KPEERI EXAM STUDY GUIDE WITH VERIFIED ANSWERS 2023/2024, Exams of Nursing

Download KPEERI EXAM STUDY GUIDE WITH VERIFIED ANSWERS 2023/2024 and more Exams Nursing in PDF only on Docsity! KPEERI EXAM STUDY GUIDE WITH VERIFIED ANSWERS 2023/2024 __________ ________ are also called high stakes assessments, are given to all students in a grade. They measure students' skills against grade-level expectations. They are used to make decisions about students, teachers, a school, or even an entire school system. - ANS-Outcome Assessments _____________ skills are beneficial to learners in vocabulary building and spelling. - ANS-Morphology ______________ is the rate at which a child can recite "overlearned" stimuli such as letters and single-digit numbers. (May be connected to executive functioning or processing speed) - ANS-Naming Speed ___________________ ____________ is a broad skill that includes identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. ... __________________ ____________ refers to the specific ability to focus on and manipulate individual sounds in spoken words. - ANS-Phonological Awareness, Phonemic awareness A "roadmap" or "blueprint" for teachers that provides an overall picture of an instructional program and includes the range of teaching content and the order in which it is taught. - ANS-Scope and Sequence A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meanings. Example: -able, -s, non- - ANS- Root A carefully planned sequence for instruction, similar to a builder's blueprint for a house. This is carefully thought out, strategic, and designed before activities and lessons are planned. Lessons build on previously taught information, from simple to complex. - ANS-Systematic Instruction A child with these difficulties may exhibit poor vocabulary, listening comprehension, or grammatical abilities for his or her age. - ANS-Oral language difficulties A cluster of letters at the end of a word whose pronunciation remains consistent regardless of the word in which it appears (e.g., -tion, -ble, -ture); not synonymous with the term suffix - ANS-Final Stable Syllable A comparison NOT using like or as. - ANS-Metaphor (Remember the sentence "He cut a rug when he TAP danced" - meTAPhor) A component of concepts of print, includes knowledge of the features in a text or book, such as page numbers, table of contents, illustrations and photographs, chapter titles, headings, captions, labels, infographics, and diagrams. - ANS-Text Features A component of concepts of print, which includes the knowledge of letters, words, and sentences in a text or book; spaces between words; capitalization; and punctuation. - ANS-Print Structure A decoding strategy for breaking words into manageable parts (e.g., /yes /ter/ day). - ANS-Chunking A disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech, in both adults and children. - ANS-Language Learning Disability A framework used during phonemic awareness instruction. These are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word. - ANS-Elkonin Boxes A group of Students is having problems with the following passage: Sonny, true love is the greatest thing in the world, except for a nice MLT: mutton, lettuce and tomato sandwich, where the mutton is nice and lean and the tomato is ripe. In what area might the teacher need to focus on with these students? a. decoding b. fluency c. syntax d. morphemes - ANS-c. syntax referred to as "sight words" since automatic recognition of these words is required for fluent reading. - ANS-High Frequency Words A story about fictional or real events. - ANS-Narrative Text (Remember: The main purpose of a narrative is to entertain, think of the NARRATOR in a Fairy Tale) A strategy used to unlock the plot and important elements of a story. These elements can be represented visually through various graphic organizers showing the beginning, middle, and end of a story. Answering the questions of who, where, when, what, and how or why, and listing the main events is also part of this. - ANS-Story Maps A student performance that meets the criterion established in the Standards as measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest a successful student performance done without scaffolding; in the Reading standards, the act of reading a text with comprehension; - ANS-Proficient A succession of letters that represent the same phonological unit in different words, such as "igh" in flight, might, tight, sigh, and high. - ANS-Phonogram A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation - ANS-Bloom's Taxonomy (Remember A. C.A.K.E.S) Application Comprehension Analysis Knowledge Evaluation Synthesis A type of suffix that creates a new word; the new word is derived from the base word, e.g., adding -er to the word teach creates a new word teacher. - ANS- Derivational Suffix A unit of pronunciation or word part that contains only one vowel sound (e-vent, news-pa-per). - ANS-syllable A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. - ANS- Graphic Organizers A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi. - ANS- Dipthong (Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :) A word part