Assignment #1 Print Awareness (include your pre- and post-test results, what you learned about this assessment, what you still need to know, and your questions about this assessment, if any.) Pre-test
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1. Print awareness is:
a.recognizing written language and understanding how it's used b.understanding that print is made with a pen or pencil c.analyzing students' printed handwriting d.none of the above |
2. Print awareness:
a.develops faster in girls than in boys b.develops through child/adult interaction with various forms of print c.is present at the time of a child's birth d.none of the above |
3. Which of the following is NOT an example of print awareness?
a.knowing that print proceeds from top to bottom on a page b.knowing that print proceeds from left to right on a page c.knowing that print is easier than cursive handwriting for most children d.knowing that print is an expression of written language |
4. Children's performance on print awareness tasks:
a.cannot predict future reading achievement b.is a reliable predictor of future reading achievement c.is a way of measuring how fast they can read d.none of the above |
5. Activities that help children become aware of print include:
a.being read to by adults b.playing with magnetic letters c.pretend reading d.all of the above |
6. Children with print awareness are able to:
a.count the number of words in a sentence b.distinguish between a word and a letter on a page c.recognize the logo for McDonald's on a billboard d.all of the above |
7. _______ does NOT encourage developement of print awareness:
a.teaching a lesson about the parts of a book (cover, title page, author, illustrator) b.using a "big book" to read a story aloud c.leading the song, Twinkle, Twinkle, Little Star d.helping a student write his name |
8. Activities that help promote print awareness in children include:
a.labeling objects in a classroom b.reading aloud to students c.pointing out punctuation marks at the end of sentences d.all of the above |
9. Children who begin school without print awareness:
a.tend to be better readers than other students b.will never learn to read c.are at risk for reading difficulty d.none of the above |
10. Pretending to write a shopping list:
a.can help a child develop print awareness b.may be bad if the child does not know the alphabet c.has no effect on learning d.none of the above |
You answered 8 questions correctly.
You answered 10 questions correctly.
I learned that there are between 42 and 44 different speech sounds in the English Language. There is not an exact number, because experts don't agree on the exact number pf phonemes found in the English language.
Assignment #3
Pre-test
Assignment #4
Post-test
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I learned that there are between 42 and 44 different speech sounds in the English Language. There is not an exact number, because experts don't agree on the exact number pf phonemes found in the English language.
Assignment #3
Pre-test
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1. The ability to hear, identify, and manipulate the onsets and rimes in words is called___________:
a.phonics b.phonological awareness c.phonemes d.phonemic awareness |
2. The ability to hear, identify, and manipulate discrete, individual sounds in words is called _________.
a.phonics b.phonological awareness c.phonemes d.phonemic awareness |
3. Phonemic awareness differs from phonics in that phonemic awareness:
a.is understanding that spoken words are made up of sounds b.is learning of sound-spelling relationships c.is understanding that words have meaning d.all of the above |
4. An example of phonemic awareness is:
a.a child writing his own name b.a child categorizing pictures that begin with the same sound c.a child retelling a story d.a child re-reading a story to help foster his fluency |
5. Phonemic awareness activities include:
a.blending sounds together to make a word b.identifying words that begin with the same letter c.breaking a word into individual sounds d.all of the above |
6. Phonemic awareness activities include________________:
a.word blending b.story writing c.text comprehension d.none of the above |
7. To teach phonemic awareness, teachers should focus on developing their students ______ skills.
a.oral b.written c.comprehension d.all of the above |
8. An example of phoneme segmentation would be a child ______________:
a.breaking a word into its separate sounds b.being told a series of sounds and then being asked to combine those sounds to form a word c.substituting the beginning sound in a word with a different sound to form a new word (replacing the first sound in cat with /m/ to create mat) d.none of the above |
9. Phonemic awareness:
a.can be assessed by teachers b.is a necessary component of reading c.can be introduced to students as a game d.all of the above |
10. Phonemic awareness is the same as:
a.phonological awareness b.phonics c.print awareness d.none of the above |
You answered 5 questions correctly
Post-test
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1. Which of the tasks listed below can be used to build phonemic awareness in young children?
