Deck 5: Literacy Instruction for Beginning Readers and Writers

Question 1

_______ Children must perceive themselves as readers and writers and in turn be perceived by others as readers and writers.

Answer 1

True

Question 2

_______ Big books are one of the easiest and most effective ways to get beginners involved in the exploration of texts.

Answer 2

True

Question 3

_______ Emergent literacy assumes children are born ready to learn about literacy and continue to grow in their understanding throughout life.

Answer 3

True

Question 4

_______ Children's understanding of the relationship between speech and print is a vital first step in learning to read.

Question 5

_______ Phonological awareness is the ability to hear, recognize, and play with the sounds in our language.

Question 6

Which question does NOT underlie instruction and assessment in an emergent literacy program?

A) What does a child already know about print?
B) What reading behaviors and interests does a child already exhibit?
C) What does a child need to learn?
D) What is the scope and sequence of skills in the reading program?

Question 7

For many years, ________ determined that a child was "ready" to be taught to read.

A) cognitive ability
B) expression of interest
C) mental age
D) intellectual ability

Question 8

Mrs. Macy keeps records and charts of daily activities with the intention of showing students how to bridge the gap between time and space through print. Which use of written language is she emphasizing?

A) Regulatory, Authoritative-Contractual Uses
B) Perpetuating Uses
C) Instrumental Uses
D) Diversion Uses

Question 9

Ms. Welch asks a student to "cup" his hands around a word, showing her that he knows where the word begins and ends. Ms. Welch is most likely assessing what type of awareness?

A) Linguistic awareness
B) Phonological awareness
C) Print awareness
D) Phonemic awareness

Question 10

After two or three readings of a big book such as Brown Bear, Brown Bear most 5- and 6-year-olds know it by memory because of the book's

A) small-group activities.
B) colorful illustrations.
C) predictability.
D) well-developed characters.

Question 11

When children learn how to bridge the gap between time and space through print, the child is relying upon the ____________ use of written language.

A) perpetuating
B) regulatory
C) diversion
D) instrumental

Question 12

When children learn that print can be used to express personal needs, the child is relying upon the ________ use of written language.

A) perpetuating
B) regulatory
C) diversion
D) instrumental

Question 13

________ use of written language demonstrates the value of print as a tool for enjoyment. This type of reading is exhibited in the following: riddles, jokes, brainteasers, and poetry.

A) Perpetuating
B) Regulatory
C) Diversion
D) Instrumental

Question 14

Which of the following definitions describes "phonemic awareness?"

A) Understanding the technical terms and labels needed to talk and think about reading
B) Understanding oral language and the ability to segment and manipulate sounds of speech
C) The ability to hear, recognize, and play with sounds in our language
D) The way in which children are always becoming readers and writers and are born ready to learn about literacy

Question 15

Which of the following definitions describes "linguistic awareness?"

A) The way in which children are always becoming readers and writers and are born ready to learn about literacy
B) Language functions that could and should be adapted to print at the beginning of instruction
C) Understanding the technical terms and labels needed to talk and think about reading
D) The group of written language users with whom a child interacts

Question 16

A child who is able to identify the front of a book, parts of a story, print directionality, and letter and word order is said to have mastered

A) a speech-to-print match.
B) concepts about print.
C) linguistic awareness.
D) letters and sounds.

Question 17

You are a kindergarten teacher and need to teach letter recognition. Which activity should you do?

A) Have children match letter tiles to printed letters in a book.
B) Clap the number of syllables in words.
C) Play an alphabet-matching game.
D) Encourage children to sound out words they don't know.

Question 18

Which of the following concepts is least needed in order to phonemically segment words?

A) Concept of sound
B) Concept of letter formation
C) Concept of word
D) Concept of print as talk written down

Question 19

Which of the following activities is least likely to develop phonemic awareness?

A) Read-alouds
B) Letter formation activities
C) Shared reading
D) Early writing activities with the use of inventive spelling

Question 20

Which of the following strands is NOT a strand of instruction for beginning reading?

