Question 84

Holding up a letter card that matches a sound spoken by the teacher indicates instruction in phoneme-grapheme correspondence.

This activity directly reinforces the connection between phonemes (sounds) and graphemes (letters), demonstrating a clear understanding of how sounds correspond to written symbols.

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

While this activity involves phonemic awareness, it does not explicitly involve grapheme representation. Identifying sounds is important, but without the connection to letters, it does not fully address phoneme-grapheme correspondence.

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

Sorting high-frequency words focuses on word recognition rather than the individual sounds and their corresponding letters. This activity does not directly teach students how to connect phonemes to graphemes, thus it does not indicate instruction in this area.

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

This activity emphasizes phonemic awareness through rhyming but does not involve the linking of sounds to their written forms. It may help with sound recognition, but it does not teach students about the relationship between sounds and their corresponding letters.

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

This activity is an effective demonstration of phoneme-grapheme correspondence as it requires students to connect the sound they hear with the appropriate letter representation. It actively engages them in recognizing and applying their knowledge of how sounds relate to written letters.

Conclusion

Option D is the only choice that explicitly involves the connection between sounds and their written forms, which is the essence of phoneme-grapheme correspondence. All other options either focus solely on phonemic awareness or do not engage with the letter-sound relationship, making them unsuitable for indicating instruction in this critical literacy skill.