FORT PREP UWL QUESTIONS & ANSWERS
word awareness - Answers - students with this skill understand that each word in a
sentence is separate and that words are separated by a space within
rhyming and alliteration - Answers - students with this skill can hear that the ending
sounds in words sounds the same; generate words with the same ending sounds
syllabication - Answers - students with this skill can break multisyllabic words into
syllables that can be pronounced and blended
onset and rime - Answers - students can identify the phonemes (sounds) before the
vowel and the portion after to create new rhymes and new words
Order the phonological awareness skills from LEAST complex to MOST complex -
Answers - word awareness, rhymes and alliteration, syllabication, onset and rime,
phonemic awareness
Which of the following skills could a child with strong phonological awareness skills do?
- Answers - hear and repeat rhymes using onset and rime
Which part of the word "sport" is the onset, and which part is the rime? - Answers -
"sp" is the onset and "ort" is the rime
Knowledge of onset/rime can best benefit a student in reading which word? - Answers
- plate
A teacher designs the following lesson plan:
1. Sing "Row row row your boat"
2. Say aloud "stream, dream"
3. Ask students to repeat
4. Oddity activity: Say "Do these words rhyme: dream, team, stream, strap?"
The lesson plan would be most appropriate in conjunction with which of the following
activities in order to promote phonological awareness? - Answers - Model how to
divide "stream" and "dream" into onset and rime
A teacher has recently worked on breaking words into onset and rime in a kindergarten
class (segmenting). Which of the following would be a logical skill to introduce next? -
Answers - Putting onsets and rimes together (blending)
A student is struggling with hearing rhymes and requires one-on-one explicit instruction.
Which of the following activities would a teacher use? - Answers - The teacher verbally
breaks the word "frog" into onsets and rimes and models how to make new words by
changing the onset.
,A student who can count the number of words they hear in a sentence, as well as
generate and produce rhymes, is ready for instruction in syllabication and onset/rime.
(True or False) - Answers - True
A student who can correctly identify the onset and rime of a word, as well as identify
additional rimes in the word family, is ready for instruction in word awareness and
syllabication. (True or False) - Answers - False
List the phonemic awareness skills below in order from least complex to most complex:
deletion, isolation, substitution, segmentation, blending - Answers - phoneme isolation,
phoneme blending, phoneme segmentation, addition of phonemes, deletion or
phonemes, substitution of phonemes
What is phonemic awareness? - Answers - What is phonemic awareness?
A student has been assessed as having moderate phonemic awareness skills. Which of
the following is most likely the highest skill a student with moderate phonemic
awareness could demonstrate? - Answers - The student can identify that the word
"bat" starts with /b/ and ends in /t/ but cannot identify all of the individual sounds.
An English Language Learner in a first-grade class has been assessed as having weak
phonemic awareness skills. Which activity would be most beneficial for this student? -
Answers - Introduce phonemes that may not be in the student's first language
A student with strong phonemic awareness skills can demonstrate which of the
following? - Answers - The student can identify the medial (middle) vowel sound in the
word "skate."
Which of the following demonstrates the highest level of phonemic awareness? -
Answers - Name all of the sounds in the word "supper."
How does phonological awareness impact reading development? - Answers - In order
to be able to read print words, students must understand that print letters correspond to
sounds, and that sounds carry meaning.
A kindergarten teacher is preparing a student for a phonemic awareness assessment.
Teacher: What is this a picture of? (The teacher displays a picture of a boat.)
Student: A boat?
Teacher: A boat, that's right. Now, let's say the word 'boat' together very slowly:
/b/.../o/.../t/. (The student pronounces the word with the teacher).
Teacher: How many sounds do you hear? /b/.../o/.../t/?
Student: Three?
Teacher: That's right, three. Now, I'd like you to do this for some more words.
,This assessment would be an appropriate way to test the student's ability to perform
which of the following phonemic awareness tasks? - Answers - recognizing how many
phonemes are contained in a word
A first-grader with average phonemic awareness skills shows difficulty deleting final
consonants. Which of the following would be the first thing the teacher should do? -
Answers - Determine if the student can delete the initial consonant in a word.
A teacher provides students three pictures: a bed, a cat, and a sock. The teacher says,
"Which of the following words has the sound /e/ in it?" Based on the teacher's question,
the students most likely have already worked on which of the following? - Answers -
identifying initial and final consonant sounds
A teacher displays four images: a web, a bus, a bike, and a rake. She then says bus
slowly, emphasizing each sound and its connection to the next. She asks students to
point to the appropriate picture. Which skill is the teacher practicing? - Answers -
segmenting
Which question assesses beginning phonemic awareness? - Answers - What is the
first sound in cow?
An English Language Learner has shown an ability to identify and manipulate the
individual sounds in a word. However, the student has difficulty indicating the
appropriate visual cue for an activity where the teacher asks students to point to the
picture of the word created when /p/ in "pail" becomes /t/. Which of the following should
the teacher work on with this student to promote phonological awareness skills? -
Answers - Teach vocabulary in conjunction with phonological awareness.
