OSAT ELEMENTARY EDUCATION TEST BANK
FULLY SOLVED EDITION WITH 100% CORRECT
ANSWERS GUARANTEED PASS
◉Blending onset/rime. Answer: "If I say m and then -at, you should say
m at." This activity would be most effective in promoting student's
development of this emergent literacy skill
◉Phoneme isolation. Answer: A first-grade student answers the
question "How many sounds do you hear in the word fan? with the
rsponse 2. The student answers the same question for the word fish, with
the response 4. Given this evidence, the student would benefit most from
explicit instruction and practive in
◉What is the first sound you hear in the word sat?. Answer: Which of
the following would be most appropriate to include in an inform
assessment of a student's phonemic awareness?
◉Phonemic awareness. Answer: the recognition that words are made of
sounds and involves the ability to distinguish and manipulate the
separate phonemes, or sounds, in words.
, ◉b and d. Answer: when teaching letter-sound correspondences, which
of the following letters should be taught separately?
◉Using letter tiles to build -ing words and saying aloud the guideline
relating to each word. Answer: A student knows the orthogrpahic
guidelines for adding -ing to CVC and CVCe words but does not always
apply the guidelines, thus often misspelling words with this ending in
everyday written word (writing runing for running). Which of the
following student activities would likely be most effective in addressing
this student's needs?
◉Vowel teams. Answer: ea, oa, ai etc.
◉synthetic phonics instruction. Answer: teaching students to decode
component letters and letter combinations (CCVC, CCVCC) and then to
blend these elements into words
◉looking for familiar phonics/spelling patters and inflections in the
word. Answer: By the end of 2nd grade, which of the following
strategies would be most appropriate for most students to use first when
decoding an unfamiliar multisyllable word in connected text?
◉open syllable. Answer: ends in a long vowel sound with a single
vowel (music, mu/sic)
FULLY SOLVED EDITION WITH 100% CORRECT
ANSWERS GUARANTEED PASS
◉Blending onset/rime. Answer: "If I say m and then -at, you should say
m at." This activity would be most effective in promoting student's
development of this emergent literacy skill
◉Phoneme isolation. Answer: A first-grade student answers the
question "How many sounds do you hear in the word fan? with the
rsponse 2. The student answers the same question for the word fish, with
the response 4. Given this evidence, the student would benefit most from
explicit instruction and practive in
◉What is the first sound you hear in the word sat?. Answer: Which of
the following would be most appropriate to include in an inform
assessment of a student's phonemic awareness?
◉Phonemic awareness. Answer: the recognition that words are made of
sounds and involves the ability to distinguish and manipulate the
separate phonemes, or sounds, in words.
, ◉b and d. Answer: when teaching letter-sound correspondences, which
of the following letters should be taught separately?
◉Using letter tiles to build -ing words and saying aloud the guideline
relating to each word. Answer: A student knows the orthogrpahic
guidelines for adding -ing to CVC and CVCe words but does not always
apply the guidelines, thus often misspelling words with this ending in
everyday written word (writing runing for running). Which of the
following student activities would likely be most effective in addressing
this student's needs?
◉Vowel teams. Answer: ea, oa, ai etc.
◉synthetic phonics instruction. Answer: teaching students to decode
component letters and letter combinations (CCVC, CCVCC) and then to
blend these elements into words
◉looking for familiar phonics/spelling patters and inflections in the
word. Answer: By the end of 2nd grade, which of the following
strategies would be most appropriate for most students to use first when
decoding an unfamiliar multisyllable word in connected text?
◉open syllable. Answer: ends in a long vowel sound with a single
vowel (music, mu/sic)