that contains a vowel or, in spoken language, a vowel sound - ANS- syllable Able to identify a word , and identify a letter are what concept? - ANS-Concept of Print According to Nancy Young's Reading Ladder, what percentage of students are advantaged by the Structured Literacy Approach? - ANS-40% According to Nancy Young's Reading Ladder, what percentage of students is it essential to be taught by the Structured Literacy Approach? - ANS-60% According to Scarborough's Reading Rope, what are 3 the components to Word Recognition? - ANS-Word Recognition- Phonological Awareness, Decoding, Sight Recognition (Here is a mnemonic sentence, If you take the first Letter of each component, Word Recognition Pains All Dyslexic Students Regularly) According to Scarborough's Reading Rope, what are 5 the components to Language Comprehension? - ANS-Language Comprehension-Background Knowledge, Vocabulary, Language Structure, Verbal Reasoning, Literacy Knowledge (Here is a mnemonic sentence, If you take the first Letter of each component, Language Comprehension Brings Kids Valuable Lessons Since Vulnerable Readers Lack Knowledge) Adding, deleting, and substituting sounds in words (e.g., add /b/ to oat to make boat; delete /p/ in pat to make at; substitute /o/ for /a/ in pat to make pot). - ANS- Phoneme Manipulation An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word, as "en" in oxen. - ANS-Suffix An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. - ANS-Morphemic Analysis (meanings of words can be determined or inferred by examining their meaningful parts.) Ex. biology= bio+logy bio=life logy=the study of An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat). - ANS-Invented Spelling An awareness of one's own thinking processes and how they work. The process of consciously thinking about one's learning or reading while actually being engaged in learning or reading. - ANS-Metacognition Any word in which each letter represents its respective, most common sound (e.g., sat, fantastic). - ANS-Regular Words Basic knowledge about print and how it is typically organized on a page. For example, print conveys meaning, print is read left to right, and words are separated by spaces. - ANS-Print Awareness Count the morphemes in the word connectivity. - ANS-con + nect + ive + ity (4) Count the morphemes in the word disruptive. - ANS-dis + rupt + ive (3) Count the morphemes in the word hypothermia. - ANS-hypo + therm + ia (3) In this activity, children learn to recognize the same sounds in different words. (Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/, is the same.) - ANS-Phoneme Identity In this activity, children learn to recognize the word that remains when a phoneme is removed from another word. (Teacher: What is smile without the /s/? Children: Smile without the /s/ is mile.) - ANS-Phoneme Deletion In this activity, children make a new word by adding a phoneme to an existing word. (Teacher: What word do you have if you add /s/ to the beginning of park? Children: spark.) - ANS-Phoneme Addition In this activity, children recognize the word in a set of three or four words that has the "odd" sound. (Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug does not belong. It doesn't begin with a /b/.) - ANS-Phoneme Categorization In this activity, children substitute one phoneme for another to make a new word. (Teacher: The word is bug. Change /g/ to /n/. What's the new word? Children: bun.) - ANS-Phoneme Substitution In this stage of Spelling Development, The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked. - ANS-Transitional stage (Remember, they are TRANSITIONing their knowledge from sound to Print) In this stage of Spelling Development, the speller knows the English orthographic system and its basic rules. The correct speller fundamentally understands how to deal with such things as prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child's generalizations about spelling and knowledge of exceptions are usually correct. - ANS-Correct stage (Remember, they are able to CORRECTly spell at this age) in, ad, and ob, are examples of what? a. derivational suffixes b. connectives c. assimilated prefixes d. vowel teams - ANS-c. assimilated prefixes *There was a very similar question on my KPEERI Instruction that builds upon previously learned concepts. - ANS-Cumulative Instruction Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading. - ANS-Immediate Intensive Intervention Instructional support including immediate corrective feedback as students read orally. - ANS-Guided Oral Reading Kevin knows his multiplication facts, but he "freezes up", he has trouble Making decisions and picking up on social cues, Writing is always hard for him, but it's even harder when his classmates keep saying "Hurry up!" What does Kevin display characteristics of? a. ADHD b. Dyphraxia c. Dyslexia d. Slow Processing Speed - ANS-d. Slow Processing Speed *There was a very similar question on my KPEERI Knowledge of the meaning and pronunciation of words. - ANS-Vocabulary Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That child is a handful.). - ANS-Figurative meanings Language that is heard or read