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KPEERI Exam Prep #1 questions and answers
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KPEERI Exam Prep #1 questions and answers
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KPEERI Exam Prep #1 questions andanswers
Print \Awareness \is: \- \ANSWERS✔✔ \Understanding \the \function \of \print \and \how \it \is \organized \on \a \
page.
An \example \of \print \awareness \is: \- \ANSWERS✔✔ \A \child \points \to \a \McDonald's \billboard \and \
yells, \"Mommy! \I \want \a \Happy \Meal!"
Which \is \not \an \example \of \print \awareness? \- \ANSWERS✔✔ \A \child \indicates \that \he \can \sing \the \
alphabet \song.
Print \awareness \tasks: \- \ANSWERS✔✔ \Can \be \given \by \the \classroom \teacher, \can \help \students \to \
develop \print \awareness, \and \are \related \to \children's \later \success \in \reading.
Print \awareness \typically, \but \not \always, \begins \to \develop: \- \ANSWERS✔✔ \Before \children \begin \
school.
A \child \who \writes \from \top \to \bottom \and \from \left \to \right \possess: \- \ANSWERS✔✔ \Print \awareness
Print \awareness \is \an \understanding \that \print: \- \ANSWERS✔✔ \is \different \from \pictures \on \a \page, \
carries \meaning, \and \has \practical \uses.
What \is \the \relationship \between \spoken \and \written \language? \- \ANSWERS✔✔ \Print \is \used \to \
represent \the \words \we \speak.
Which \is \an \example \of \print \awareness? \- \ANSWERS✔✔ \Print \is \read \from \left \to \right.
Phonemic \awareness \is: \- \ANSWERS✔✔ \A \strong \predictor \of \future \reading \success, \a \sub \skill \of \
phonological \awareness, \and \a \foundational \reading \skill.
,There \are \__________________ \sounds \in \the \English \language: \- \ANSWERS✔✔ \More \than \40.
Phoneme \blending \is: \- \ANSWERS✔✔ \Harder \than \onset \and \rime.
The \onset \sound(s) \is \the: \- \ANSWERS✔✔ \Sounds \before \the \vowel \in \a \syllable.
The \definition \of \phoneme \is, \"The \smallest \part \of \_____________ \language." \- \ANSWERS✔✔ \Spoken
The \word \eight \has \how \many \phonemes? \- \ANSWERS✔✔ \2
Phonological \awareness \is: \- \ANSWERS✔✔ \A \person's \ability \to \hear \sound \structures \of \speech, \a \
person's \ability \to \manipulate \sound \structures \of \speech, \and \a \print-free \skill \set.
How \are \phonemes \represented \in \writing \to \differentiate \them \from \actual \words? \- \ANSWERS✔✔ \
By \placing \the \letters \between \slashes \/b/.
How \many \syllables \do \you \hear \in \the \word \submerges? \- \ANSWERS✔✔ \3
Which \is \an \example \of \phoneme \segmentation? \- \ANSWERS✔✔ \A \child \telling \his \teacher \there \are \
four \sounds \in \truck, \/t/ \/r/ \/u/ \/ck/
The \ability \to \hear, \identify, \and \manipulate \the \onset \and \rimes \in \words \is \called \______________: \- \
ANSWERS✔✔ \Phonological \awareness
The \ability \to \hear, \identify, \and \manipulate \discrete, \individual \sounds \in \words \is \called: \- \
ANSWERS✔✔ \Phonemic \awareness
How \many \speech \sounds \are \there \in \the \English \language? \- \ANSWERS✔✔ \Between \42-44
, An \example \of \phonemic \awareness \is: \- \ANSWERS✔✔ \A \child \categorizing \pictures \that \begin \with \the
\same \sound.
Phonemic \awareness \activities \include: \- \ANSWERS✔✔ \Blending \sounds \together \to \make \a \word, \
identifying \words \that \begin \with \the \same \letter, \and \breaking \a \word \into \individual \sounds.
Phonological \awareness \activities \include \________________: \- \ANSWERS✔✔ \Syllable \blending
Digraphs \such \as \"sh" \make \________________ \sound(s). \- \ANSWERS✔✔ \1
When \teaching \phonological \awareness, \teachers \should: \- \ANSWERS✔✔ \Use \multisensory \activities, \
teach \each \skill \to \mastery, \and \start \with \the \simplest \skills \and \build \to \harder \skills.
Phonemic \awareness \is \one \part \of \_________________, \which \also \includes \activities \on \phonemes, \
rhymes, \syllables, \and \more: \- \ANSWERS✔✔ \Phonological \awareness
Phonics \instruction: \- \ANSWERS✔✔ \Should \be \taught \because \it \teaches \a \system \for \remembering \
how \to \read \words.
The \alphabetic \principle \is \understanding: \- \ANSWERS✔✔ \The \relationship \between \letters \and \
spoken \words.
The \written \letter \A \is \a: \- \ANSWERS✔✔ \Grapheme
Phonics \programs \are \effective \when \they: \- \ANSWERS✔✔ \Include \a \carefully \selected \set \of \letter-
sound \relationships \organized \into \a \logical \sequence, \include \a \set \of \precise \directions \for \teaching \
these \relationships, \and \include \lots \of \opportunities \for \children \to \apply \learning \to \reading \and \
writing.
Phonics \instruction \is \most \effective \when \it \is \taught: \- \ANSWERS✔✔ \In \primary \grades.
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