FORT MULTIPLE CHOICE PRACTICE QUESTIONS
Which of the following students is demonstrating the specific type of phonological
awareness known as phonemic awareness?
A. a student who, after being shown a letter of the alphabet, can orally identify its
corresponding sound(s)
B. a student who listens to the words sing, ring, fling, and hang and can identify that
hang is different
C. a student who, after hearing the word hat, can orally identify that it ends with the
sound /t/
D. a student who listens to the word magazine and can determine that it contains three
syllables - Answers - a student who, after hearing the word hat, can orally identify that
it ends with the sound /t/
A kindergarten teacher could best determine if a child has begun to develop phonemic
awareness by asking the child to:
A. count the number of words the child hears in a sentence as the teacher says the
sentence.
B. say the word cat, then say the first sound the child hears in the word.
C. point to the correct letter on an alphabet chart as the teacher names specific letters.
D. listen to the teacher say boat and coat, then identify whether the two words rhyme.
(Page 4). - Answers - say the word cat, then say the first sound the child hears in the
word.
As students begin to read, the ability to blend phonemes orally contributes to their
reading development primarily because it helps students:
A. recognize and understand sight words in a text.
B. use knowledge of letter-sound correspondence to decode words.
C. guess the meaning of unfamiliar words from their context.
D. divide written words into onsets and rimes. - Answers - use knowledge of letter-
sound correspondence to decode words.
4. The ability to divide words containing major phonograms into onsets and rimes would
best help a first-grade reader decode which of the following words?
A. itch
b. girl
C. learn
,D. stick - Answers - stick
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. - Answers - identify in spoken language
separate sounds that can be mapped to letters.
Which of the following first-grade students has attained the highest level of phonemic
awareness?
A. a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to
make the word hit
B. a student who can orally segment the word wonderful into won-der-ful
C. a student who, after hearing the words fish and fun, can identify that they both begin
with the same phoneme, /f/
D. a student who can orally segment the word train into its onset and rime - Answers -
a student who, after hearing the word hot and the sound /i/, can substitute /i/ for /ő/ to
make the word hit
Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds
in the word is an exercise that would be most appropriate for students who:
A. have a relatively low level of phonological awareness.
B. are beginning to develop systematic phonics skills.
C. have a relatively high level of phonemic awareness.
D. are beginning to master the alphabetic principle. - Answers - have a relatively high
level of phonemic awareness.
A kindergarten teacher asks a small group of students to repeat after her. First, she
says the word grape and then pronounces it as gr and ape. Next, she says the word
take and then pronounces it as t and ake. This activity is likely to promote the students'
phonemic awareness primarily by:
A. helping them recognize distinct syllables in oral language.
B. encouraging them to divide words into onsets and rimes.
C. teaching them how to distinguish between consonants and vowels.
D. promoting their awareness of letter sound correspondence. - Answers -
encouraging them to divide words into onsets and rimes.
A teacher shows a student pictures of familiar objects. As the teacher points to the first
picture, she asks the student to name the object in the picture. Next, she asks the
, student to count on his fingers the number of sounds he makes as he says the word
again. This activity is most likely to promote - Answers - phonemic awareness skills
oral language activities would best promote the phonological processing skills of a
student who is an English Language Learner?. - Answers - Identify phonemes that are
used in spoken English but not in the student's primary language
A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and
begins to "pretend read" the story. These behaviors suggest that the child most likely: -
Answers - has developed an understanding that print carries meaning
A preschool child draws a stick figure and makes some unintelligible scribbles around it.
When she shows it to her teacher, she points to the scribbles and says, "This says 'I
love mommy." This behavior suggests that the child most likely: - Answers - has
grasped the idea that the function of print is distinct from that of pictures.
At the end of each school day, a preschool teacher encourages the children to talk
about the day's events. As the children describe each event, the teacher writes it on
large block paper. Afterward, the teacher reads the list back to the class. This activity
would contribute to the children's literacy development primarily by promoting their:. -
Answers - awareness that speech can be represented by writing
A kindergarten teacher hangs labels on key that a big objects in the classroom, include
words and captions, puts up and posters always has book on display for the children's
use. This kind of classroom environment is most likely to belp promote children's: -
Answers - development of an awareness of print.
A preschool teacher is reading a story to his class. As he reads, he holds the book so
the children can see the words and pictures while his finger follows the line of print. This
activity would contribute to the children's reading development primarily by: - Answers
- developing their awareness of left-to- right directionality.
Pointing out the title, beginning, middle, and end of a book to a group of preschool
children before reading the book aloud to them contributes to their reading development
primarily by promoting their - Answers - development of book-handling skills
Which of the following strategies would be most effective in promoting kindergarten
children's ability to recognize and name letters of the alphabet? - Answers - The
teacher says the name of a letter while the children each trace its shape on a cutout
letter. .
Having kindergarten children practice tracing the letters of the alphabet in sand is most
appropriate for children who are having difficulty: - Answers - developing letter
formation skills.