During a formal assessment, a teacher asks a student to do the following tasks:
"Say the word lifeboat. Now say it again without saying boat." (life)
"Say the word pat. Now say it again without saying the /p/ sound." (at)
What specific skill is the teacher assessing? - Answers - deletion
Sara is a kindergartener who can identify the first sound in the word log, but she cannot
identify the three individual sounds. The next instruction should be in what? - Answers
- segmenting sounds
Which of the following students is demonstrating the specific type of phonological
awareness known as phonemic awareness? - Answers - a student who, after hearing
the word hat, can orally identify that it ends with the sound /t/
When a kindergarten teacher models good reading habits while reading a big book,
which skill is not likely the focus of the activity? - Answers - segmenting
, The assessment question "What sound does 'm' make?" would assess what aptitude? -
Answers - alphabetic principle
Which statement best reflects proper explicit instruction in letter-sound relationships? -
Answers - Letters should be introduced in isolation at a rate students can learn;
decoding words should begin as soon as students have knowledge of a few letter
sounds.
Which child is demonstrating print awareness? - Answers - Cooper draws squiggly
lines under stick figures, point to the line, and tells what is says.
Which of the following is environmental print that contributes to emergent reading? -
Answers - fast food signs
Early childhood students create and "read" a predictable text book about themselves.
"This is my nose. This is my mouth. These are my eyes. These are my ears." Which of
the following is the activity NOT intended to promote? - Answers - decoding skills
A kindergarten student picks up a book and flips through it and responds to the pictures.
He seems aware of the print. Which activity is most appropriate for the next step? -
Answers - Model reading a big book, including moving a finger along the line of print.
Which activity is likely to promote understanding of the alphabetic principle? - Answers
- Wrap-up circle time in which a teacher scribes student responses to a question such
as "What is your favorite color?"
Which of the following is NOT commonly used to demonstrate print directionality and
1:1 correspondence of spoken and written English words? - Answers - matching upper
and lower case letter magnets
Which of the following supports a child in learning where to begin reading a book? -
Answers - explicit instruction on book cover and backs
Print awareness does not include which of the following? - Answers - Understanding
that spoken language can be broken into sounds
What is print directionality? - Answers - a way to describe how print reads from left to
right and top to bottom
Which of the following is not an example of a way to promote book handling skills? -
Answers - using a pointer to practice one-to-one correspondence of spoken and written
words on a pocket chart
Which of the following about environmental print is false? - Answers - Environmental
print has a clear correlation to one's later reading abilities
word awareness - Answers - students with this skill understand that each word in a
sentence is separate and that words are separated by a space within
rhyming and alliteration - Answers - students with this skill can hear that the ending
sounds in words sounds the same; generate words with the same ending sounds
syllabication - Answers - students with this skill can break multisyllabic words into
syllables that can be pronounced and blended
onset and rime - Answers - students can identify the phonemes (sounds) before the
vowel and the portion after to create new rhymes and new words
Order the phonological awareness skills from LEAST complex to MOST complex -
Answers - word awareness, rhymes and alliteration, syllabication, onset and rime,
phonemic awareness
Which of the following skills could a child with strong phonological awareness skills do?
- Answers - hear and repeat rhymes using onset and rime
Which part of the word "sport" is the onset, and which part is the rime? - Answers -
"sp" is the onset and "ort" is the rime
Knowledge of onset/rime can best benefit a student in reading which word? - Answers
- plate
A teacher designs the following lesson plan:
1. Sing "Row row row your boat"
2. Say aloud "stream, dream"
3. Ask students to repeat
4. Oddity activity: Say "Do these words rhyme: dream, team, stream, strap?"
The lesson plan would be most appropriate in conjunction with which of the following
activities in order to promote phonological awareness? - Answers - Model how to
divide "stream" and "dream" into onset and rime
A teacher has recently worked on breaking words into onset and rime in a kindergarten
class (segmenting). Which of the following would be a logical skill to introduce next? -
Answers - Putting onsets and rimes together (blending)
A student is struggling with hearing rhymes and requires one-on-one explicit instruction.
Which of the following activities would a teacher use? - Answers - The teacher verbally
breaks the word "frog" into onsets and rimes and models how to make new words by
changing the onset.
,A student who can count the number of words they hear in a sentence, as well as
generate and produce rhymes, is ready for instruction in syllabication and onset/rime.
(True or False) - Answers - True
A student who can correctly identify the onset and rime of a word, as well as identify
additional rimes in the word family, is ready for instruction in word awareness and
syllabication. (True or False) - Answers - False
List the phonemic awareness skills below in order from least complex to most complex:
deletion, isolation, substitution, segmentation, blending - Answers - phoneme isolation,
phoneme blending, phoneme segmentation, addition of phonemes, deletion or
phonemes, substitution of phonemes
What is phonemic awareness? - Answers - What is phonemic awareness?