is ________________language. - ANS-Receptive Language. (When you hear or read, you are receiving information) Language that is spoken or written is ____________ language. - ANS-Expressive Language. (You express yourself when you speak or write) Language that is spoken. - ANS-Expressive Language Letters that appear frequently in words. Beginning readers can decode more words when they know these. Knowing the sounds of /m/, /a/, /t/, and /i/ is more advantageous than the sounds /x/, /q/ /y/, and /z/. Other useful letter sounds are /a/, /e/, /i/, /o/, /u/, /b/, /c/, /d/, /f/, /g/, /h/, /k/, /l/, /n/, /p/, and /r/. - ANS-Useful Letter Sounds Magic e makes the preceding vowel long. True or False? - ANS-True Mode of organizing knowledge, ideas or experience that is rooted in language and its concrete context. The organization of words through speech or written expression (usually refers to a story or conversation) - ANS-Discourse Organization Morphology studies the structure of sentences, True or False? - ANS-False, Morphology is the studies the structure of words, Syntax studies the structure of sentences. Multiple Spelling patterns for a specific sound or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai_, _ay). - ANS-Varient Correspondences (varient- something substantially the same, but in different form) No English word ends with j, true or false? - ANS-True! Non-fiction books that contain facts and information. - ANS- Informational/Expository Text (Remember Non-Fiction books are Informational and full of Explanations) Phonics instruction that matches phoneme to grapheme. - ANS-Sound to Symbol Phrase and sentence structure (grammar). - ANS-Syntax Students practice newly learned skills with the teacher providing prompts and feedback. - ANS-Guided Practice Students whose first language is not English and who are in the process of learning English. - ANS-English Language Learner Students with good language comprehension but poor word recognition (SWRD), typically need what kind of intervention? - ANS-Phonics intervention. For most of these children, effective phonics intervention, if accompanied by adequate levels of fluency, should enable children to achieve grade-appropriate reading comprehension Students with poor language comprehension but good word recognition and decoding (SCD), need what type of intervention? - ANS-They require comprehension interventions that address their specific needs in the domain of comprehension (e.g., vocabulary, background knowledge, inferencing). Students with weaknesses in both language comprehension and word recognition/decoding (MRD), require what type of intervention? - ANS-They will need both phonics intervention and intervention addressing their specific comprehension needs. Students without __________ skills may have difficulty spelling words. - ANS- orthography Students without _____________ skills may have problems with sentence structure, grammar and the mechanics of writing. - ANS-syntactic Students without _______________ skills normally have difficulty decoding words. - ANS-phonology Students without knowledge of _______________ may have difficulty with vocabulary knowledge with also effects comprehension. - ANS-Semantics Tests that keep the teacher informed about the child's progress in learning to read during the school year. These assessment results provide a quick sample of critical reading skills that will inform the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Example: DIBELS - ANS- Progress Monitoring (You are monitoring progress!) Text in which a high proportion of words comprise sound-symbol relationships that have already been taught. - ANS-Decodable Text the ability to notice, think about, and work with the individual sounds in spoken words. An example of how beginning readers show us they have phonemic awareness is combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.") - ANS-Phonemic Awareness The ability to read a text accurately, quickly, and with proper expression and comprehension. - ANS-Fluency The ability to translate language into print (writing) is ____________. - ANS- Encoding (Remember prefix en- means "put into", you are putting sounds into print). The ability to use a learned skill in novel situations. - ANS-Generalization The act of breaking words into syllables. - ANS-Syllabication The act of deliberately investigating words (e.g., vocabulary-building exercises, word-identification practice, and spelling). - ANS-Word Study The area of the brain that processes articulation and helps us connect sounds to letters. - ANS-Broca's Area The conventional spelling and writing system of a language. - ANS-Orthography ortho=correct graphy=process of writing or recording The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). This level engages the student in challenging, but manageable text. - ANS-Instructional reading level (Remember 90%) The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). - ANS-Independent Reading Level (Remember 95%) The level at which a reader reads at less than a 90% accuracy - ANS-Frustrational Reading Level The Level of Comprehension that is derived from the meaning