A) Children should learn what reading is all about.
B) Children should learn that separate sounds can be represented by letters.
C) Children should learn terms and labels that are needed to talk about reading.
D) Children should learn to figure out for themselves how to read.

Question 21

Gino is just starting school, but it looks like he will be successful in reading because

A) he comes from a family that seems to care about how he is doing in school.
B) he is phonemically aware and knows his alphabet.
C) he has been in preschool for two years.
D) he is well-behaved.

Question 22

All of the following are true about phonological awareness EXCEPT that

A) it may involve print.
B) it is a prerequisite for spelling and phonics.
C) activities can be done by the children with their eyes closed.
D) it starts before letter recognition is taught.

Question 23

The major difference between phonological awareness and phonemic awareness is that

A) one deals with a series of separate sounds and the other with sound-spelling relationships.
B) one is involved with teaching and learning alliteration and rhymes.
C) phonemic awareness is a specific type of phonological awareness that deals with separate phonemes within a given word.
D) phonological awareness is associated with printed words.

Question 24

Ms. Wilson shows Tommy pictures of familiar objects. As she points to the first picture, she asks Tommy to name the object in the picture. Next, she asks him to count on his fingers the number of sounds he makes as he says the word again. This activity is most likely to promote which of the following?

A) Understanding of the alphabetic principle
B) Phonemic awareness skills
C) Development of letter-sound correspondence
D) Word identification skills

Question 25

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them

A) recognize different ways in which one sound can be represented in print.
B) count the number of syllables in a written word.
C) identify in spoken language separate sounds that can be mapped to letters.
D) understand the concept of a silent letter.

Question 26

Teachers of young children need to ask some important questions that underlie instruction and assessment in an early literacy program to meet their individual needs at school. Which of the following is the LEAST important question teachers need to ask?

A) What socioeconomic class do they come from?
B) What do children already know about print?
C) What reading behaviors and interests do children already exhibit?
D) What do children need to learn?

Question 27

Many of the Common Core State Standards can be introduced simply by

A) creating a literate environment.
B) reading aloud to children.
C) making print available in the room.
D) singing the alphabet song with children.

Question 28

Ms. Yeh has many alphabet books in her kindergarten classroom. When asked why she has so many, she replies, "The children love them, and I can teach one of the necessary core skills children need by using them." What skill is she talking about?

A) Alphabet knowledge
B) Phonemic awareness
C) Oral language
D) Phonological awareness

Question 29

Mrs. Kraus called on a child to match individual word cards with the same word in a story. Next, she asked the child to point to any letters he or she can name in the story. Mrs. Kraus is probably assessing

A) alphabet knowledge.
B) linguistic awareness.
C) phonological awareness.
D) concept of word.

Question 30

Which of the following is the LEAST effective way to teach letter knowledge?

A) Discuss letters within the context of a story
B) Tie letter recognition to writing
C) Read alphabet books
D) Use flash cards

Question 31

You would like to purchase big books for your classroom. However, you must come up with a formal proposal regarding the purchase of the books. Write a proposal to the principal of your school explaining the value of using big books and how you plan to use them. Be sure to include all of the Common Core State Standards that can be accomplished using them.

Question 32

Research shows that nonfiction text is developmentally appropriate for young readers and it is a large part of the CCSS. What are the benefits gained by children who are exposed to nonfiction at an early age?

Question 33

Most five-year-olds are not aware that what is said can be written, that written language is made up of sentences, or that reading involves directionality-attending to the space between words, and other conventions of print. Explain how you will develop the relationship between speech and print with beginning readers.

Question 34

You are teaching kindergarten and notice a few of the children appear to have little concept of print. What classroom experiences could you design to develop these necessary concepts?

Question 35

You are teaching first grade and realize most of the younger children in the class have not developed phonemic awareness. Discuss how you will develop phonemic awareness for these beginning readers in your class.