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5 Written questions

5 Matching questions

  1. Repetition
  2. Foreshadowing
  3. Open syllable
  4. Climax
  5. Types of Phonemic Awareness Activities: Sound blending activities
  1. a the use of clues to give readers a hint of events that will occur later on
  2. b the rising action in a narrative piece
  3. c Children play the "What am I thinking of?" guessing game. The teacher identifies several characteristics of an object and then pronounces its name, articulating each of the sounds separately. Then children blend the sounds together and identify the word using both the phonological and semantic information that the teacher provided.
  4. d Lots of repetition may mean that the test level is too difficult. Sometimes readers repeat when they're uncertain and will repeat the words to make sense of the passage.
  5. e A syllable ending with a long-vowel sound spelled with one vowel letter (cv, ccv)

5 Multiple choice questions

  1. The language cuing systems that a reader uses and the reading strategies that they employ
  2. segment
  3. Watch for altered meaning. Many reversals happen with young readers with high frequency words ("of" for "for")
  4. Phonemic Awareness
  5. When words are omitted

    It may mean weaker visual tracking. Determine if the meaning of the passage is affected or not. If not, omissions can also be the result of not focusing or reading too fast. It may mean the sight vocabulary is weaker.

5 True/False questions

  1. SyllableThe vowel sound sometimes heard in an unstressed syllable

          

  2. Phonemic Awarenessan understanding that speech consists of a series of small sound parts

          

  3. SyllabicationIn phonology, a minimal unit of sequential speech sounds comprised of a vowel sound or vowel-consonant combination

          

  4. Rimes that share the same spelling make up word families. These rimes are called:phonograms

          

  5. Closed syllableA syllable ending with a long-vowel sound spelled with one vowel letter (cv, ccv)

          

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