QUIZ 7 Chapter 6 "Learning to Spell"

Students who following alphabetic principles, apply and demonstrate knowledge of consonant sounds, short vowel sounds, and consonant blends and digraphs are most likely in which stage of spelling development?

• Stage 1: Emergent

• Stage 2: Letter-Name Alphabetic Spelling

• Stage 3: Within-Word Pattern Spelling

• Stage 4: Syllables and Affixes Spelling

• Stage 5: Derivational Relations Spelling

Students that inflect endings and demonstrate knowledge of compound words, syllabication, affixes, and homophones are most likely in which stage of spelling development?

• Stage 1: Emergent

• Stage 2: Letter-Name Alphabetic Speling

• Stage 3: Within-Word Pattern Spelling

• Stage 4: Syllables and Affixes Spelling

• Stage 5: Derivational Relations Spelling

Students who demonstrate knowing the difference between drawing and writing and how to make letters with some letter-sound matches are most likely in what stage of spelling development?

• Stage 1: Emergent

• Stage 2: Letter-Name Alphabetic Spelling

• Stage 3: Within-Word Pattern Spelling

• Stage 4: Syllables and Affixes Spelling

• Stage 5: Derivational Relations Spelling

Students who recognize long-vowel spelling patterns, r-controlled vowels, more complex consonant patterns, diphthongs, and other less common vowel patterns are most likely in which stage of spelling development?

• Stage 1: Emergent

• Stage 2: Letter Name-Alphabetic Spelling

• Stage 3: Within-Word Pattern Spelling

• Stage 4: Syllables and Affixes Spelling

• Stage 5: Derivational Relations Spelling

Students who understand consonant and vowel alternations and recognize Greek and Latin root words, affixes, and etymologies are most likely in which stage of spelling development?

• Stage 1: Emergent

• Stage 2: Letter-Name Alphabetic Spelling

• Stage 3: Within-Word Pattern Spelling

• Stage 4: Syllables and Affixes Spelling

• Stage 5: Derivational Relations Spelling

There are 4 components of spelling instruction. Match each description to the correct component listed below.

• Teaching High-Frequency Words

• Visualizing the shape of words and configuration of letters, recognizing when a word does not look like it is written correctly, proofreading and editing

• Spelling Strategies

• Segmenting, sound it out, using familiar words to help spell new words, and applying affixes to root words, proofreading, using dictionaries

• Daily Reading and Writing Opportunities

• Explicit spelling instruction that is developmentally appropriate and tailored to students' needs

• Differentiated Spelling Instruction

• Words that need to be spelled automatically and typically do not follow phonetic rules: are, the me, said, can to, was like, and you

When teachers plan developmentally appropriate instruction using their knowledge about students' current stage of spelling development that incorporates the MLS, teachers are using the ​ ​ (a)   of the instruction-assessment cycle.

• STEP 1: PLANNING
• STEP 2: MONITORING
• STEP 3: EVALUATING
• STEP 4: REFLECTING

When teachers use their evaluation of students' learning to judge the effectiveness of their instruction and decide how to adjust, teachers are using the ​ (a)   stage of the instruction-assessment cycle.

• STEP 4: REFLECTING
• STEP 1: PLANNING
• STEP 2: MONITORING
• STE
• STEP
• STEP 3: EVALUATING

When teachers use observations to determine which spelling concepts, patterns, or rules students are misapplying, they are using the ​ (a)   component of the instruction-assessment cycle.

• STEP 2: MONITORING
• STEP 1: PLANNING
• STEP 3: EVALUATING
• STEP 4: REFLECTING

When teachers administers weekly spelling tests, they are using the ​ (a)   component of the instruction-assessment cycle.

• STEP 3: EVALUATING
• STEP 1: PLANNING
• STEP 2: MONITORING
• STEP 4: REFLECTING