students construct with the text. - ANS-Mental Model The Level of Comprehension that refers to the exact wording of the text. - ANS- The surface code The level of Comprehension that requires readers to dig a little deeper and identify main ideas in text. - ANS-Text base The manner of articulation which Friction is caused through lips, air, tongue or teeth. Can often be described as a hissing sound. ex. /f/ /v/ - ANS-Fricative (Remember the /f/ in fricative is a fricative sound) The matching instruction that can meet the different needs of learners in a given classroom. - ANS-Differentiated Instruction (Keyword: different) The matching of an oral sound to its corresponding letter or group of letters. - ANS-Letter-sound correspondence The mental act of knowing when one does and does not understand what one is reading. When students use these strategies, they actively think about how they are learning or understanding the material, activities, or reading in which they are engaged. - ANS-Self Monitoring (Examples: Checklists, Before, During & After strategies, Reciprocal Teaching) The most effective way to teach phonics. A program is this if the plan of instruction includes a carefully selected set of letter-sound relationships that are The term for unconscious and automatic. This type of memory also has two pathways for storage and retrieval - procedural and emotional. - ANS-Implicit memory (procedural, Emotional) The understanding that spoken words are made up of sounds that can be represented by letters in print. - ANS-Alphabetic Principle The various patterns of ideas that are embedded in the organization of text (e.g., cause-effect, comparison-contrast, story grammar). - ANS-Text Structure The vowel sound sometimes heard in an unstressed syllable and is most often sounded as /uh/ or as the short /u/ sound as in cup. - ANS-Schwa (Examples: Again, parrOt, thE, bacOn) The way a reader sees the way the content and events of a story are organized into a plot. Students learn to identify the categories of content (setting, characters, initiating events, internal reactions, goals, attempts, and outcomes) and how this content is organized into a plot. Often students recognize the way the story is organized by developing a story map. This strategy improves students' comprehension and memory of story content and meaning. - ANS-Story Structure The way in which an assessment is administered to students is especially important for standardized assessments. - ANS-Standardized Administration (Keyword- to make sure tests are administered in a standardized way.) The way language conveys meaning. - ANS-Semantics (Keyword- meaning) The words needed to understand what is heard. - ANS-Listening vocabulary A reader cannot understand a text without knowing what most of the words mean. These are both formal and informal assessments, and are also used as diagnostic tools. The score compares the student's skills to a defined set of skills and a goal (criterion) for mastery. These assessments are administered before instruction and after instruction to measure a student's skill growth. An example of this type of test is the Core Phonics Survey. Usually these kinds of tests can be administered more than once a year. - ANS-Criterion Referenced Assessments (CORE PHONICS or IMSE Assessments) These are Characteristics of what? Inattention Attention varies Distractibility Impulsively Over-activity - ANS-ADHD/ADD These are Characteristics of what? Difficulty counting accurately May reverse numbers Difficulty memorizing math facts Difficulty copying math problems and organizing written work Many calculation errors Difficulty retaining math vocabulary and/or concepts - ANS-Dyscalculia These are Characteristics of what? Difficulty planning and coordinating body movements Difficulty coordinating muscles to produce sounds - ANS-Characteristics of Dyspraxia These are characteristics of what? Unsure of right or left handedness Poor or slow handwriting Messy and unorganized papers Difficulty copying Poor fine motor skills - ANS-Dysgraphia These are examples of ____________. -Putting text materials on tape; -Using spelling or vocabulary lists at readiness levels of students; -Presenting ideas through both auditory and visual means; -Using reading buddies -Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. - ANS-Differentiating Content These are formal assessments, often used as diagnostic tools. The score compares the student's skills to a defined population used in standardizing the test (i.e., how did this student perform on these tasks compared to other students in the same grade or age range). Examples of these tests include the Woodcock-Johnson Tests of Achievement and the Wechsler Individual Achievement Test. Typically these kinds of tests should not be administered more than once a year. - ANS-Norm Referenced Assessments (Key words- Compares student's progress to others in their peer group, are they "normal"? EX: Woodcock Johnson) These are given to all students at the beginning of the school year to determine which students are at risk of struggling with reading. They are not used to diagnose specific skill