group of people or region.

any of various combinations of Spanish and English

an expression or mode of expression that occurs in ordinary speech rather than formal writing

a unique form of a language that belongs to a specific group of people or region.

a strange, outlandish, or barbarous language or dialect

any of various combinations of Spanish and English

A preschool-aged child scribbles on a piece of paper and calls it her grocery list. On the back, she draws a picture of her and her mom in the grocery store. At the store, she pretends to read food items off the side containing the scribbles, asking her mom to buy various items. This behavior suggests that the child:

understands that text functions differently than pictures.

is ready to begin learning decoding skills.

understands sound-letter correspondence.

Mrs. Morgan has been working to teach her kindergarten students alphabetic principles. Monday, she began by describing the sound made by the letter s. Which of the following would be the most logical next step of instruction?

Point out examples of "s" in familiar words and names.

Describe the sounds made by the rest of the letters in the alphabet.

Read a book where many words start with the letter "s" and ask students to tally how many times they hear it.

Have all students write a list of words that start with the letter "s."

A teacher selects a number of spoken word videos to play for her class during a poetry unit. During one video, the teacher pauses the playback to say, "Did you hear that line? 'And the norms and notions/of what just is/Isn't always just-ice.' That was pretty neat how she rhymed justice with just is. I like that." What is the most likely purpose for pausing the video at this moment and sharing this thought?

to model how the teacher identifies and appreciates the language and craft of the poem

to model how to identify rhyming words and slant rhyme

to model the use of metacognition to comprehend a difficult text

to model how to analyze a poem for the author's perspective and point of view

A first-grade student can identify individual phonemes and is beginning to work on segmentation skills. Which activity would help the student practice segmentation?

Use Elkonin boxes to show how many sounds he hears in spoken words.

Say the entire word after a teacher or aide says each phoneme.

Identify rhyming words from a set of three.

Identify words from a list that contain the same specific vowel sound.

During classroom discussion, a teacher notices only the same few students volunteer to speak or answer questions; however, when these students do answer, they provide very simple and short responses. In what way could the teacher provide scaffolding for these students to promote their oral language skills and encourage stronger academic responses?

Project or display sentence starters and encourage the students to reference them before providing an answer.

Ask questions that only require the student to identify or repeat information from the text rather than synthesize or analyze before responding.

Initiate a system for randomly calling on students to answer to encourage more student participation.

Pair students up and allow the pairs to discuss the question before anyone shares with the whole class.

An English teacher is assessing the effectiveness of a class discussion on a recent reading topic. Of the following features, which should be cause for the most concern?

Students were not responding to other students' comments but rather repeating their own.

Students did not wait for other students to finish their ideas.

The teacher was not involved in the discussion, as students were addressing each other directly.

There was little agreement between the students on various topics.

Which activity below would best help young students understand that written text has meaning?

Ask them to write a caption under a picture they created.

View photos of animals and nature and describe what they see.

Listen to a story and then illustrate part of the text.

Ask them to color a letter and then identify items that begin with the same letter.

Mr. Rick's classroom just received a new student from China. She speaks some English but her main language is Chinese. Her parents speak both Chinese and English in the home. Which accommodation would help her build her English oral language skills and ease the transition into an English-only classroom?

Bring material into the classroom that relates to her Chinese heritage.

Ask her parents to translate the assignments.

Allow her to read material that is written in Chinese.

A first-grade teacher wants to work with her students on increasing their phonological awareness abilities. Which activity would best achieve this goal?

Asking students to finish a sentence or phrase with a rhyme.

Providing students with a starting word and having them create as many new words as possible by switching letters.

Modeling how to break words down into smaller parts.

Selecting students at random to read orally from a text.

A few months into the school year, a teacher overhears one of her ELL students having a semi-fluent conversation on the playground with her peers. She is playing and talking with ease, something this student almost never does in the classroom. The teacher wonders if this student is reluctant to speak in class because she lacks confidence in using classroom or academic language. Which of the strategies below would be most helpful in encouraging this student to participate orally in class?

Provide and practice using sentence stems to respond to classroom discussions.

Allow the student to answer questions in writing before answering aloud.

Provide a vocabulary list of academic terms for the student to study.

Let the student share her answer with a friend before sharing with the whole class.

