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

Question 1

The best way to reinforce high-frequency words is through

A) writing them a number of times.
B) studying flash cards.
C) spelling them aloud.
D) reading them at sight.

Answer 1

reading them at sight.

Question 2

What does the expression ?glued to print? mean?

A) Students discover that letters represent sounds.
B) Students cautiously read word by word.
C) Students? fluency shows a dramatic increase.
D) Students read extensively and voluntarily.

Answer 2

Students cautiously read word by word.

Question 3

What is the main reason why sorting is an excellent reinforcement activity for phonics?

A) It forces students to find critical differences in phonics patterns.
B) It encourages students to note the onset and rime of each word.
C) It acts as a hands-on dictionary and simple word reference.
D) It takes the place of learning vowel generalizations.

Answer 3

It forces students to find critical 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

A) try one pronunciation, and if that didn?t work out, try another.
B) think of a familiar word similar in appearance to the unknown word.
C) apply the generalization that seems to best fit the situation.
D) try context, and if that didn?t work out, try sounding out the word.

Question 5

Which approach is based on onsets and rimes but also analyzes words sound by sound and holistically?

A) synthetic
B) pattern
C) analytic
D) word building

Question 6

Which of the following consonant elements would you most likely teach first?

A) z = /z/ (zebra)
B) s = /s/ (sun)
C) v = /v/ (van)
D) g = /j/ (gym)

Question 7

When should syllabic analysis be introduced?

A) after students have learned to read compound words
B) after short-vowel patterns have been introduced
C) after long-vowel patterns have been introduced
D) after all major single-syllable patterns have been introduced

Question 8

Which of the following is an example of the use of a pronounceable word part?

A) using context and the beginning sound of the word to guess the word
B) sounding out a word sound by sound
C) seeing that the word chat has the familiar part at
D) thinking that the word bank begins like boy

Question 9

What are the main disadvantages of decodable texts?

A) They are too easy, repetitious, and predictable.
B) They generally overwhelm students with phonics, complicated blends, and compound sounds.
C) They may lack natural flow and use words that incorporate phonics but are unusual or difficult.
D) They tend to overemphasize picture clues and neglect language cues.

Question 10

Which of the following would best foster fluency?

A) completing phonics puzzles
B) reading a series of easy books
C) following along as the teacher reads aloud
D) reading a challenging book to another student

Question 11

What is the typical phonics benchmark for end of first grade?

A) short-vowel patterns
B) long-vowel patterns
C) r-vowel patterns
D) all major single-syllable patterns

Question 12

Which of the following syllable patterns would usually be presented first?

A) inflectional endings such as -ing and -ly
B) common prefixes such as un-and pre-
C) open-syllable patterns
D) closed-syllable patterns

Question 13

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

Question 14

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

Question 15

What are the steps in teaching a word building lesson?

Question 16

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

Question 17

How might progress in acquiring phonics skills be monitored?

Question 18

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

Question 19

What are high-frequency words, and why are many considered to be ʺirregularʺ? What single activity is the best way to teach them?

Question 20

What is fluency? How might it be fostered?

Question 21

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

Question 22

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