gaps; rather, they help to identify children who need diagnostic assessments, as well as children who may require supplemental intervention. - ANS-Screening Assessments (Key Word- Screen Students at the beginning of the year to see if they need intervention) These are used to assess specific skills or components of reading such as phonemic awareness, phonics skills, and fluency. The results of diagnostic assessments inform instruction and intervention - ANS-Diagnostic Assessments (Keywords: assesses specific skills or components to "diagnose" a specific need) These are words from other languages that are the origin of many English words. About 60 percent of all English words have Latin or Greek origins. - ANS-Word Roots These are words from which many other words are formed. For example, many words can be formed from migrate: migration, migrant, immigration, immigrant, migrating, migratory. - ANS-Base Word These are words that are recognized immediately. Sometimes sight words are thought to be irregular, or high frequency words (e.g., the Dolch and Fry lists). However, any word that is recognized automatically - ANS-Sight Words they don't understand; and predicting what might occur next in the text. - ANS- Reciprocal Teaching (Keywords- Predict, Question, Clarify, Summarize) This is a term for a sentence that contains one independent clause and at least one dependent clause. - ANS-Complex Sentence This is a term for a sentence with an independent clause with no conjunction or dependent clause. - ANS-Simple Sentence This is a term for a sentence with two independent clauses joined by a conjunction (e.g., and, but, or, for, nor, yet, so). - ANS-Compound Sentence This is provided only to students who are lagging behind their classmates in the development of critical reading skills. - ANS-Intervention Instruction This is the ability to identify words by sight (i.e., sight words) allowing instant recognition. This is required for effortless, accurate, and fluent reading. /b/ /e/ /d/ - bed - ANS-Orthographic Mapping This is the most intense level of RTI usually 60 - 120 minutes daily. This support is normally given by a special education tutor, or content specialist. This can mean small group work (1-3 students) or it can mean individual instruction. Progress monitoring is weekly. These interventions usually last a minimum of 20 weeks. - ANS-Tier 3, Intensive Interventions This is the smallest meaningful unit of language. This can be one syllable (book) or more than one syllable (seventeen). It can be a whole word or a part of a word such as a prefix or suffix. For example, the word ungrateful contains three of these: un, grate, and ful. - ANS-Morpheme This is the understanding that the sounds in a language are represented by written or printed symbols. - ANS-Orthographic knowledge ortho=correct graphy=process of writing or recording This is using a word's letter patterns to help determine, in part, the meaning and pronunciation of a word. For example, the morpheme vis in words such as vision and visible is from the Latin root word that means to see; and the ay in stay is pronounced the same in the words gray and play. - ANS-Morphophonology morpho=shape/structure phono=sound logy=study of This is when an Instructor provides a set of potential answers and one question. Student must choose the correct answer from the given set. - ANS-Recognition This is when an Instructor provides one question. Student must provide the answer from memory. - ANS-Recall This means the teachers provide precise directions in teaching. - ANS-Explicit This refers to the degree to which a test score can be interpreted and used for its intended purpose - ANS-validity (Keyword- how well it measures what it is meant to measure) This refers to the degree to which scores from a particular test are consistent from one use of the test to the next. - ANS-reliability (Keyword- Is it reliable? Do you get STABLE and CONSISTENT results?) This side of the brain functions as the visual word-form area it helps in word-form memory. - ANS-The right side of the brain. (Remember the sentence: Your word form is RIGHT!) This side of the brain of this area is responsible for mapping phonetic sounds to the corresponding letters. - ANS-The Left side of the Brain (Remember the sentence: The phonetic sounds LEFT and went to the corresponding letters). This sound can only be said for an instant, otherwise its sound will be distorted (i.e., / b/, /c/ /d/, /g/, /h/, /j/, /k/, /p/, /q/, /t/, /x/). Words beginning with these sounds are more difficult for students to sound out than words beginning with a continuous sound. - ANS-Stop Sounds This term comes from the sensorimotor system and is required for any motor action. Kinesthesia is the knowledge of where each body part is and direction in which it is moving. It is a component of motor control for legible handwriting produced at an acceptable rate. - ANS-Kinesthetic Feedback This term includes not only the mechanical and visual perceptual processes of graphics and handwriting, but also the acquisition of language, learned spelling and phonology. - ANS-Graphomotor Skills This term involves