Which of the following students is demonstrating the specific type of phonological
awareness known as phonemic awareness?
A. a student who, after being shown a letter of the alphabet, can orally identify its
corresponding sound(s)
B. a student who listens to the words sing, ring, fling, and hang and can identify that
hang is different
C. a student who, after hearing the word hat, can orally identify that it ends with the
sound /t/
D. a student who listens to the word magazine and can determine that it contains three
syllables - Answers - a student who, after hearing the word hat, can orally identify that
it ends with the sound /t/
A kindergarten teacher could best determine if a child has begun to develop phonemic
awareness by asking the child to:
A. count the number of words the child hears in a sentence as the teacher says the
sentence.
B. say the word cat, then say the first sound the child hears in the word.
C. point to the correct letter on an alphabet chart as the teacher names specific letters.
D. listen to the teacher say boat and coat, then identify whether the two words rhyme.
(Page 4). - Answers - say the word cat, then say the first sound the child hears in the
word.
As students begin to read, the ability to blend phonemes orally contributes to their
reading development primarily because it helps students:
A. recognize and understand sight words in a text.
B. use knowledge of letter-sound correspondence to decode words.
C. guess the meaning of unfamiliar words from their context.
D. divide written words into onsets and rimes. - Answers - use knowledge of letter-
sound correspondence to decode words.
4. The ability to divide words containing major phonograms into onsets and rimes would
best help a first-grade reader decode which of the following words?
A. itch
b. girl
C. learn
,D. stick - Answers - stick
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. - Answers - identify in spoken language
separate sounds that can be mapped to letters.
Which of the following first-grade students has attained the highest level of phonemic
awareness?
A. a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to
make the word hit
B. a student who can orally segment the word wonderful into won-der-ful
C. a student who, after hearing the words fish and fun, can identify that they both begin
with the same phoneme, /f/
D. a student who can orally segment the word train into its onset and rime - Answers -
a student who, after hearing the word hot and the sound /i/, can substitute /i/ for /ő/ to
make the word hit
Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds
in the word is an exercise that would be most appropriate for students who:
A. have a relatively low level of phonological awareness.
B. are beginning to develop systematic phonics skills.
C. have a relatively high level of phonemic awareness.
D. are beginning to master the alphabetic principle. - Answers - have a relatively high
level of phonemic awareness.
A kindergarten teacher asks a small group of students to repeat after her. First, she
says the word grape and then pronounces it as gr and ape. Next, she says the word
take and then pronounces it as t and ake. This activity is likely to promote the students'
phonemic awareness primarily by:
A. helping them recognize distinct syllables in oral language.
B. encouraging them to divide words into onsets and rimes.
C. teaching them how to distinguish between consonants and vowels.
D. promoting their awareness of letter sound correspondence. - Answers -
encouraging them to divide words into onsets and rimes.
A teacher shows a student pictures of familiar objects. As the teacher points to the first
picture, she asks the student to name the object in the picture. Next, she asks the
, student to count on his fingers the number of sounds he makes as he says the word
again. This activity is most likely to promote - Answers - phonemic awareness skills
oral language activities would best promote the phonological processing skills of a
student who is an English Language Learner?. - Answers - Identify phonemes that are
used in spoken English but not in the student's primary language
A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and
begins to "pretend read" the story. These behaviors suggest that the child most likely: -
Answers - has developed an understanding that print carries meaning
A preschool child draws a stick figure and makes some unintelligible scribbles around it.
When she shows it to her teacher, she points to the scribbles and says, "This says 'I
love mommy." This behavior suggests that the child most likely: - Answers - has
grasped the idea that the function of print is distinct from that of pictures.
At the end of each school day, a preschool teacher encourages the children to talk
about the day's events. As the children describe each event, the teacher writes it on
large block paper. Afterward, the teacher reads the list back to the class. This activity
would contribute to the children's literacy development primarily by promoting their:. -
Answers - awareness that speech can be represented by writing
A kindergarten teacher hangs labels on key that a big objects in the classroom, include
words and captions, puts up and posters always has book on display for the children's
use. This kind of classroom environment is most likely to belp promote children's: -
Answers - development of an awareness of print.
A preschool teacher is reading a story to his class. As he reads, he holds the book so
the children can see the words and pictures while his finger follows the line of print. This
activity would contribute to the children's reading development primarily by: - Answers
- developing their awareness of left-to- right directionality.
Pointing out the title, beginning, middle, and end of a book to a group of preschool
children before reading the book aloud to them contributes to their reading development
primarily by promoting their - Answers - development of book-handling skills
Which of the following strategies would be most effective in promoting kindergarten
children's ability to recognize and name letters of the alphabet? - Answers - The
teacher says the name of a letter while the children each trace its shape on a cutout
letter. .
Having kindergarten children practice tracing the letters of the alphabet in sand is most
appropriate for children who are having difficulty: - Answers - developing letter
formation skills.