A student has been assessed as having moderate phonemic awareness skills. Which of
the following is most likely the highest skill a student with moderate phonemic
awareness could demonstrate? - Answers - The student can identify that the word
"bat" starts with /b/ and ends in /t/ but cannot identify all of the individual sounds.
An English Language Learner in a first-grade class has been assessed as having weak
phonemic awareness skills. Which activity would be most beneficial for this student? -
Answers - Introduce phonemes that may not be in the student's first language
A student with strong phonemic awareness skills can demonstrate which of the
following? - Answers - The student can identify the medial (middle) vowel sound in the
word "skate."
Which of the following demonstrates the highest level of phonemic awareness? -
Answers - Name all of the sounds in the word "supper."
How does phonological awareness impact reading development? - Answers - In order
to be able to read print words, students must understand that print letters correspond to
sounds, and that sounds carry meaning.
A kindergarten teacher is preparing a student for a phonemic awareness assessment.
Teacher: What is this a picture of? (The teacher displays a picture of a boat.)
Student: A boat?
Teacher: A boat, that's right. Now, let's say the word 'boat' together very slowly:
/b/.../o/.../t/. (The student pronounces the word with the teacher).
Teacher: How many sounds do you hear? /b/.../o/.../t/?
Student: Three?
Teacher: That's right, three. Now, I'd like you to do this for some more words.
,This assessment would be an appropriate way to test the student's ability to perform
which of the following phonemic awareness tasks? - Answers - recognizing how many
phonemes are contained in a word
A first-grader with average phonemic awareness skills shows difficulty deleting final
consonants. Which of the following would be the first thing the teacher should do? -
Answers - Determine if the student can delete the initial consonant in a word.
A teacher provides students three pictures: a bed, a cat, and a sock. The teacher says,
"Which of the following words has the sound /e/ in it?" Based on the teacher's question,
the students most likely have already worked on which of the following? - Answers -
identifying initial and final consonant sounds
A teacher displays four images: a web, a bus, a bike, and a rake. She then says bus
slowly, emphasizing each sound and its connection to the next. She asks students to
point to the appropriate picture. Which skill is the teacher practicing? - Answers -
segmenting
Which question assesses beginning phonemic awareness? - Answers - What is the
first sound in cow?
An English Language Learner has shown an ability to identify and manipulate the
individual sounds in a word. However, the student has difficulty indicating the
appropriate visual cue for an activity where the teacher asks students to point to the
picture of the word created when /p/ in "pail" becomes /t/. Which of the following should
the teacher work on with this student to promote phonological awareness skills? -
Answers - Teach vocabulary in conjunction with phonological awareness.
During a formal assessment, a teacher asks a student to do the following tasks:
"Say the word lifeboat. Now say it again without saying boat." (life)
"Say the word pat. Now say it again without saying the /p/ sound." (at)
What specific skill is the teacher assessing? - Answers - deletion
Sara is a kindergartener who can identify the first sound in the word log, but she cannot
identify the three individual sounds. The next instruction should be in what? - Answers
- segmenting sounds
Which of the following students is demonstrating the specific type of phonological
awareness known as phonemic awareness? - Answers - a student who, after hearing
the word hat, can orally identify that it ends with the sound /t/
When a kindergarten teacher models good reading habits while reading a big book,
which skill is not likely the focus of the activity? - Answers - segmenting
, The assessment question "What sound does 'm' make?" would assess what aptitude? -
Answers - alphabetic principle
Which statement best reflects proper explicit instruction in letter-sound relationships? -
Answers - Letters should be introduced in isolation at a rate students can learn;
decoding words should begin as soon as students have knowledge of a few letter
sounds.
Which child is demonstrating print awareness? - Answers - Cooper draws squiggly
lines under stick figures, point to the line, and tells what is says.
Which of the following is environmental print that contributes to emergent reading? -
Answers - fast food signs
Early childhood students create and "read" a predictable text book about themselves.
"This is my nose. This is my mouth. These are my eyes. These are my ears." Which of
the following is the activity NOT intended to promote? - Answers - decoding skills
A kindergarten student picks up a book and flips through it and responds to the pictures.
He seems aware of the print. Which activity is most appropriate for the next step? -
Answers - Model reading a big book, including moving a finger along the line of print.
Which activity is likely to promote understanding of the alphabetic principle? - Answers
- Wrap-up circle time in which a teacher scribes student responses to a question such
as "What is your favorite color?"
Which of the following is NOT commonly used to demonstrate print directionality and
1:1 correspondence of spoken and written English words? - Answers - matching upper
and lower case letter magnets
Which of the following supports a child in learning where to begin reading a book? -
Answers - explicit instruction on book cover and backs
Print awareness does not include which of the following? - Answers - Understanding
that spoken language can be broken into sounds
What is print directionality? - Answers - a way to describe how print reads from left to
right and top to bottom
Which of the following is not an example of a way to promote book handling skills? -
Answers - using a pointer to practice one-to-one correspondence of spoken and written
words on a pocket chart
Which of the following about environmental print is false? - Answers - Environmental
print has a clear correlation to one's later reading abilities
