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KPEERI Study Guide- (Sources Reading Rockets, IDA, William Van Cleave, Louisa Moats as well as queslion formats similar lo my KPEERI questions) A word part that contains a vowel or, in spoken language, a vowel sound - CORRECT yllable Two or more consecutive consonants which retain their individual sounds - CORRECT. ANSWER-consonant blend Two consecutive consonants thal represent one phoneme, or sound - CORRECT. ANSWER- I consonant digraph Sources of information outside of words that readers may use to predict the identities and meanings of unknown words. These may be drawn from the immediate sentence containing the word, from text already read, from pictures accompanying the text, or from definitions, restatemen Sounds that can be held for several seconds without distortion - C! continuous sounds Sequences for how information is selected, sequenced, organized, and practiced. These occur within each component of reading where a logical progression of skills would be evident: RRECT. skills arc introduced before more difficult skills, so that skills build pro: ANSW. k-Coordinated Instructional Sequences Instruction that builds upon previously learned concepts. - CORRECT. Instruction Text in which a high proportion of words comprise sound-symbol relationships that have already been taught. - CORRECT ANSWER-Decodable Text. Decadable Words A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in likeness). - CORRECT. ANSWER-Derivational affix The matching instruction that can meet the different needs of learners in a given classroom. - ER-Differentiated Instruction (Keyword: different) A group of two consecutive letters whose phonetic valuc is a single sound (c.g., /ea/ in bread; /ch/ in chat; /ng/ in sing) - Digraph (Remember the word digraph has a digraPH) 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, andoi. Dipthong (Remember the sentence, “wOW, yOU look good in that thong (diphthong)! :} A SS SS SS ac I I I I I I H I I I I | The ability to translate language into print (writing) is__ .- CORRECT ANSWER- H I Encoding | I I H I I ! . . . . I I (Remember prefix en- means “put into”, you are putting sounds into print). I I I H I I I . . . . . . I I Students whose first language is not English and who are in the process of learning English. - I | R-English Language Learner H I I I I I I I I I I I I I I H I I I . . Lo. I This type of instruction is slLop-by-st H | and related to the learning objective. - CO. H H I I I I H (Remember, explicit means something is “expressed clearly") H H I I I I H Reports factual information (also referred to as informational text) and the relationships among | I ideas. This type of text tends to be more difficult for students than narrative text because of the H | ER-Expasilory H I text I I I H I I I - . re ye ns (Remember, Expository is writing that seeks to EXplain and Inform) H I I I I I I I I I I I I I | I I I I I I I I I I I I I I Di oo ol A SS oo ll Language that departs from its literal meaning (¢.g., The snow sparkled like diamonds; That child is a handful.). - CORRECT. What are the 5 components of Reading? - CORRECT A fluency, vocabulary, and comprehension. Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Group size and allocated instructional time may vary among groups. - CORR r"s" - after one vowel is called the ‘WER-Floss/ SAMMY Rule The ability to read a Lexl accurately, quickly, and with proper cxpression and comprchension. - CORRECT. ANSWER-Fluency Follows a prescribed format for administration and scoring. Scores obtained from these types of tests are standardized, meaning that interpretation is based on norms from a comparative sample of children. - CORRECT ANSWER-Formal As (Remember, Formal means having a conventionally recognized form, structure, or set of rules- standardized) The level at which a reador reads at less than a 90% accuracy - Frustrational Reading Level ac Words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic pattems (e.g., were, was, laugh, been). - CORRECT. ANSWER-High Frequency Irregular Words (These are “red words" or “heart words") Asmall group of words (390-300) that account for a large percentage of the words in print and can be regular or irregular words (1.6., Dolch or Fry). Often, they are referred to as “sight words" since automatic recognition of these wards is required for fluent reading. - ANSW. ‘R-High Frequency Words 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). - CORRECT. ANSWER-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 “wriling.”) “When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction" Lead= graphite Lead=guide A SS SS SS ac ! Words that sound the same but are spelled differently (e.g., cents/sense, knight/nighti. - I -Homonym I Multiple Meaning Words- “nym” means name I Remember the sentence "Hello, my name is Amber, I came to buy Amber. I Amber= name Amber=fossilized resin Words that may or may not be spelled alike but are pronounced the same. These words are of I different origins and have different meanings (e.g., ate and eight: scale as in the covering ofa I fish; and scale as in a device used to weigh things) (Homophones always sound alike, so remember the ending "-phone," which is a Greek root I meaning “sound.") I I Remember the nienee "Tam on the PHONE, can you HEAR me in HERE?” I Hear- listen I Here- location I A phrase or expression thal differs from the literal meaning of the words; a regional or individual expression wilh a unique meaning (c.g., it’s raining cals and dogs). - -idiom ac 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 e sly on their own. - CORRECT ANSWER-Indirect Vocabulary Learning This describes the special education and related services specifically designed to meet the Education Program Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made ts, end-of-unit tests, and running records NSWER-Informal Assessments are all examples of This. - C (Remember, Informal means having a relaxed, friendly, or unofficial) Non-fiction books that contain facts and information. - CORRECT ANSWER: Informational/Expository Text (Remember Non-Fiction books are Informational and full of Explanations) The level at which a reader can read text with 90% accuracy (Le., no more than one error per 10 (Remember 90%) These routines inclide the following sequence of steps: A SS SS SS Explicit instruction Modeling Guided practice Student practice. application, and feedback Generalization - CORRE! R-Instructional Routines This is provided only to students who are lagging behind their classmates in the development of critical reading skills. Intervention Instruction Provides content for instruction that is intended for