WorksheetsELED 450 Final Review
Total questions: 99
Worksheet time: 50mins
Which word describes the brain activation patterns in good and poor readers?
Similar
Different
Strong
All of the following are defining characteristics of a student with dyslexia except which one?
Poor vocabulary
Poor decoding
Poor spelling
All of the following are essential components of comprehensive reading instruction excpet which one?
Silent Reading
Phonics
Vocabulary
Which is an awareness of the parts of spoken language, such as words, syllables, onsets, rimes, and phonemes.
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Which is knowing the systematic relationship between the letter and letter combinations in written language and the individual sounds in spoken language and how to use these relationships to read and spell words.
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Which is accurately reading text at a conversational rate with appropriate expression.
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Which is knowledge of words and word meanings.
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Which is the process of extracting and constructing meaning from written text.
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
Why do reading teachers need to assess student abilities in reading and be prepared to differentiate instruction?
Teachers will have students of a wide variety of ages in a single classroom
Students come to school with a wide variety of skills, abilities, interests, and proficiency in English
Students that are a similar age typically learn the exact same things in the exact same way
Which of the following describes the difference between a phoneme and a grapheme?
A grapheme is written, and a phoneme is spoken.
A grapheme is a vowel and a phoneme is a consonant.
A grapheme is a larger unit than a phoneme.
Which consonant phonemes are continuous sounds?
/t/ and /g/
/m/ and /s/
/ch/ and /ng/
Which word as two open syllables?
heavy
music
veto
All of the syllable divisions are correct except which one?
ca - bin
ap - ple
hun - dred
Which is the onset in the word flame?
fl
/f/
-ame
A letter/sound in the English alphabet other a, e, i, o, u.
Consonant
Vowel
Phoneme
Syllable
Root Word
The letters a, e, i, o, u and their correlating sounds
Consonant
Vowel
Phoneme
Syllable
Root Word
The smallest unit of spoken language
Consonant
Vowel
Phoneme
Syllable
Root Word
A word part that contains only one vowel sound and is pronounced as a unit.
Consonant
Vowel
Phoneme
Syllable
Root Word
A single word that cannot be broken into smaller words or word parts
Consonant
Vowel
Phoneme
Syllable
Root Word
Match the common syllable types with their correct description: Closed Syllable
A syllable ending in one or more consonants and having a short vowel sound spelled with one vowel letter. (VC, CVC, CCVC, CVCC)
A syllable ending with a long-vowel sound spelled with one vowel letter.
(CV, CCV)
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the common syllable types with their correct description: Open Syllable
A syllable ending in one or more consonants and having a short vowel sound spelled with one vowel letter. (VC, CVC, CCVC, CVCC)
A syllable ending with a long-vowel sound spelled with one vowel letter.
(CV, CCV)
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the common syllable types with their correct description: r-Controlled
A syllable ending in one or more consonants and having a short vowel sound spelled with one vowel letter. (VC, CVC, CCVC, CVCC)
A syllable ending with a long-vowel sound spelled with one vowel letter.
(CV, CCV)
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the common syllable types with their correct description: Vowel-Consonant e
A syllable ending in one or more consonants and having a short vowel sound spelled with one vowel letter. (VC, CVC, CCVC, CVCC)
A syllable ending with a long-vowel sound spelled with one vowel letter.
(CV, CCV)
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the common syllable types with their correct description: Vowel Combination
A syllable with a short -vowel, long-vowel or diphthong sound spelled with a vowel combination such as ai, ea, ee, oi, or oo.
(CVVC, CCVVC, CVVCC)
A syllable ending with a long-vowel sound spelled with one vowel letter.
(CV, CCV)
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the common syllable types with their correct description: Consonant-le
A syllable with a short -vowel, long-vowel or diphthong sound spelled with a vowel combination such as ai, ea, ee, oi, or oo.
(CVVC, CCVVC, CVVCC)
A final, separate syllable containing a consonant followed by the letters le.
A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The combination is one welded sound that cannot be segmented.
A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e.
