Question 1

The best way to reinforce high-frequency words is through&#10;A) writing them a number of times.&#10;B) studying flash cards.&#10;C) spelling them aloud.&#10;D) reading them at sight.

Accepted Answer

A) Lots of reading is the best way to reinforce high-frequency words because students meet the words in their natural setting, at sight. Writing, flash cards, and spelling can reinforce high-frequency words, but do not provide the best practice.
B) Lots of reading is the best way to reinforce high-frequency words because students meet the words in their natural setting, at sight. Writing, flash cards, and spelling can reinforce high-frequency words, but do not provide the best practice.
C) Lots of reading is the best way to reinforce high-frequency words because students meet the words in their natural setting, at sight. Writing, flash cards, and spelling can reinforce high-frequency words, but do not provide the best practice.
D) Lots of reading is the best way to reinforce high-frequency words because students meet the words in their natural setting, at sight. Writing, flash cards, and spelling can reinforce high-frequency words, but do not provide the best practice.

Question 2

What does the expression ?glued to print? mean?&#10;A) Students discover that letters represent sounds.&#10;B) Students cautiously read word by word.&#10;C) Students? fluency shows a dramatic increase.&#10;D) Students read extensively and voluntarily.

Accepted Answer

A) ?Glued to print? is a stage in which students are very carefully and cautiously applying their newly learned decoding skills, often slowing down the process. This is beyond the point where they first discover that letters represent sounds.
B) ?Glued to print? is a stage in which students are very carefully and cautiously applying their newly learned decoding skills, often slowing down the process.
C) ?Glued to print? is a stage in which students are very carefully and cautiously applying their newly learned decoding skills. This is not related to fluency, in fact this tendency to be overly cautious and sound out all words can slow down reading progress.
D) ?Glued to print? is a stage in which students are very carefully and cautiously applying their newly learned decoding skills, often slowing down the process. It may occur during extensive or voluntary reading, but it does not define these activities.

Question 3

What is the main reason why sorting is an excellent reinforcement activity for phonics?&#10;A) It forces students to find critical differences in phonics patterns.&#10;B) It encourages students to note the onset and rime of each word.&#10;C) It acts as a hands-on dictionary and simple word reference.&#10;D) It takes the place of learning vowel generalizations.

Accepted Answer

A) Sorting helps students note differences in phonics patterns.
B) Sorting helps students note differences in phonics patterns.
C) Sorting helps students note differences in phonics patterns.
D) Sorting helps students note differences in phonics patterns.

Question 4

A student is trying to pronounce the consonant g in the words ?gem? and ?goat,? as well as the consonant c in the words ?call? and ?cell.? Using the variability strategy, the student would&#10;A) try one pronunciation, and if that didn?t work out, try another.&#10;B) think of a familiar word similar in appearance to the unknown word.&#10;C) apply the generalization that seems to best fit the situation.&#10;D) try context, and if that didn?t work out, try sounding out the word.

Accepted Answer

A) The variability strategy is used with spellings containing consonants like g and c that can represent more than one sound. A student tries one sound, and if that doesn?t work, the student tries another sound.
B) The variability strategy is used with spellings containing consonants like g and c that can represent more than one sound. A student tries one sound, and if that doesn?t work, the student tries another sound.
C) The variability strategy is used with spellings containing consonants like g and c that can represent more than one sound. A student tries one sound, and if that doesn?t work, the student tries another sound.
D) The variability strategy is used with spellings containing consonants like g and c that can represent more than one sound. A student tries one sound, and if that doesn?t work, the student tries another sound.

Question 5

Which approach is based on onsets and rimes but also analyzes words sound by sound and holistically?&#10;A) synthetic&#10;B) pattern&#10;C) analytic&#10;D) word building

Accepted Answer

A) Word building entails having students create words by adding onsets and rimes, then having them highlight individual sounds holistically. Synthetic phonics analyzes words sound by sound.
B) Word building entails having students create words by adding onsets and rimes, then having them highlight individual sounds. Patterns only deal with onsets and rimes.
C) Word building entails having students create words by adding onsets and rimes, then having them highlight individual sounds. Analytic phonics typically deals with words as wholes.
D) Word building entails having students create words by adding onsets and rimes and then having them highlighting individual sounds. Synthetic, pattern, and analytic approaches do not incorporate all these techniques.

Question 6

Which of the following consonant elements would you most likely teach first?&#10;A) z = /z/ (zebra)&#10;B) s = /s/ (sun)&#10;C) v = /v/ (van)&#10;D) g = /j/ (gym)

Accepted Answer

A) Teach s = /s/ (sun) first because it is a continuant, it s therefore easy to say and elongate, and it occurs frequently in the English language. The element z = /z/ (zebra) has a low frequency.
B) Teach s = /s/ (sun) first because it is a continuant, it is therefore easy to say and elongate, and it occurs frequently in the English language.
C) Teach s = /s/ (sun) first because it is a continuant, it s therefore easy to say and elongate, and it occurs frequently in the English language. The element v = /v/ (van) has a low frequency.
D) Teach s = /s/ (sun) first because it is a continuant, it is therefore easy to say and elongate, and it occurs frequently in the English language. Teach g = /j/ (gym) later because it has a low frequency and the letter g can also represent the sound /g/ (goat).