seeing a written symbol and being able to say what sound it represents. - ANS-Decoding This term involves the ability or capacity to accurately interpret or give meaning to what is seen (skill required for handwriting) - ANS-Visual-perceptual skills: This term is the ability to match motor output with visual input. It is this gross monitoring that prevents us from writing on the desk or crossing over lines, and keeps us within margins. - ANS-Visual-Motor Coordination This term means the ability to conceive/ideate, organize/plan, and execute a novel task. - ANS-Motor planning and execution: (Knowing what to do, knowing how to do it and carrying it out in a smooth process.) This term refers to refers to the words we use in writing. - ANS-Writing Vocabulary This term refers to students learning the meaning of words indirectly when they hear or see the words used in many different contexts - for example, through conversations with adults, through being read to, and through reading extensively on their own. - ANS-Indirect Vocabulary Learning This term refers to the ability to both store in memory and retrieve from memory letters and word patterns. (skill needed for handwriting) - ANS-Orthographic Coding -They have been diagnosed as having specific early language impairment, a hearing impairment, or a primary medical diagnosis with which reading problems tend to occur as a secondary symptom What are the (5) language processing requirements of proficient reading and writing? - ANS-Phonological, Orthographic, Semantic, Syntactic, Discourse. What are the 3 components of fluency? - ANS-A.R.E. Accuracy Rate Expression What are the 3 components of Word Recognition on Scarborough's Reading Rope? - ANS-Phonological Awareness, Decoding and Sight Recognition What are the 4 areas in which teachers can differentiate instruction? - ANS- Content, Process, Products and Learning Environment. What are the 5 components of Language Comprehension on Scarborough's Reading Rope? - ANS-Background Knowledge, Vocabulary, language Structures, Verbal Reasoning and Literacy Knowledge What are the 5 components of Reading? - ANS-Phonemic awareness, phonics, fluency, vocabulary, and comprehension. What are the 5 Stages of Spelling Development? - ANS-Pre-Communicative, Semi-phonetic, Phonetic, Transitional, Correct What are the 6 elements of a story? - ANS-Characters, problem, solutions, themes, settings, and plot. What are the five components of oral language? - ANS-phonology, morphology, syntax, semantics, and pragmatics. (Remember: Oral Language gives me bad P.P.M.S.S.) ha ha What are the sounds of -ed? - ANS-/id/ floated /t/ walked /d/dreamed What happens in the pre-reading phase of Chall's Stages of Reading Development? - ANS-Oral Language Development What is a federal law that sets specific standards for the education of those with special needs? - ANS-The Individuals with Disabilities Education Act (IDEA) What is the 10th disability type (in which Dyslexia falls under)? - ANS-Specific Learning Disability (SLD) What is the CVC (1-1-1) Extended doubling rule? - ANS-In multi-syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix if the last syllable in the baseword gets the accent. Ex. com + mit + ed= committed What is the CVC or (1-1-1) Doubling Rule? - ANS-Which Spelling Rule is "In 1 syllable words ending in consonant- vowel-consonant (cvc), double the final consonant before adding a vowel suffix Ex. Ship+er = Shipper What is the name for a free morpheme; word with no prefixes and suffixes (e.g., - port-, -kind-) ? - ANS-Base Word or Root Word What is the name of a prefix (often nicknamed chameleon) where, for ease of pronunciation, the final letter changes according to the initial letter of the base to which it is attached (e.g., ad- changes to ar- before range to make arrange; in- changes to im- before pact to make impact) - ANS-Assimilated Prefix What is the Silent E Spelling Rule? - ANS-Which spelling Rule Drops the e before adding a vowel suffix? Ex. re +late+ ion = relation (not relateion) What is the term for letter(s) in English words used to combine two morphemes; connectives function as "glue" and are not morphemes themselves? - ANS- connective What is the term often used to describe Greek-based morphemes (rather than specifying whether they are roots or affixes) (e.g., -phon-, -crac-/-crat-, -bio-) ? - ANS-Combining Form also called element What is the Y Spelling Rule? - ANS-Never drop the y. Keep it or change it. If a word ends in vowel-y, keep the y. If a word ends in consonant-y, change the y to i unless the suffix begins with i. -Vowel y, keep the y - pray+ed = prayed -consonant-y- hurry + ed = hurried -unless the suffix begins with i (which would create a double i)- Ex. fly+ing = flying What marking is used to indicate a long vowel? - ANS-A Macron. What marking is used to indicate a short vowel? - ANS-A breve. What percentage of the English Language is derived from German origin? - ANS- About 22% from German origin. What percentage of the English Language is derived from Latin, French or Greek origin? - ANS-About 70% of the words derive from Latin, French, or Greek. What type of articulation