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KPEERI Exam Study Guide 2023/272 Questions & Answers/A+ Graded
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KPEERI Exam Study Guide 2023/272Questions & Answers/A+ Graded
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, restatements, examples,
or descriptions in the text. - -context clues
-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: easier skills are introduced before
more difficult skills, so that skills build progressively. - -Coordinated
Instructional Sequences
-A prefix or suffix added to a root or base to form another word (e.g., -un in
unhappy , -ness in likeness). - -Derivational affix
-Planned instruction to pre-teach new, important, and difficult words to
ensure the quantity and quality of exposures to words that students will
encounter in their reading. - -Direct Vocabulary Instruction
-Strategies that help students engage the meanings of a text (e.g., asking
questions at critical junctures; modeling the thought process used to make
inferences; constructing mental imagery). - -During Reading Comprehension
Strategies
-A language-based disability that affects both oral and written language. It
may also be referred to as reading disability, reading difference, or reading
disorder. - -Dyslexia
-A part of writing and preparing presentations concerned chiefly with
improving the clarity, organization, concision, and correctness of expression
relative to task, purpose, and audience; compared to revising, a smaller-
scale activity often associated with surface aspects of a text. - -Editing
-The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing. - -Emergent Literacy
-The ability to translate language into print (writing) is ____________. - -
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
, -Reports factual information (also referred to as informational text) and the
relationships among ideas. This type of text tends to be more difficult for
students than narrative text because of the density of long, difficult, and
unknown words or word parts. - -Expository text
(Remember, Expository is writing that seeks to EXplain and Inform)
-Language that departs from its literal meaning (e.g., The snow sparkled like
diamonds; That child is a handful.). - -Figurative meanings
-What are the 5 components of Reading? - -Phonemic awareness, phonics,
fluency, vocabulary, and comprehension.
-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. - -Formal
Assessments
(Remember, Formal means having a conventionally recognized form,
structure, or set of rules- standardized)
-The level at which a reader reads at less than a 90% accuracy - -
Frustrational Reading Level
-Vocabulary common to written texts but not commonly a part of speech; in
the Standards, these words and phrases are analogous to Tier Two words
and phrases are typically this... - -General academic words and phrases
(Remember, Tier 2 isn't necessarily common in every day language Ex.
analyze, restrict, formulate.)
-The ability to use a learned skill in novel situations. - -Generalization
-A letter or letter combination that spells a single phoneme. In English, this
may be one, two, three, or four letters, such as e, ei, igh, or eigh. - -
grapheme
(Etymology Online- graph= "letter, symbol" + eme ="unit of language
structure.")
-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. - -Graphic Organizers
,-The relationship between letters and phonemes. - -Graphophonemic
(Examples would include Recognizing alphabetic sequence while singing the
alphabet song, naming letters as well as matching upper and lowercase
letters).
-Instructional support including immediate corrective feedback as students
read orally. - -Guided Oral Reading
-Students practice newly learned skills with the teacher providing prompts
and feedback. - -Guided Practice
-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). - -High Frequency Irregular Words
(These are "red words" or "heart words")
-A small group of words (300-500) that account for a large percentage of the
words in print and can be regular or irregular words (i.e., Dolch or Fry).
Often, they are referred to as "sight words" since automatic recognition of
these words is required for fluent reading. - -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). - -Homograph
-same spelling, different meaning and may have a different pronunciation
"When the teacher WRITES with a pencil, she needs LEAD to LEAD
instruction"
Lead= graphite
Lead=guide
-The sewer dropped her needle in the sewer. - -Homograph
-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/.) - -Phoneme
Categorization
-He taped a dollar bill to the bill of his cap. - -Homonym
-Words that sound the have same name -same pronunciation and spelling -
-Homonym
, -I want to go to the movies too. - -Homophone
-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.) - -Phoneme Identity
-Same sound, diff spelling (ate, eight) - -Homophone
-In this activity, children break a word into its separate sounds, saying each
sound as they tap out or count it. (Teacher: How many sounds are in grab?
Children: /g/ /r/ /a/ /b/. Four sounds.) - -Phoneme Segmentation
-When an error occurs, the teacher immediately attends to it by scaffolding
instruction (i.e., gradual release of responsibility). - -Immediate Corrective
Feedback
-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. - -Immediate Intensive Intervention
-The level at which a reader can read text with 95% accuracy (i.e., no more
than one error per 20 words read). - -Independent Reading Level
(Remember 95%)
-The reading range that spans instructional and independent reading levels
or level of text that a student can read with 90% to 95% or above accuracy. -
-Independent-instructional reading level range
(Remember 90%-95%)
-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. - -Indirect Vocabulary Learning
-This describes the special education and related services specifically
designed to meet the unique educational needs of a student with a disability.
- -Individualized Education Program
-Does not follow prescribed rules for administration and scoring and has not
undergone technical scrutiny for reliability and validity. Teacher-made tests,
end-of-unit tests, and running records are all examples of This. - -Informal
Assessments
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Exam (elaborations) ·
KPEERI Exam 2023 With Questions and Answers
