TEAC-311-001.1238 Quizzes Quiz 03 Fall 2023

In the sentence The sun is shining brightly, what is the subject?

• shining

• sun

• brightly

• is

Tags

CCSS.L.1.1C

CCSS.L.2.1F

CCSS.L.3.1A

CCSS.L.3.1F

CCSS.L.3.1I

What is the active voice form of the sentence: The painting was admired by the visitors?

• The painting was admired by the visitors.

• The visitors admired the painting.

• The visitors were admired by the painting.

• The painting admired the visitors.

Tags

CCSS.L.2.1F

CCSS.L.8.1B

CCSS.L.8.1D

CCSS.L.8.3A

A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g. clip, trap, spin). Which of the following questions would be most important for the teacher to consider when addressing the needs of this student?

• Are the target words in the student's oral vocabulary in English?

• Does the student's primary language have consonant blends?

• Can the student distinguish between short and long vowel sounds in English?

• Do the target words have cognates in the student's primary language?

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

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 segmenting skills.

• is performing below grade-level benchmarks in reading fluency.

• lacks automaticity in word recognition.

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

Tags

CCSS.RF.1.2A

CCSS.RF.1.2B

CCSS.RF.1.2C

CCSS.RF.1.2D

CCSS.RF.K.2E

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.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3B

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

• helping them recognize distinct syllables in oral language.

• encouraging them to divide words into onsets and rimes.

• teaching them how to distinguish between consonants and vowels.

• promoting their awareness of letter-sound correspondence.

Tags

CCSS.RF.1.3D

CCSS.RF.2.3C

CCSS.RF.3.3C

CCSS.RF.4.3A

CCSS.RF.5.3A

In which of the following words does s represent the phoneme as associate with sh?

• us

• use

• surely

• rose

• peas

Tags

CCSS.L.3.2F

Q is most often followed by which letter in American English?

• a

• e

• i

• o

• u

Tags

CCSS.L.5.3B

CCSS.L.6.1E

Select the word that accurately completes this analogy: jug is to fudge as puff is to...

• bough

• ghost

• rough

• be silent

• phone

Tags

CCSS.L.6.5B

CCSS.L.8.5B

CCSS.W.11-12.2D

In which words do you hear the same phoneme as the initial sound at the beginning of jeep?

• wedge

• soldier

• gold

• hallelujah

• Roger

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A