Bridging Phonemic Awareness with Beginning Phonics

Reading instruction that integrates phonological awareness activities and phonics is necessary if we are going to achieve the goal of all students reading by 3rd grade.

True

After reviewing the Consonant Phoneme Chart, check the letter sounds from the following list that would be classified as voiced sounds.

/b/ /g/ and /v/

If a teacher pronounces consonant sounds with the "uh" syndrome, this can cause error and confusion for students when they are blending sounds to read a word.

True

Researchers report that we can predict with 90% accuracy whether or not a child in Kindergarten will be in the bottom 10% of readers in 2nd grade by looking at which of the following components of reading? Check all that apply.

phonological awareness, vocabulary, and ability to name letters fluently

Activities with alphabet arcs are a multi-sensory way of developing which of the following reading skills? Check all that apply.

instant letter recognition, the ability to alphabetize, identification of uppercase and lowercase letters, and application of sounds to letters for reading and spelling.

Students must know enough letter names and sounds to be able to blend words before concept of word may be taught.

False

Once concept of word has been taught in general classroom instruction, then practiced within small groups, students may successfully practice touching visual representations for number of words in a sentence, and creating their own sentences from a new set of pictures or pictures that they have created.

True

Forming letters on a chalkboard with a short piece of chalk can provide development of stronger pincer grip with kinesthetic feedback.

True

Students must have received general lesson format instruction of every sound within a dictated word if students are going to be able to be able to push sounds into Elkonin sound boxes.

False

It is best practice to have students practice with identifying letters in various fonts after they have mastered identifying and creating the correct letter form.

True

Once the c, o, a, g, d letters have been introduced and practiced in learning stations with "The Race is On" graph and the "Mystery Bag", other letter groups may be substituted into the same materials and activities once instructed and practiced with teacher guidance.

True

Clapping is the best activity for developing syllable awareness when students are struggling at this level of phonological awareness.

False

Teaching letters within groups where letters are formed similarly will help with which two commonly confused letters?

b and d

Segmenting sounds within words, mapping letters to the sounds, and blending sounds back together reinforces both reading and spelling.

True

Rhyming pictures may be found on the Florida Center for Reading Research website link listed on the Rhyme video page.

True

The remaining letters must be taught with a different general lesson format and must be taught individually since their starting points are all completely different.

False

Which of the following sets of words would be most appropriate to help beginning of the year first graders apply letter sound associations that you have recently taught?

 

mat, cat, and sat

When encoding, students may build dictated words with letter tiles placed into Elkonin boxes; however, students will store whole word forms and gain greater automaticity for both reading and spelling if they also write the words.

True

Once students can identify letters and map sounds, phonics lessons should generally follow which following sequence since the ultimate goal of reading instruction is comprehension?

 

review, teach new, decode and encode, and apply in connected text

Most students, especially emergent and struggling readers, need which of the below opportunities with reading of connected text to help them integrate their decoding skills with comprehension (the ultimate goal)?

 

Provide stories to read built with words containing letters with sounds that have been explicitly taught.