Competency 002 - Phonological And Phonemic Awareness
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To help in studying for the TeXes EC - 6 exam
- 1.What is the best activity to develop phonolgical awareness?
- A.
Clapping syllables of familiar words
- B.
Oral rhyming games - fan, tan, pan, can
- 2.The part of the syllable that contains the vowel and all the follows it, such as -op in the word mop, hop, and top is called a?
- A.
Onset
- B.
Rime
- C.
Word Families
- 3.
- A.
The pre-readers knowledge of upper and lower case letters
- B.
The pre-readers ability to discriminate phomemes auditorally
- 4.What order does identifying word unit orally fall in the skill sequence for the development of phonological and phonemic awareness?
- A.
First
- B.
Second
- C.
Third
- D.
Fourth
- 5.What order does identifying syllable unit orally fall in the skill sequence for the development of phonological and phonemic awareness?
- A.
First
- B.
Second
- C.
Third
- D.
Fourth
- 6.What order does identifying rhyme unit orally fall in the skill sequence for the development of phonological and phonemic awareness?
- A.
First
- B.
Second
- C.
Third
- D.
Fourth
- 7.What order does identifying phonemes unit orally fall in the skill sequence for the development of phonological and phonemic awareness?
- A.
First
- B.
Second
- C.
Third
- D.
Fourth
- 8.Invented spelling, ability to hear rhyming words, ability to hear words withthe same initial and final sound, ability to segment, and knowledge of nursery rhymes are what kind of phonemic awareness assesment?
- A.
Informal
- B.
Formal
- 9.Phonemic segmentaion, phoneme manipulation, phoneme splitting, blending, and oddity are what kind of phonemic awareness assessment?
- A.
Informal
- B.
Formal
- 10.What kind of activities do teachers need to use to teach phonemic awareness?
- A.
Oral
- B.
Experiential
- C.
Drills
- 11.Phonological awareness includes manipulating and identifying larger parts of oral language, such as?
- A.
'words and syllables
- B.
Spoken words
- 12.In this test, children are asked to listen to a spoken syllable and tap out the number of phonemes it contains.
- A.
Blending Test
- B.
Oddity Test
- C.
Phonome Manipulation Test
- D.
Phoneme Splitting Test
- E.
Phonemic Segmentation Test
- 13.In this test, children are asked to manipulate phonemes, such as saying a word without the initial sounds or reordering phonemes.
- A.
Blending Test
- B.
Oddity Test
- C.
Phonome Manipulation Test
- D.
Phoneme Splitting Test
- E.
Phonemic Segmentation Test
- 14.In this test, children are asked to break off the first phoneme and then pronounce the initial phoneme in isolaton or say what is left.
- A.
Blending Test
- B.
Oddity Test
- C.
Phonome Manipulation Test
- D.
Phoneme Splitting Test
- E.
Phonemic Segmentation Test
- 15.In this test, the teacher provides the child with the segments of a word and asks the child to put the segments together.
- A.
Blending Test
- B.
Oddity Test
- C.
Phonome Manipulation Test
- D.
Phoneme Splitting Test
- E.
Phonemic Segmentation Test
- 16.In this test, the child is presented with a set of 3 or 4 spoken words and is asked which of the words is different.
- A.
Blending Test
- B.
Oddity Test
- C.
Phonome Manipulation Test
- D.
Phoneme Splitting Test
- E.
Phonemic Segmentation Test
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