Question 1: Which of the following is not one of the strands in Scarborough’s
Reading Rope?
Answer: Guided reading.
Question 2: How can code-emphasis or phonics-emphasis instruction be used
most effectively?
Answer: when organized around a logical progression of pattern words that have
been taught.
Question 3: Which word group might a teacher include in a lesson focused on
identification of consonant blends?
Answer: blink, frog, twist.
Question 4: Which word group might a teacher include in a lesson focused on
reviewing consonant digraphs?
Answer: thorn, show, chase.
Question 5: In a complete phonics lesson of 30-40 minutes, which activity would
typically not be included?
Answer: partner reading of a trade book of high interest to the students.
Question 6: Of all the phonic correspondences represented in these words,
which pattern is likely to be learned after the others?
Answer: gale.
Question 7: About what percent of English words can be spelled and read
accurately using sound-symbol correspondences alone, without knowing the
syllable patterns, meaningful parts, or word origin?
Answer: 50%.
Question 8: How many graphemes are in the word weight?
Answer: 3.
, Question 9: Which of the following tasks would best provide practice for learning
letter formation in kindergarten?
Answer: tracing a model following numbered arrows on lined paper.
Question 10: In Ehri’s early alphabetic phase of word-reading development,
students know some letter-sound correspondences and most letter names. A
student at this level is most likely to progress with instruction focused on:
Answer: blending and reading words such as at, an; mad, man; and it, sit, bit.
Question 11: What is the best key word to put on a sound-symbol card to teach
short e, /ĕ/.
Answer: echo.
Question 12: A good phonics lesson should include opportunities for students to
directly apply the phoneme-grapheme relationships that have been explicitly
taught. Which text type would best provide the practice needed?
Answer: decodable texts.
Question 13: Which of the following is the best example of a well-designed word
list for a word chaining activity?
Answer: rat, chat, chap, chip, rip, rap.
Question 14: A first-grade teacher has posted a word wall using alphabetical order
to list the high-frequency words the students must learn. For example, under A are
the words aunt, along, an, add, April, and above. How could the teacher best
ensure that students will recognize and spell words that begin with a?
Answer: Teach systematic decoding of sound-symbol correspondences beginning
with short a.
Question 15: What is true about the relationship between reading and spelling?
Answer: Spelling is generally harder than reading because the exact letters of the
word must be recalled.
Question 16: Define Decoding.
Answer: The ability to translate a word from print to speech, usually by employing
Reading Rope?
Answer: Guided reading.
Question 2: How can code-emphasis or phonics-emphasis instruction be used
most effectively?
Answer: when organized around a logical progression of pattern words that have
been taught.
Question 3: Which word group might a teacher include in a lesson focused on
identification of consonant blends?
Answer: blink, frog, twist.
Question 4: Which word group might a teacher include in a lesson focused on
reviewing consonant digraphs?
Answer: thorn, show, chase.
Question 5: In a complete phonics lesson of 30-40 minutes, which activity would
typically not be included?
Answer: partner reading of a trade book of high interest to the students.
Question 6: Of all the phonic correspondences represented in these words,
which pattern is likely to be learned after the others?
Answer: gale.
Question 7: About what percent of English words can be spelled and read
accurately using sound-symbol correspondences alone, without knowing the
syllable patterns, meaningful parts, or word origin?
Answer: 50%.
Question 8: How many graphemes are in the word weight?
Answer: 3.
, Question 9: Which of the following tasks would best provide practice for learning
letter formation in kindergarten?
Answer: tracing a model following numbered arrows on lined paper.
Question 10: In Ehri’s early alphabetic phase of word-reading development,
students know some letter-sound correspondences and most letter names. A
student at this level is most likely to progress with instruction focused on:
Answer: blending and reading words such as at, an; mad, man; and it, sit, bit.
Question 11: What is the best key word to put on a sound-symbol card to teach
short e, /ĕ/.
Answer: echo.
Question 12: A good phonics lesson should include opportunities for students to
directly apply the phoneme-grapheme relationships that have been explicitly
taught. Which text type would best provide the practice needed?
Answer: decodable texts.
Question 13: Which of the following is the best example of a well-designed word
list for a word chaining activity?
Answer: rat, chat, chap, chip, rip, rap.
Question 14: A first-grade teacher has posted a word wall using alphabetical order
to list the high-frequency words the students must learn. For example, under A are
the words aunt, along, an, add, April, and above. How could the teacher best
ensure that students will recognize and spell words that begin with a?
Answer: Teach systematic decoding of sound-symbol correspondences beginning
with short a.
Question 15: What is true about the relationship between reading and spelling?
Answer: Spelling is generally harder than reading because the exact letters of the
word must be recalled.
Question 16: Define Decoding.
Answer: The ability to translate a word from print to speech, usually by employing
