Practice Quiz

MTEL Foundations of Reading - Question List

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1.
As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it prepares students to:
  1. Recognize high-frequency words in a text automatically.
  2. Combine letter-sounds to decode words.
  3. Guess the meaning of unfamiliar words from their context.
  4. Divide written words into onsets and rimes.
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2.
A teacher is selecting words to use to assess students' ability to segment the individual phonemes in spoken words. Which of the following words would require the highest level of skill with regard to orally segmenting phonemes?
  1. Stamp
  2. Catch
  3. Fudge
  4. Chase
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3.
Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum?
  1. Orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp.
  2. Orally segmenting the word wonderful into won/der/ful and then tapping the number of syllables in the word.
  3. Listening to the words place and pluck and then orally segmenting each word into its onset and rime.
  4. Listening to the words fiddle and fresh and then determining that both words begin with the same phoneme, /f/.
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4.
A kindergarten teacher engages a small group of children in the following Say It and Move It activity.
 
  • The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go, she, toe).
  • The children slowly repeat the word.
  • The children move a plain wooden block as they say each phoneme, lining up the two blocks from left to right.

Once the children demonstrate mastery of this activity, which of the following strategies would be most appropriate for the teacher to use next to build the children's phonemic awareness? 
  1. Writing pairs of words on the board that differ by one phoneme (e.g., ape, cape) and pointing out to the children that the second word contains more phonemes than the first.
  2. Exchanging the plain blocks for alphabet letter blocks and then helping the children do the Say It and Move It activity with relevant letter blocks, using pairs of words that have two and three phonemes (e.g., go, goat).
  3. Saying a pair of words that differ by one phoneme (e.g., bee, beach) and encouraging the children to generate pairs of words that rhyme with the target words (e.g., tea, teach).
  4. Displaying pictures for a pair of two- and three-phoneme words that differ by a single phoneme (e.g., toe, toad) and having the children complete the Say It and Move It activity for each word in the pair.
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5.
A prekindergarten teacher asks a small group of children to listen to and repeat what the teacher says. First, the teacher says the word mop and then pronounces it as /m/ and [ŏp]. Next, the teacher says the word take and then pronounces it as /t/ and [āk]. This activity is likely to promote the children's phonological awareness primarily by: 
  1. Modeling how to separate the syllables in spoken words.
  2. Showing them how to segment words into onsets and rimes.
  3. Promoting their awareness of each phoneme in a spoken word.
  4. Teaching them how to distinguish between consonants and vowels.
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