a.segmenting words b.blending words c.both A and B d.neither A nor B |
2. Phonemic awareness activities are primarily:
a.oral b.written c.silent d.all of the above |
3. (Identify the phonemic awareness activity or activities) The child is asked to__________________:
a.recognize the individual sounds in a word b.combine sounds to form a word c.break a word into separate sounds d.all of the above |
4. Phoneme blending calls on a child to:
a.listen to a set of sounds and then combine those sounds to form a word. (Child is asked to merge the sounds /m/ /a/ /p/ into a word. Child replies, "map" b.break a word into separate sounds c.identify the first sound in the words star, sun, and sea d.none of the above |
5. Which of the following is an example of phoneme segmentation?
a.a child telling his teacher that the first sound in run is /r/ b.a child sounding out an unknown word ("/b/ /e/ /s/ /t/ ... best") c.a child telling his teacher there are four sounds in truck, /t/ /r/ /u/ /ck/ d.A child telling his teacher that the last sound in cup is /p/ |
6. Phoneme blending is:
a.breaking a word into individual parts b.combining individual sounds to form a word c.changing the middle sound in a word to form a new word d.all of the above |
7. Which child displays knowledge of phonemic awareness?
a.Adam, who writes his name in cursive b.Ashely, who combines separate sounds to form a word c.Abigail, who knows letter names d.Aaron, who sees a Burger King sign and says, |
8. Phonemic awareness is one part of ____________, which also includes activities on phonemes, rhymes, syllables, and more:
a.phonological awareness b.text comprehension c.print awareness d.all of the above |
9. A child who changes the beginning sounds to /b/ in the song "Happy Birthday," thus singing "Bappy Birthday bo boo..." displays knowledge of:
a.rhyme awareness b.phonemic awareness c.lyric awareness d.none of the above |
10. Which task might you find on a phonemic awareness assessment? The child ____________:
a.reads a story aloud b.sings the ABC song c.answers comprehension questions d.blends a set of sounds into a word |
You answered 10 questions correctly.
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1. Phonics instruction:
a.should not be taught because English spellings are too irregular b.should not be taught because it interferes with fluency c.should be taught because it teaches a system for remembering how to read words d.should be taught because it is the most important component of a reading program |
2. The alphabetic principle is understanding:
a.the relationship between letters and spoken words b.the written alphabet c.spoken language d.none of the above |
3. The written letter A is a:
a.morpheme b.grapheme c.phoneme d.naneme |
4. Phonics programs are effective when they:
a.include a carefully selected set of letter-sound relationships organized into a logical sequence b.include a set of precise directions for teaching these relationships c.include lots of opportunities for children to apply learning to reading and writing d.all of the above |
5. Phonics instruction is most effective when it is taught:
a.in primary grades b.in upper elementary grades c.anytime, as long as it is taught d.all of the above |
6. Which is NOT an example of non-systematic phonics instruction?
a.teaching in a way that focuses on whole-word or meaning based activies b.teaching a set of sight vocabulary words c.teaching a set of letter-sound relationships in a clearly defined sequence d.teaching letter-sound relationships only when letters appear in student reading materials |
7. Effective phonics programs provide students with opportunities to practice applying their knowledge about phonics as they:
a.read b.write c.blend sounds to form words d.all of the above |
8. A teacher who is explaining how to place a set of words into categories based on their spelling patterns is engaged in:
a.vocabulary instruction b.phonics instruction c.comprehension instruction d.none of the above |
9. Phonics instruction is important because it helps students to:
a.understand the relationship between letters and sounds b.recognize unfamiliar words c.improve reading comprehension d.all of the above |
10. Which of the following is a component of a reading program?
a.phonemic awareness instruction b.phonics instruction c.print awareness instruction d.all of the above |
You answered 10 questions correctly.