A first-grade student had struggled with decoding skills that were impacting her ability to read and understand grade-level texts. While the student's decoding skills have significantly improved, the teacher has not seen the same improvement in her reading comprehension. When she reads aloud, her reading is choppy and disconnected. Which of the following activities would likely be the most impactful to build upon the student's improved decoding skills and support similar improvements in reading comprehension?

frequent practice reading aloud of both familiar and unfamiliar texts

increased independent, silent reading of new texts that are written at her reading level

building confidence through exposure to texts below her reading level

increased sight word exposure in reading, and expectations for using new words in her writing

A kindergarten class is reading the fable "The Ant and the Grasshopper." After they finish reading, the teacher asks each student whether or not they would have shared their food with Grasshopper. As students answer, the teacher reminds them to explain their reasoning and points to the words "because" and "since," which are written on the board. After the students finish discussing the text, the teacher divides everyone into small groups and hands them a collection of seeds similar to those that Ant would have collected in the story. The groups are asked to sort and categorize the food. They are given a large piece of paper with a blank table with three boxes across the top and larger boxes under each of those. The teacher asks the students to label the top box with the category (color, texture, shape, etc.) and then place the seeds that match that category into the second box. What is the most likely goal of this activity?

to allow students to experiment with descriptive language

to practice working with group members to generate ideas

to develop students' plant identification skills

to create a link between literary texts and real concepts

A first-grade teacher would like to improve her students' ability to track print when it appears on consecutive lines in a book. Several students in the class have a good understanding of the alphabet, corresponding letter sounds, and simple decoding, but they struggle to understand longer lines of text. Which of the following strategies could she use as she models reading a short paragraph containing simple vocabulary in front of the class?

using her finger to touch each word while reading slowly from left to right on the page

identifying unfamiliar words by skimming the text to locate, circle, and define the words

highlighting each word of the text as she reads it from left to right on the page

setting a timer to demonstrate how fluent readers gain more information from the text

A morpheme is a combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts.

A morpheme is a combination of sounds that has meaning in speech or writing that is divided into smaller grammatical parts.

A morpheme is a combination of sounds that has meaning in speech or writing using prefixes or suffixes parts.

Ohio State ELA Study Guide for Teachers

Authored by Bill Aukerman

English

Professional Development

CCSS covered

Used 2+ times

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53 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonemes

The relationship between symbols of an alphabetic writing system and sounds of a language

The sounds of human speech

The systematic organization of sounds in languages

The smallest individual sounds in a word

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.L.K.2C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonetics

The smallest individual sounds in a word

The sounds of human speech

The systematic organization of sounds in languages

The relationship between symbols of an alphabetic writing system and sounds of a language

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.K.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonology

The systematic organization of sounds in languages

The smallest individual sounds in a word

The sounds of human speech

The relationship between symbols of an alphabetic writing system and sounds of a language

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.K.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonics

The systematic organization of sounds in languages

The smallest individual sounds in a word

The relationship between symbols of an alphabetic writing system and sounds of a language

The sounds of human speech

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.K.3A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonemic Awareness vs Phonics:
Phonemic awareness is what?

is the teaching of how those sounds connect to symbols )letters and groups of letters) in writing and reading.

is the ability to recognize and manipulate individual

(sounds) through hearing and speech.

Tags

CCSS.RF.4.3A

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonemic Awareness vs Phonics:
Phonemes are what?

is the teaching of how those sounds connect to symbols )letters and groups of letters) in writing and reading.

is the ability to recognize and manipulate individual

(sounds) through hearing and speech.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Phonemic Awareness vs Phonics:
Phonics is

is the teaching of how those sounds connect to symbols )letters and groups of letters) in writing and reading.

is the ability to recognize and manipulate individual

(sounds) through hearing and speech.

Tags

CCSS.RI.9-10.4

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

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Ohio State ELA Study Guide for Teachers

Phonemes

Phonetics

Phonology

Phonics

Phonemic Awareness vs Phonics:Phonemic awareness is what?

Phonemic Awareness vs Phonics:Phonemes are what?

Phonemic Awareness vs Phonics: Phonics is

Which is NOT an activity to support phonological Awareness

Phonological Awareness vs Phonemic Awareness:Which one is phonemics awareness?

Phonological Awareness vs Phonemic Awareness:Which one is phonological awareness?

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