Question 7

When should syllabic analysis be introduced?&#10;A) after students have learned to read compound words&#10;B) after short-vowel patterns have been introduced&#10;C) after long-vowel patterns have been introduced&#10;D) after all major single-syllable patterns have been introduced

Accepted Answer

A) After short-vowel patterns have been introduced, students should be introduced to multisyllabic words containing those patterns. Compound words can be taught if they are made up of known short-vowel patterns.
B) After short-vowel patterns have been introduced, students should be introduced to multisylabic words containing those patterns.
C) After short-vowel patterns have been introduced, students should be introduced to multisyllabic words containing those patterns. Instruction does not have to be delayed until long-vowel patterns have been introduced.
D) After short-vowel patterns have been introduced, students should be introduced to multisyllabic words containing those patterns. Instruction does not have to be delayed until all single-syllabe patterns have been introduced.

Question 8

Which of the following is an example of the use of a pronounceable word part?&#10;A) using context and the beginning sound of the word to guess the word&#10;B) sounding out a word sound by sound&#10;C) seeing that the word chat has the familiar part at&#10;D) thinking that the word bank begins like boy

Accepted Answer

A) Using the pronounceable word part means that students seek out a part of the word that they can say as the at in chat.
B) Using the pronounceable word part means that students seek out a part of the word that they can say as the at in chat.
C) Using the pronounceable word part means that students seek out a part of the word that they can say as the at in chat.
D) Using the pronounceable word part means that students seek out a part of the word that they can say as the at in chat.

Question 9

What are the main disadvantages of decodable texts?&#10;A) They are too easy, repetitious, and predictable.&#10;B) They generally overwhelm students with phonics, complicated blends, and compound sounds.&#10;C) They may lack natural flow and use words that incorporate phonics but are unusual or difficult.&#10;D) They tend to overemphasize picture clues and neglect language cues.

Accepted Answer

A) Because they attempt to make maximum use of decodable words, decodable texts need to be repetitive and predictable, though they are not too easy. However, they often sound contrived and lack the kinds of context clues found in ?natural? text. They sometimes include words that incorporate the phonics element but are difficult or unusual, and the language lacks a natural flow. This can make the reading more difficult.
B) The main problem with decodable texts is that they often sound contrived and lack the kinds of context clues found in ?natural? text. Because they generally contain only words involving phonics that have already been introduced to students, they should not overwhelm students with phonics or complex sounds.
C) Because they attempt to make maximum use of decodable words, decodable texts often sound contrived and lack the kinds of context clues found in ?natural? text. They sometimes include words that incorporate the phonics element but are difficult or unusual, and the language lacks a natural flow. This can make the reading more difficult.
D) Decodable texts stress decoding words and de-emphasize the use of picture clues. Their disadvantage is that they often sound contrived and lack the kinds of context clues found in ?natural? text. They sometimes include words that incorporate the phonics element but are difficult or unusual, and the language lacks a natural flow. This can make the reading more difficult.

Question 10

Which of the following would best foster fluency?&#10;A) completing phonics puzzles&#10;B) reading a series of easy books&#10;C) following along as the teacher reads aloud&#10;D) reading a challenging book to another student

Accepted Answer

A) Doing puzzles may be a fun and helpful activity, but reading lots of easy books provides the best practice so that that the student?s recognition of words becomes more automatic and fluent.
B) Reading lots of easy books provides practice so that that the student?s recognition of words becomes more automatic and fluent.
C) Following along helps build fluency, but reading lots of easy books provides the best practice so that that the student?s recognition of words becomes more automatic and fluent.
D) Reading lots of easy books provides practice so that that the student?s recognition of words becomes more automatic and fluent. Reading a challenging book would slow down a student due to its difficult words and ideas.

Question 11

What is the typical phonics benchmark for end of first grade?&#10;A) short-vowel patterns&#10;B) long-vowel patterns&#10;C) r-vowel patterns&#10;D) all major single-syllable patterns

Accepted Answer

The answer of What is the typical phonics benchmark for...

Question 12

Which of the following syllable patterns would usually be presented first?&#10;A) inflectional endings such as -ing and -ly&#10;B) common prefixes such as un-and pre-&#10;C) open-syllable patterns&#10;D) closed-syllable patterns

Accepted Answer

The answer of Which of the following syllable patterns would...

Question 13

What are the basic principles of phonics instruction in order to be valuable to children?

Accepted Answer

The answer of What are the basic principles of phonics...

Question 14

What are the main approaches for teaching consonant letter-sound relationships and how are these combined into a lesson?

Accepted Answer

The answer of What are the main approaches for teaching...

Question 15

What are the steps in teaching a word building lesson?

Accepted Answer

The answer of What are the steps in teaching a...

Question 16

What role do decodable texts play in a word identification program?

Accepted Answer

The answer of What role do decodable texts play in...

Question 17

How might progress in acquiring phonics skills be monitored?

Accepted Answer

The answer of How might progress in acquiring phonics skills...

Question 18

How and why might texts be leveled in terms of decodability?

Accepted Answer

The answer of How and why might texts be leveled...

Question 19

What are high-frequency words, and why are many considered to be &#698;irregular&#698;? What single activity is the best way to teach them?

Accepted Answer

The answer of What are high-frequency words, and why are...

Question 20

What is fluency? How might it be fostered?

Accepted Answer

The answer of What is fluency? How might it be...

Question 21

What is syllabic analysis? What are the major ways to teach it?

Accepted Answer

The answer of What is syllabic analysis? What are the...

Question 22

What are some key strategies that students might use to deal with unknown single-syllable and multisyllabic words?

Accepted Answer

The answer of What are some key strategies that students...

Deck 5: Teaching Phonics, High-Frequency Words, and Syllabic Analysis