(VCe, CVCe, CCVCe)
Match the phonic element with is correct description: Consonant Blends
Two consonants that appear together in a word, with each retaining its sound when blended. (Examples: fl, gr, sp)
Two consonants letters that together stand for a single sound. (Examples: sh, th, wh)
When two consonant letters that appear together in a word may represent the sound of only one of them. The other consonant is "silent". (Examples: gn, kn, wr)
A spelling pattern in which the e at the end of the word will make the first vowel say the long sound (Examples: bike, take, pine)
Match the phonic element with is correct description: Consonant Digraphs
Two consonants that appear together in a word, with each retaining its sound when blended. (Examples: fl, gr, sp)
Two consonants letters that together stand for a single sound. (Examples: sh, th, wh)
When two consonant letters that appear together in a word may represent the sound of only one of them. The other consonant is "silent". (Examples: gn, kn, wr)
A spelling pattern in which the e at the end of the word will make the first vowel say the long sound (Examples: bike, take, pine)
Match the phonic element with is correct description: Silent Consonants
Two consonants that appear together in a word, with each retaining its sound when blended. (Examples: fl, gr, sp)
Two consonants letters that together stand for a single sound. (Examples: sh, th, wh)
When two consonant letters that appear together in a word may represent the sound of only one of them. The other consonant is "silent". (Examples: gn, kn, wr)
A spelling pattern in which the e at the end of the word will make the first vowel say the long sound (Examples: bike, take, pine)
Match the phonic element with is correct description: Long Vowel with Silent e
Two consonants that appear together in a word, with each retaining its sound when blended. (Examples: fl, gr, sp)
Two consonants letters that together stand for a single sound. (Examples: sh, th, wh)
When two consonant letters that appear together in a word may represent the sound of only one of them. The other consonant is "silent". (Examples: gn, kn, wr)
A spelling pattern in which the e at the end of the word will make the first vowel say the long sound (Examples: bike, take, pine)
Match the phonic element with is correct description: Schwa
The rule that the letter r affects the sound of the vowel(s) that precedes it.
Also known as vowel pairs. These pairs make one sound. (Example: ai in bait, ie in pie)
Sounds that are not commonly classified as long or short vowels. (Examples: aw, au)
A blend of vowel sounds in one syllable. (Examples: oi in boil, oy in toy, ou in cloud)
The vowel sound sometimes heard in an unstressed syllable.
Match the phonic element with is correct description: Diphthongs
The rule that the letter r affects the sound of the vowel(s) that precedes it.
Also known as vowel pairs. These pairs make one sound. (Example: ai in bait, ie in pie)
Sounds that are not commonly classified as long or short vowels. (Examples: aw, au)
A blend of vowel sounds in one syllable. (Examples: oi in boil, oy in toy, ou in cloud)
The vowel sound sometimes heard in an unstressed syllable.
Match the phonic element with is correct description: Varient Vowel Digraphs
The rule that the letter r affects the sound of the vowel(s) that precedes it.
Also known as vowel pairs. These pairs make one sound. (Example: ai in bait, ie in pie)
Sounds that are not commonly classified as long or short vowels. (Examples: aw, au)
A blend of vowel sounds in one syllable. (Examples: oi in boil, oy in toy, ou in cloud)
The vowel sound sometimes heard in an unstressed syllable.
Match the phonic element with is correct description: Vowel Digraphs
The rule that the letter r affects the sound of the vowel(s) that precedes it.
Also known as vowel pairs. These pairs make one sound. (Example: ai in bait, ie in pie)
Sounds that are not commonly classified as long or short vowels. (Examples: aw, au)
A blend of vowel sounds in one syllable. (Examples: oi in boil, oy in toy, ou in cloud)
The vowel sound sometimes heard in an unstressed syllable.
Match the phonic element with is correct description: r-Controlled Vowels
The rule that the letter r affects the sound of the vowel(s) that precedes it.
Also known as vowel pairs. These pairs make one sound. (Example: ai in bait, ie in pie)
Sounds that are not commonly classified as long or short vowels. (Examples: aw, au)
A blend of vowel sounds in one syllable. (Examples: oi in boil, oy in toy, ou in cloud)
The vowel sound sometimes heard in an unstressed syllable.
Match the term with its correct definition: Continuous Sounds
Sounds that can be produced for several seconds without distortion.
(Examples: /f/, /l/, /m/)
Sounds that can be produced for only an instant (/b/, /d/, /g/ /p/)
The meaningful parts of words. They may be a whole word like run, or part of a word like the -ing at the end of running.
The part of a syllable that comes before the vowel.
In a syllable, the vowel and everything after it.
Match the term with its correct definition: morpheme
Sounds that can be produced for several seconds without distortion.
(Examples: /f/, /l/, /m/)
Sounds that can be produced for only an instant (/b/, /d/, /g/ /p/)
The meaningful parts of words. They may be a whole word like run, or part of a word like the -ing at the end of running.
The part of a syllable that comes before the vowel.
In a syllable, the vowel and everything after it.
Match the term with its correct definition: onset
Sounds that can be produced for several seconds without distortion.
