Phonics and Phonological Awareness Review

The two best predictors of reading success are

• Print awareness and phonological awareness

• Print awareness and phonemic awareness

• Letter knowledge and phonemic awareness

• Letter knowledge and print awareness

Knowledge of the forms and functions of print is known as

• Letter knowledge

• Phonemic awareness

• Print awareness

• Conventions of print

A teacher is reading a book to the class and points out the title, author and illustrator of the book. The teacher goes on further to point out that the title of the book has two(2) ‘S’. This strategy is an example of

• Book conventions

• Functions of print

• Print referencing

• Print-rich books

A teacher has a student find all the letter ‘S’ on a page. She then holds up a letter card of the letter ‘S’ and asks the student to identify the letter. Finally, the teacher asks the student to write the letter ‘S’. This activity is likely to

• Assess the student’s print awareness of ‘S’

• Assess the student’s recognition of letter knowledge

• Assess the student’s recognition, production, and writing of print knowledge

• Assess the student's recognition, production, and writing of letter knowledge

By the end of kindergarten, a student should be able to do all of the following EXCEPT

• Know the parts of books and how books are held and read

• Know the difference between letters and words

• Know that print represents spoken language and contains meaning

• Know how to distinguish phoneme reversals

A Kindergarten teacher asks a group of students to repeat after her. First, she says the word stash and then pronounces it st and ash. Next she says the word mice and pronounces it m and ice. This activity is likely to promote phonemic awareness primarily by

• Promoting awareness by letter sound correspondence

• Teaching them how to distinguish between consonant and vowels

• Encouraging them to divide words by onset rime

• Helping them recognize syllable in oral language

All known letter names are iconic. What does that mean?

• the letter names have a sound

• the names of the letters contain the sound that the letter produce

• the sound of the letter name is not produced

• the names of the letters do not contain the sound that the letter produces

The optimal benchmark at the end of PreK beginning of Kindergarten is for a student to know

• 15 lowercase letters and 18 uppercase

• 15 uppercase and 18 lowercase letters

• there is no benchmark for this age band

• the benchmark depends on the student’s age

A preK-K teacher asks his students to listen to two small words: cup...cake. He then asks the students to put the two words together to make a bigger word. What phonological awareness skill is he supporting with this activity?

• blending at the phoneme level

• segmenting at the word level

• blending at the word level

• Segmenting at the onset rime level

A second-grade teacher wants to ensure that students become automatic in recognizing the orthographic patterns they are explicitly taught during decoding instruction. According to evidence-based best practices, which of the following instructional strategies best promotes students' automatic recognition of a new orthographic pattern to support proficient reading?

• providing instruction in the new orthographic pattern implicitly when it arises in the context of reading a shared text or it appears in a text selected for comprehension instruction

• providing practice with phoneme-grapheme mapping and various reading and spelling activities that focus on words containing the new orthographic pattern

• emphasizing the use of the three-cueing systems, especially context clues, to decode words that contain the new orthographic pattern

• emphasizing a tactile-kinesthetic approach when introducing new words that follow the new orthographic pattern