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Assessment for Beginning Word Reading and Spelling
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Students may make an error during the ´alternating sound drill´ because:
A.
the teacher may not have given enough thinking time.
B.
the student may not have been paying attention.
C.
the student may not know the sound for a given letter.
(
*
)
D.
all of these.
Correct! All of these are reasons why a student may make an error. It is very important that the teacher give enough thinking time, as some students take a little longer than other students to process the answer. It is also important to have students pay attention to the learning experience and activity. If the student does not know the sound for a given letter, the teacher must make note of this so she can go back and review with the student.
2.
Some of the phonological awareness skills a teacher should assess include all of these except:
A.
sound comparisons
B.
letter-name knowledge
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*
)
C.
I.Q.
Correct! IQ is NOT a strong factor in phonological awareness skills or a good predictor of reading success. However, the other three answers--sound comparisons, rapid letter naming, and identifying phonemes--are several of the phonological awareness skills that should be assessed.
D.
identifying phonemes
3.
Which word is the easiest for beginning readers to read?
A.
sled
B.
lean
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*
)
C.
man
Correct! The answer is ´c´ because it begins with a continuous consonant /m/, has 1 vowel, and ends with a continuos consonant /n/. This structure is the easiest of these choices because the word ´sled´ has a consonant cluster in the word, the word ´lean´ has an orthographic expectancy for the vowel (two vowels go walking) which adds to the complexity of the word. Finally, the word ´b´ only has two sounds which should make it easier, but it begins with a stop sound /b/, which is more difficult to deal with than a continuous sound.
D.
be
4.
Activities like ´Say It, Move It, Read It´ teach students:
A.
to learn the sounds in words
(
*
)
B.
to pay attention to all of the letters in the corresponding printed words
Correct! The anser is ´b´. The ´Say It , Move It, Read It´ activity is designed to help students analyze spoken words and pay attention to all of the letters in the corresponding printed words so the answer is ´b´. Letter ´a´ is incorrect because a student must learn the sounds of the language before trying to begin reading words. Letter ´c´ is incorrect since learning phonics rules is not a phonological awareness activity. Letter ´d´ is basically teaching students to ´sound out´ words instead of connecting printed letters and their sounds in words.
C.
to learn the orthographic rules of English
D.
to read a sequence of sounds
5.
The ´alternating sound drill´
A.
helps students learn to say the sounds for their letters at an automatic rate
B.
helps students become more fluent in letter naming
C.
can be tailored and adjusted for students who continually have difficulty with a letter
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*
)
D.
all of these
Correct! The alternating sound drill helps students develop accuracy and fluency in letter naming. The drill can also be adjusted if a student has trouble with one part of it--for instance, learning the letter name ´h´. The teacher can follow up with extra practice with the trouble spots from the drill.
6.
An example of a CCVCC word is:
A.
sting
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*
)
B.
plant
Correct! The word plant has the structure of consonant, consonant, vowel, consonant, consonant (CCVCC). The structure of the word ´sting´, as in letter ´a´, is CCVC. Even though the last consonant sound has two letters ´ng´, those letters spell only one phoneme /ng/. The word ´breath´ is also like ´a´ because it has a structure of CCVC. The last consonant phoneme is /th/ and is spelled with two letters--´th´.
C.
breath
D.
all of these
7.
If a student spells the word ´ was´ with the letters w-u-z, s/he still needs some practice in phonemic awareness.
A.
True
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*
)
B.
False
Correct! The spelling w-u-z for ´ was´ is a good example of invented spelling. Invented spelling is when someone segments the sounds in a word and writes down the letters that they think might represent the phonemes they hear in the word. The letters the student chose match the sounds of the word; this shows that the student is perceiving the sounds of the word correctly.
8.
The alternating sound drill discussed in this lesson is a good activity for building fluency in letter-naming, word reading, and phoneme-grapheme associations.
(
*
)
A.
True
Correct! While the alternating sound drill is primarily an activity to develop accuracy in letter-naming, this drill can also be used for building fluency in letter-naming and word reading as well as phoneme-grapheme associations.
B.
False
9.
One of the most common word reading strategies that poor readers use is guessing, which is usually very helpful.
A.
True
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*
)
B.
False
Correct! Poor readers look at the beginning and ending letters of words, ignore the middle letters, and then guess what the word might be, without using the context of that word. This leads to only a 10-30% rate of correct guesses. Therefore, this kind of guessing is not very helpful.
10.
By analyzing students´ invented spellings, you can tell how well their phonological awareness is developing and what aspects of phonological awareness need to be emphasized.
(
*
)
A.
True
Correct! The answer is True because a students´ invented spelling can help a teacher determine if there is a breakdown in phonological awareness, and if so, where that breakdown lies. This information allows the teacher to tailor instruction, activities, and review to the students´ own needs.
B.
False
Beginning Word Reading