is /ch/? - ANS-An Affricate sound. What type of articulation is /g/? - ANS-A Stop sound. What type of articulation is /ng/? - ANS-A nasal Sound. What type of articulation is /r/? - ANS-A Liquid sound. What type of articulation is /sh/? - ANS-A Fricative sound. What type of articulation is /y/? - ANS-A Glide sound. What type of spelling error would this be: calerfol / colorful? a. orthographic b. phonological c. morphological When Remembering Chall's Stages of Reading, which phase do you start to read for learning, instead of learning to read? - ANS-The Read for Learning, which usually occurs in 4th to 8th grade. Students are using their reading skills in other subject areas such as science, math, history and geography. (Remember- 4th-8th grade they are using reading for 4 (4th) other subject areas- science, math, history and geography) When Remembering Chall's Stages of Reading, which stage do you gain phonemic awareness and focus on letter sound relationships? - ANS-The Read and Decode Phase which takes place in 1st/2nd grade. (Remember: Obviously Reading and Decoding are taught in the 1st and 2nd grade timeframe). When Remembering Chall's Stages of Reading, which stage do you read multiple texts and assimilate information? - ANS-Stage 6, The Construction and Reconstruction stage which usually occurs in college/adulthood. (Remember- in college, you can get a degree in CONSTRUCTION) When Remembering Chall's Stages of Reading, which stages do you appreciate different points of view and appreciate reading for knowledge and enjoyment? - ANS-The Developing Multiple Viewpoints which occurs in High School. (Remember you go to the DMV (Developing Multiple Viewpoints) in your High School Years). When teaching struggling High School and Middle School students, what is one of the main things you must consider? - ANS-Motivation. *There was a very similar question on my KPEERI Which connective describes this? Connective -o- often joins two combining forms or elements (e.g., photograph, democracy) - ANS-Greek-Based Connective Which connective describes this? Connects a root to a suffix or two suffixes to each other (e.g., media, gradient, regular). three common connectives: -i-, -u-, and -ul-. - ANS-Latin-Based Connectives Which kind of Spelling error is this ? Intended word: best; child's spelling: bets. - ANS-This is a phonologically based error; the child has incorrectly sequenced the sounds in the word. Which kind of Spelling error is this ? Intended word: except (as in "except for ..."). Child's spelling: accept ("accept for .."). - ANS-This is a semantically-based confusion between two different words, accept and except, that sound similar but have different meanings and spellings. Which kind of Spelling error is this ? Intended word: lump; child's spelling: lup. - ANS-This is a phonologically based error; the child has omitted the sound /m/ Which kind of Spelling error is this ? Intended word: psychic; child's spelling: pyskic. - ANS-This is a morphemic error that reflects confusion about the correct spelling of the morpheme psych. Which kind of Spelling error is this ? Intended word: shirt; child's spelling: shert. - ANS-This is an orthographic pattern error. The child has produced a phonologically acceptable spelling of the word, but not the correct spelling. There is no "rule" for using ir rather than er in shirt; the child just has to have enough familiarity with the printed word to know that shirt is spelled with an ir not an er. Which kind of Spelling error is this ? Intended word: slapped; child's spelling: slapt. - ANS-This is a morphemic error. Although the word sounds like it ends with /t/, the child must recognize that -ed is used to spell past tense. Which kind of Spelling error is this ? Intended word: sliding; child's spelling: slideing. - ANS-This is an error related to a spelling generalization, that when adding -ing to a silent e base word, the e should be dropped. Which kind of Spelling error is this ? Intended word: stuff; child's spelling: stuf. - ANS-This error reflects lack of knowledge of a spelling generalization, the "floss" rule, that the f at the end of this word needs to be doubled. Which kind of Spelling error is this ? Intended word: two (as in "two cats"). Child's spelling: too ("too cats"). - ANS-This is a semantically-based error, a confusion of when to use the spelling two (a number) vs. too(meaning "also"). Which Language of origin is described in the following words? sky, earth, moon, sun, water, sheep, dog, horse, cow, hen, head, arm, finger, toe, heart, shoe, shirt, pants, socks, coat, brother, father, mother, sister, hate, love, think, want, touch, does, were, been, would, do - ANS-Anglo-Saxon(Old English) Which Language of origin is described in the following words? amuse, cousin, cuisine, country, peace, triage, rouge, baguette, novice, justice, soup, coupon, nouvelle, boutique - ANS-Norman French Which Language of origin is described in the following words? firmament, terrestrial, solar, stellar, aquarium, mammal, equine, pacify, mandible, extremity, locomotion, paternal, maternity, designate, hostility, amorous, contemplate, delectable, deception, reject, refer - ANS-Latin/Romance Which Language of origin is described in the following words? hypnosis, agnostic, neuropsychology, decathalon, catatonic, agoraphobia, chlorophyll, physiognomy - ANS-Greek Which Language of origin is described? -Multisyllabic words with prefixes, roots, suffixes -Content words found in text of social sciences, traditional physical sciences, and literature - ANS-Latin/Romance Which Language of origin is described? -ou for /ū/ -Soft c and gwhen followed by e, i, y -Special endings such as -ine, -ette, -elle, -ique -Words for food and fashion, abstract social ideals, relationships - ANS-Norman French Which Language of origin is described? -Short, one-syllable words, sometimes compounded -Use of vowel teams, silent letters, digraphs, diphthongs in spelling -Words for common, everyday things -Irregular spellings - ANS-Anglo-Saxon(Old English) Which Language of origin is described? -Spellings ph for /f/, ch for /k/, and y for /ǔ/ -Constructed from combining forms, similar to English compounds -Philosophical, mathematical and . scientific terminology - ANS-Greek (Verbs describe an action or occurrence) Which part of speech would these suffixes commonly go with? -er, -est, -ful, -ish, - ous, -able, -ible - ANS-Adjective (Adjectives usually ask: What kind? Which one? How Many?) Which part of speech would these suffixes commonly go with? -er, -hood, ness, - or, -ist, -ment, -ity - ANS-Noun (A Person, Place or Thing) Which part of speech would these suffixes commonly go with? -ly - ANS-Adverb (Adverbs usually ask How often? When? Where? How? How much?) Which scores would be the characteristics of a student who is dyslexic? (mean score 100) a. oral language comprehension 91, decoding 89 b. oral language comprehension 94, Spelling 61 c. spelling 85, Oral Language Comprehension 80 d. Decoding 90, Oral Language Comprehension 72 - ANS-b. Oral Language Comprehension 94, Spelling 61 *There was a very similar question on my KPEERI Which spelling rule would go with these words? hoping, whales, glided a. dropping rule b. Magic e rule c. changing rule d. doubling rule - ANS-a. dropping rule There was a very similar question on my KPEERI, make sure you are familiar with all the spelling rules! Which stage of Spelling Development do children begins to understand letter- sound correspondence ? that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you). - ANS-Semiphonetic stage (Remember, they SEMI-Understand phonics, but not quite) Which stage of Spelling Development do children use a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. Examples are KOM for come and EN for in. - ANS-Phonetic stage (Remember- They are at the age of Understanding Phonics) Which stage of Spelling Development do children use symbols from the alphabet but shows no knowledge of letter-sound correspondences. They may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography. - ANS- Precommunicative stage (Remember it's Pre-(before) because they lack knowledge of the entire alphabet) Which Tier Does this explain? Small group lessons (30 minutes) two to three times a week usually by a general education teacher or tutor. It's important to know that kids who are in this tier still take part in regular lessons with the rest of the class. If they're progressing, they may receive gradually less support. These usually last 8- 15 weeks. - ANS-Tier 2, Small Group Interventions Which Tier Does this explain? Teachers use scientifically based methods that are proven to work. Teachers do their best to give the kids teaching that fits their skill levels and how they learn best. However, there's not always time to give kids individual attention. Students complete benchmark testing at the beginning, middle and end of academic year. - ANS-Tier 1, Whole Class Instruction Which type of compounds usually have closed, open, and VCe syllables? a. greek b. latin c. Anglo-Saxon d. French - ANS-c. Anglo-Saxon *There was a very similar question on my KPEERI Which word has the most graphemes? A. teach B. thing C. Stripe D. Chew - ANS-C. S+t+r+i+p=5 (T+ea+ch=3, th+i+ng=3, ch+ew=2) This is similar to a question I had on the KPEERI. Why should you use nonsense words or syllables during the Vowel Intensive? - ANS-Because they don't have phonemic awareness which is needed when reading multisyllabic words. Word parts that are "fixed to" either the beginnings of words (prefixes) or the endings of words (suffixes). The word disrespectful has two of these, a prefix (dis-) and a suffix (-ful). - ANS-Affix Words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been). - ANS-High Frequency Irregular Words (These are "red words" or "heart words") Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the ______________ ______________. - ANS-Floss/ SAMMY Rule Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in a metal container/can as in able to). - ANS-Homograph -same spelling, different meaning and may have a different pronunciation (Remember- Homographs are always spelled the same, so remember the ending "- graph," which is a Greek root meaning "writing.") "When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"