Phonemic awareness includes the ability to:

Pronounce individual sounds in words

Form compound words and combine word parts

Spell accurately and decode unfamiliar words

Differentiate between homonyms and spell accurately

A kindergarten teacher sets the objective for the day that students will use phonological awareness with familiar words. Which of the following would be the most effective activity for this objective?

Have students say the word sidewalk, identify how many syllables it has and then pronouncing the word without walk.

Have the students identify where in the book to start reading and follow along as the teacher reads aloud.

Have the students say the word sidewalk and then identify a sidewalk in a picture from the book they are reading.

Have students draw a picture of a sidewalk and write the word sidewalk in lowercase letters above the picture.

According to research, which of the following is true regarding reading development and phonemic awareness?

When students have strong phonemic awareness skills, it is an indicator that they will have strong reading skills.

When students have weak phonemic awareness, they can make up for it with strong phonics skills.

Phonemic awareness has nothing to do with reading development and teachers should focus solely on phonics instead.

Poor reading skills in later grades are unequivocally linked to poor phonemic skills especially regarding substitution and deletion.

If a teacher wants students to understand etymology, which group of words would be most appropriate to analyze?

Prescription, transcript, manuscript

Station, transition, lamination

Which of the following is an example of semantic cueing?

Have students use meaning to figure out difficult words.

Have students use phonics to figure out difficult words.

Have students use spelling to figure out difficult words.

Have students use grammar to figure out difficult words.

Which of the following would be the best activity for phonics instruction?

Determine how many sounds are in different words.

Use flashcards to memorize sight words.

Focus on why vowel sounds are long in some words.

A student is struggling during reading. The student often stops when encountering high-frequency words and tries to decode them. This interrupts the reading and makes it difficult for the student to understand meaning in the text. Which of the following interventions should the teacher employ?

The teacher should focus on fluency and automaticity strategies for this student because proper fluency and automaticity will reduce the cognitive demand needed for decoding, leaving more cognitive space for comprehension.

The teacher should have the student focus on spelling because spelling is phonics, and phonics is a necessary part of the comprehension process.

The teacher should have the student take a diagnostic test and then have the reading coach work with the student where the student’s skills are weak.

The teacher should use a running record to record the miscues a student demonstrates during one minute of reading.

A teacher wants students to develop skills in morphology, so they can decode complex words when reading. Which of the following activities focuses on morphology?

Analyzing prefixes, suffixes, and roots

Breaking words apart by individual sounds

Using blends to combine consonants

A teacher is helping students with their phoneme-grapheme correspondence. Which of the following activities would benefit the students most?

Analyzing a set of words and determining their letter-sound relationships.

Reading with a partner, identifying difficult words, and discussing the words.

Engaging in regular weekly spelling tests and going over the correct answers as a class.

Categorizing different words based on their prefixes, suffixes and roots.

Which of the following would be most helpful for a student who is having trouble decoding complex words like unbelievable, precisely, and inconceivable?

Chunk the words into smaller parts based on prefixes, suffixes, and roots.

Focus on CVCe patterns in each of the words.

Determine which vowel teams are used in each word.

Memorize these words because they occur often in grade-level text.

Which of the following is most effective when teaching students phoneme-grapheme correspondence?

Pair students up and have them read words to each other and identify their sounds.

Model a pronunciation of each sound that can be used when blending sounds to make words.

Focus on vowel teams before moving onto words with closed syllables.

Have students walk around the classroom to identify objects that correspond with certain sounds.

Which of the following sets of words and their underlined parts would be most appropriate for teaching students about the schwa sound (Ə).

irreplaceable, incapable, irrational

A second-grade teacher is working with students on multisyllable words. She wants to engage her kinesthetic learners while showing them how to identify different syllables in words. Which activity would be most effective in this situation?

Write several words on the board and have students come up and scoop the syllables with their fingers.

Provide students with a list of multisyllable words and have students draw lines in between the syllables in each word.