flexible use as part of differentiated instruction and/or more intensive instruction to meet student leaning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). - CORRECT. ANSWER-Intervention Program An atlempl. Lo spcll a word based on a student’s knowledge of the spelling system and how it works (c.g., kt for cat). - CORRECT ANS A disorder that may affect the comprchension 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. - F-Language Learning Disability The matching of an oral sound to its corresponding letter or group of letters. - Letter-sound correspondence A reader cannot understand a text without knowing what most of the words mean. A SS SS SS ac Remember: Morphology (Greek Origin) I ! morphtotlogety I I morph=form, structure H loge= speech, word, account, reason This is using a word's letter patterns to help determine, in part, the meaning and pronunciation I 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. - CO H morpho=shape/structure I phono=sound I logy=study of Acomparison NOT using like or as. - CORRECT. ANSWER-Metaphor (Remember the sentence "He cut a rug when he TAP danced" - meTAPhor) This approach uses visual, auditory, and kinesthetic-tactile cues simultaneously to enhance memory and learning. Links are consistently made between the visual (whal we soc), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways in learning to read and spell. - CO is Lhe rale at which a child can recile “overlcarned" stimuli such as levers and single-digit numbers. (May be connected to executive functioning or processing speed) - Naming Speed Astory about fictional or real events. - CORRECT ANSWERNarrative Text (Remember: The main purpose of a narrative is to entertain, think of the NARRATOR in a Fairy Tale) Vowels that are pronounced differently from the expected pronunciation (e.g., the “o” in old is CORRECT ANSWER-oddities pronounced / 0 / instead of the expected /o/. - (odd, think different) A part of the word that is the initial consonant sound, blend, or digraph in a single syllable word Apart of the word that is the first vowel phoneme followed by all the other phonemes (at in ral; esh in fresh). - CORRECT ANSWER-Rime In segmentation in the word swift, sw is the __ and ift is the .- CORRECT onset, rime What are the five components of oral language? - CORR syntax, semantics, and pragmatics. (Remember: Oral Language gives me bad P.P.M.S.S.) ha ha A SS SS SS ac ac The Phase of Word-Learning that Sight word learning is at the earliest period. Children do not form letter-sound connections to read words; if they are able to read words at all, they do so by remembering selected visual features. - Pre-alphabetic (Think of a child recognizing McDonald's, as they drive by) The Phase of Word-Learning that Children learn the names or sounds of alphabet letters and use these to remember how to read words. However, they form connections between only some of the Partial alphabetic (Think P = puppy) The Phase of Word-Learning thal Children can form complete connections between letters in (Think ctatt= cat) The Phase of Word-Learning that Readers operate with multi-letter units that may be morphemes, syllables, or subsyllabic units such as onsets and rimes. Common spelling patterns become consolidated into letter chunks, and these chunks make it easier to read words. - c (Think spltash= splash) The smallest units of spoken language that makes a difference in the meaning of a word is called a .- CORRECT ANSWER-phoneme A SS SS SS 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.) - CORRECT Phoneme Addition In this activity, children learn to listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. (Teacher: What word is /b/ /i/ /g/? Children: /b/ /i/ /g/ is big. - CORRECT ANSWER-Phoneme Blending In this activity, children recognize the word in a set of three or four words that has the “odd” sound. (Teacher: Which word doesn’L belong? bun, bus, rng. Children: Rug docs not belong. It R-Phoneme Categorization 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.) - CORRECT ANSWER-Phoneme Deletion shildren 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.) - ( ognize and identify individual sounds in a word. (Teacher: CORRECT. ANSWER- y, children learn to ree In this activi: What is Phoneme Isolation he first sound in van? Children: The first sound in van is /w/.) - ( Tn this ivily, children break a ward into its separate sounds, saying each sound as they tap ont or count it. (Teacher: How many sounds are in grab? Children: /g/ /r/ /a/ /b/. Four sounds.) - CORRECT ANSWER-Phoneme Segmentation A SS SS SS ac “re” in reprint. - CORRECT ANSWER-Prefix (pre=before) 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. - ANSWER-Print Awareness Acomponent of concepts of print, which includes the knowledge of letters, words, and sentences in a text or book: spaces between words: capitalization; and punctuation. rink Structure Refers to schoma, the knowledge and experience thal. readers bring Lo the Lexl. - CORRECT ANSWER-Prior Knowledge A student performance that meets the criterion established in the Standards as measured by a teacher or assessment; in the Standards, often paired with independentily) to suggest a successful student performance done without scaffolding; in the Reading standards, the act of reading a text with comprehension; - CORRECT ANSWER-Proficient Tests that keep the teacher informed about the child’s progress in learning Lo 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 R-Progross Monitoring (You are moniloring progress!) A SS SS SS ac Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity. - CORRECT ANSWER-Prosody I This is a multiple-strategy instructional approach for teaching comprehension skills to students. ach sludents four strat asking quosLions abonl the toxt they are reading; Teacher: IG summarizing parts of the text: clarifying words and sentences they don't understand: and predicting what might occur next in the text. - CORRECT AN: (Keywords- Predict, Question, Clarily, Summarize) Any word in which cach IcLtcr represents ils respective, most common sound (c. -Regular Words I A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of the content of a text relative to task, purpose, and audience; compared to editing, a I larger-scale activity often associated with the overall content and structure of a text; - (Keyword: reworking) Apart of writing and preparing presentations that involves largely or wholly replacing a previous, unsatisfactory effort with a new effort, better aligned to task, purpose, and audience, on the same or a similar topic or theme: compared to revising, a larger-scale activity more akin ta replacement than refinement; - Rowriling 
