1. After giving students the meanings of the words automobile and autopilot
A. a teacher asks students to guess the meaning of the word autobiography. Which of the following best identifies the objective of the lesson?
B. Memorizing common suffixes
C. Breaking down base words into parts Correct
D. Applying knowledge of prefixes
E. Accessing high-frequency sight words
Explanation
The teacher’s mini-lesson explicitly centres on the prefix “auto-†(self). By asking learners to transfer that prefix knowledge to a new word (autobiography), the instructional goal is for students to APPLY their understanding of prefixes rather than memorize suffixes, mechanically break words apart, or recall sight words. Hence C is the only choice aligned to the demonstrated objective.
2. An open syllable contains
A. a short vowel and ends in a consonant
B. a long vowel followed by a consonant-silent e
C. a long vowel not followed by a consonant Correct
D. a short vowel followed by the letter r
Explanation
An open syllable ends with a long vowel sound that is NOT closed by a consonant (e.g., “meâ€Â, “goâ€Â). Choice C matches this definition; the others describe closed syllables (A), VCe syllables (B), or r-controlled vowels (D).
3. Which of the following words is best categorized as a decodable word for an early reader?
A. Nest Correct
B. Who
C. Was
D. Said
Explanation
Early decodable words follow regular CVC or consonant-blend patterns that beginning readers can sound out with taught phonics rules. “Nest†is a CVC pattern with short e; “Whoâ€Â, “Wasâ€Â, and “Said†all contain irregular vowel spellings or silent letters that are not yet decodable for most beginning readers.
4. A first-grade student has excellent word attack and decoding skills but is struggling to recall details and comprehend text. Which of the following should the teacher have the student focus on when reading?
A. Reading with more automaticity
B. Attending to punctuation and phrasing Correct
C. Decoding blends and digraphs
D. Reading aloud more rapidly
Explanation
The student already decodes well; comprehension is the issue. Focusing on prosodic featuresâ€â€punctuation and phrasingâ€â€supports meaning-making and recall. Automaticity (A) and rapid reading (D) would not directly address comprehension, and additional decoding work (C) is unnecessary.
5. Which THREE of the following questions target phoneme manipulation?
A. What happens when you take the f off of the word flip? Correct
B. Can you clap each word in the sentence, 'I am mad'?
C. Can you name a word with the same ending sound as the word cap?
D. What word do you get when you add /s/ to the beginning of the word lap? Correct
E. What do you have to do to change the word pan to the word pin? Correct
Explanation
Questions A, D, and E require students to add, delete, or substitute individual phonemesâ€â€core phoneme-manipulation tasks. Question B targets word segmentation (larger unit), while question C focuses on rhyme recognition, not manipulation.