Divide students into groups and have the students sort words based on their syllable patterns and spelling.

Have students correct their spelling tests and identify multisyllable words from the list of spelling words.

Which THREE activities would best help students with their morphological analysis of multisyllable words?

Have students write down syllable patterns of complex words.

Have students break apart compound words.

Have students conduct a structural analysis using affixes.

Have students chunk words into distinct word parts.

Have students identify r-controlled syllables.

Which of the following activities would be most appropriate for kindergarten students who are in the beginning stages of vocabulary development?

Work on incidental vocabulary in context

Work on listening and speaking vocabulary

Work on reading and writing vocabulary

Work on using context to figure out difficult words

Which of the following is most effective when helping students understand how words can be used differently and mean different things depending on context?

Use syntactic and semantic cueing to figure out words in context.

Have student regularly use thesauruses to look synonyms of words.

Engage in an interactive word wall to sort words based on meaning.

Provide students with multiple exposures to words in a variety of genres.

A teacher will be guiding the class in a reading that is focused on complex science concepts. Which of the following is the most effective way to prepare students for the complex vocabulary they might encounter in the text?

Identify tier 3 words and activate background knowledge for those words.

Identify tier 1 words and activate background knowledge for those words.

Identify tier 2 words and activate background knowledge for those words.

Identify tier 1 and 2 words and review them in context to promote automaticity.

Word sorts help with what vocabulary skills?

Extending understanding of vocabulary

Identifying tier 1, 2, and 3 words

Understanding common definitions

Which of the following is most effective in increasing students’ interest in complex vocabulary?

Repeated, meaningful exposure to new words

Daily silent independent reading practice

Explicit instruction using dictionaries and thesauruses

A kindergarten teacher is planning a read aloud with students. The teacher wants students to acquire certain vocabulary. What would be the best approach?

Choose books with tier II words so students are exposed to academic vocabulary early.

Choose text where there is multiple exposure to the words in multiple contexts.

Choose text with abstract words so students can develop complex vocabulary.

Choose books based on student interest and have students identify complex vocab on their own.

A sixth-grade teacher has identified several domain specific (tier III) vocabulary words students will most likely struggle with while reading. However, these words are essential in understanding the overall chapter in the text. The teacher wants to use the most effective strategy in helping students understand the words on a deep level, not just on a surface level. Which of the following activities would be best to use in this situation?

Provide the words to the students before the reading, have the students use context within the reading to understand the words, and then have students use the words across other contexts.

Provide the words before the reading to the students, have them look the words up in the glossary, and then have the students discuss the words with a partner.

Give students a vocabulary graphic organizer, have the students fill out the graphic organizer during reading, then go over the graphic organizer as a class.

Provide students with the words before the reading, have students write the words on cards, then have students use the words in a word wall activity.

Based on the analysis, what intervention should the teacher employ?

Interventions that focus on sounds in words.

Using meaning in context to figure out difficult words.

Explicit instruction on identifying vowel teams.

Using punctuation to cue inflection in reading.

Why is it important to intervene in this situation?

Struggling with these words slows the student down, which affects the student’s rate, which negatively affects the student’s test scores.

Struggling with these words compromises the student’s prosody and impedes comprehension.

Struggling with these words slows the student down during decoding and decreases cognitive endurance necessary for comprehension.

Struggling with these words negatively affects the student’s silent sustained reading skills.

Which of the following is the best approach to building fluency in 4th grade students?

Providing students with weekly timed fluency reads.

Using spelling tests to reinforce phonics skills.

Providing students with opportunities to read varied text.

Focusing on accuracy and rate as students read complex text.

A teacher is administering a running record with a student to measure the student’s fluency rate in words correct per minute (wcpm). The teacher notices that the student struggles with CVCe words. As the student comes to a CVCe word, the student stops and uses a short vowel sound where there should be a long vowel sound. Which of the following conclusions may be true in this situation?

The student needs explicit instruction in phonics.

