MTEL Phonological and Phonemic Awareness 2

Question 1

Which activity specifically assesses phoneme substitution, a skill emphasized on the MTEL Foundations of Reading?

Accepted Answer

Asking students to change the /b/ in 'bat' to /s/ to make a new word

Answer

Asking students to count syllables by clapping

Answer

Asking students to blend /f/ /i/ /sh/ into one word

Answer

Asking students to identify words that rhyme with 'cat'

Question 2

How many syllables are in the word 'celebration'?

Accepted Answer

4

Answer

3

Answer

5

Answer

6

Question 3

What is phonemic awareness, as distinguished from phonological awareness on the MTEL Foundations of Reading?

Accepted Answer

The specific ability to hear and manipulate individual phonemes in spoken words

Answer

The ability to understand the alphabetic principle by connecting letters to sounds

Answer

The ability to recognize rhyme and alliteration in poetry

Answer

The ability to read words automatically without sounding them out

Question 4

A teacher says '/m/ /a/ /p/' and asks students to blend the sounds into a word. Which phonemic awareness skill is this?

Accepted Answer

Phoneme blending

Answer

Phoneme segmentation

Answer

Phoneme deletion

Answer

Phoneme isolation

Question 5

Which of the following is an example of phoneme isolation?

Accepted Answer

Identifying the first sound in the word 'sun'

Answer

Saying 'pig' without the /p/

Answer

Counting three sounds in the word 'cup'

Answer

Replacing /h/ in 'hat' with /b/ to say 'bat'

Question 6

On the MTEL Foundations of Reading, which instructional sequence for phonological awareness instruction is considered most effective?

Accepted Answer

Begin with larger sound units (words, syllables) and move toward smaller units (onset-rime, phonemes)

Answer

Begin with phoneme-level tasks and move to larger sound units

Answer

Teach phoneme manipulation before rhyme awareness

Answer

Teach written spelling patterns before oral phoneme tasks