Question 84

Holding up a letter card that matches a sound spoken by the teacher

This activity directly involves students in recognizing and identifying the connection between phonemes (sounds) and graphemes (letters), which is the essence of phoneme-grapheme correspondence.

A) Listening to one-syllable words and identifying the middle sound in each

While this activity focuses on phonemic awareness, it does not require students to connect the sounds they hear to specific letters. Therefore, it does not fully demonstrate instruction in phoneme-grapheme correspondence.

B) Sorting words to reinforce mastery of high-frequency vocabulary

This activity primarily emphasizes vocabulary development rather than the specific relationship between sounds and their corresponding letters. It does not address phoneme-grapheme correspondence directly.

C) Saying a single-syllable word before producing a word that rhymes

Although this activity involves phonemic awareness and sound manipulation, it does not incorporate the visual aspect of graphemes. Hence, it does not effectively indicate phoneme-grapheme correspondence.

D) Holding up a letter card that matches a sound spoken by the teacher

This activity clearly demonstrates phoneme-grapheme correspondence as students are required to match the spoken sound to the correct letter. It integrates both auditory and visual components, making it a strong indicator of understanding this essential skill.

Conclusion

Holding up a letter card that matches a sound spoken by the teacher is the most effective activity for indicating instruction in phoneme-grapheme correspondence. The other options, while related to phonemic awareness or vocabulary, do not establish the critical connection between sounds and their corresponding letters as directly as this activity does. Thus, option D stands out as the best choice.