The student is lacking word recognition skills.

The student is lacking vocabulary knowledge.

The student needs explicit instruction in phonemic awareness.

A teacher notices that when reading aloud, students are racing through the text and not stopping at periods, pausing at commas, or using inflection when they read. She is concerned this will have a negative effect on their overall comprehension. Which of the following would be most effective in this area?

Model fluent prosodic reading during read alouds, so students can see how inflection and punctuation add to comprehension of text.

Give the students a series of comprehension assessments to show them they are lacking in this area.

Pair students up and have them read aloud to each other and ask comprehension questions about the text.

Work with students 1-1 on their fluency by showing them the importance of punctuation and how to read with inflection.

A teacher wants students to understand how prosody can help with comprehension and that it is important to adhere to punctuation when reading. Which of the following practices will be most effective to help students understand prosodic reading?

Model prosodic reading for students regularly so they can hear what it sounds like.

Have students partner read and identify different punctuation in the text.

Have students engage in a timed fluency read and record how many wcpm they achieve.

Have students read independently and then discuss how prosody helped them understand the text.

Which of the following is considered tier I vocabulary?

Words that occur in students' textbooks

Which of the following is most effective when teaching academic vocabulary?

Use morphology to break down difficult words.

Use memorization games to remember words.

Use a glossary to copy down difficult words.

Use context from the content area to learn new words.

Language Skills Quiz

Authored by Darius Robertson

English

12th Grade

CCSS covered

Used 1+ times

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93 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

This is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

Phonemic awareness

Vocabulary awareness

Structural awareness

Phonological awareness

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Students see the following image and say, “Bug!” What stage of word recognition are the students in?

Pre-alphabetic

Partial alphabetic

Full-alphabetic

Consolidated alphabetic

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Students are breaking up the following word below by: d/e/s/c/r/i/be/

Syllables

Phonemes

Semantics

Morphemes

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Students are using the tiles below. They use the first tile (tr) and match it with the others to make words. The students are working on:

Syllables and rime

Onset and rime

Onset and segmentation

Deletion and rime

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A teacher is working with students on words. She tells the students to say the word hat. They all say the word hat. Then she tells them to say the word hat with a /p/ sound in the beginning instead of the /h/ sound. The teacher and students are using what strategy?

Substitution

Deletion

Segmenting

Isolation

Tags

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.K.3B

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following would be considered the most advanced phonemic awareness skill?

Deleting the first sound in the word hat.

Identifying the first sound in hat.

Replacing the /h/ sound in house with an /m/ sound.

Saying the word flee without the /l/ sound.

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

A student sees the picture below and writes: What would be the most appropriate next step in the spelling continuum?

Print using lowercase letters

Begin to use medial vowel sounds

Blend consonant sounds

Recognize common sight words

Tags

CCSS.L.1.2E

CCSS.L.K.2D

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.2.3B

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Language Skills Quiz

This is an overarching skill that includes identifying and manipulating units of oral language, including parts of words, syllables, onsets, and rimes.

Students see the following image and say, “Bug!” What stage of word recognition are the students in?

Students are breaking up the following word below by: d/e/s/c/r/i/be/

Students are using the tiles below. They use the first tile (tr) and match it with the others to make words. The students are working on:

A teacher is working with students on words. She tells the students to say the word hat. They all say the word hat. Then she tells them to say the word hat with a /p/ sound in the beginning instead of the /h/ sound. The teacher and students are using what strategy?

Which of the following would be considered the most advanced phonemic awareness skill?

A student sees the picture below and writes: What would be the most appropriate next step in the spelling continuum?

A kindergarten teacher uses a large book in the front of the room and asks students, "Where should I begin reading this text?" The students point to the top left corner of the page. The teacher and students are working on:

Phonemic awareness includes the ability to:

A kindergarten teacher sets the objective for the day that students will use phonological awareness with familiar words. Which of the following would be the most effective activity for this objective?

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