(Examples: /f/, /l/, /m/)
Sounds that can be produced for only an instant (/b/, /d/, /g/ /p/)
The meaningful parts of words. They may be a whole word like run, or part of a word like the -ing at the end of running.
The part of a syllable that comes before the vowel.
In a syllable, the vowel and everything after it.
Match the term with its correct definition: rime
Sounds that can be produced for several seconds without distortion.
(Examples: /f/, /l/, /m/)
Sounds that can be produced for only an instant (/b/, /d/, /g/ /p/)
The meaningful parts of words. They may be a whole word like run, or part of a word like the -ing at the end of running.
The part of a syllable that comes before the vowel.
In a syllable, the vowel and everything after it.
Which of the three early literacy domains form the foundation of literacy learning?
Comprehension, alphabet knowledge, and print awareness
Print awareness, letter knowledge, and phonological awareness
Letter knowledge, phonemic awareness and fluency
What is print awareness?
Understanding of environmental print
Understanding of how print maps to sound
Understanding the forms and functions of printed language
When a teacher opens a storybook and asks, "Can you tell me how many words are in the sentence?" what print awareness skill is the teacher assessing?
Sentences are made of separate words
Printed words are made of letters
Sentences start with capital letters and end with periods
Which phonologically and visually similar letters are early readers likely to confuse?
P and B
J and K
M and S
Which statement describes children's learning of letter names and sounds?
Children don't have difficulty learning a letter's sound when the sound is not in the letters name at all.
Children can more easily identify a letter's sound when the sound occurs at the beginning of the letter's name.
Children can more easily learn a short-vowel sound if they know the vowel's letter name.
Which of these is an example of a phonological awareness skill?
Tapping one time for each word you hear in a sentence.
Matching uppercase letters to lowercase letters.
Reading a storybook with appropriate expression.
Which is the lowest developmental level of phonological awareness?
Syllable level
Onset-rime level
Word level
In the phoneme level of phonological awareness, which prompt is most difficult?
"Say the word van. Now change /n/ to /t/"
How many sounds are in the word van?
"What is the first sound in the word van?
What is the most critical phonological awareness skill?
blending and phoneme segmentation
syllable segmentation and rhyme generation
sentence segmentation and phoneme isolation
Which of the following accurately describes an Elkonin Card?
A card with a picture of Elkonin and boxes to write the letters of his name
A card with a picture and boxes that represent each phoneme in the picture name
A card with a picture and boxes that represent each letter in the picture name
Which is the most accurate definition of decoding?
the ability to chunk letters within words
the ability to convert a word from print to speech
the ability to detect phonemes in spoken words
What is one of the hallmarks of systematic phonics instruction?
The teacher directly explains and models what students should do
Learning is student directed and driven by student interest
Instruction is designed to build students' inferential thinking skills
All of the following statements about effective phonics instruction are true except which one?
Phonics instruction incorporates phonemic awareness
Phonics instruction provides practice in reading words in decodable text
Phonics is the dominant component of a comprehensive reading program
In regular words, such as mat or dog, each letter represents its most common sound. About what percentage of one-syllable words are completely regular?
95%
50%
10%
What is the primary purpose of a decodable text?
To introduce high-frequency words
To build students' oral vocabulary
To practice or apply phonics skills that have been taught
Which are examples of CVC words beginning with a stop sound?
came and gate
dig and pat
fan and sun
Which are examples of CVC words beginning with a stop sound?
came and gate
dig and pat
fan and sun
What is an irregular word?
A regular word that acts as a function word in a compound sentence
A word that contains one or more sound/spellings that a student doesn't know
A wholly decodable, high-frequency word that has to be memorized
All of the following are high-frequency irregular words except which one?
were
will
who
Which irregular word is likely to be the most difficult to learn?
fuel
off
though
What is the recommended guideline for teaching irregular words?
introduce high-frequency words after low-frequency words
provide a daily cumulative review of previously taught words
introduce new words after reading connected text
Which word has two closed syllables?
thirsty
raining
pumpkin
Which of these statements about syllable division is true?
The syllable breaks in dictionaries show how to pronounce words
Inflectional endings often form separate syllables
Syllables tend to break between the letters in a digraph or diphthong.
Which multisyllabic word contains a vowel combination syllable type?
provide
thirsty
poison
All of the following are instructional methods for developing reading fluency except which one?
Repeated oral reading
ORF digital graphing
Assisted Reading
All of the following are criteria for selecting the right text for fluency practice except which one?
Making sure a passage is difficult for the reader
Choosing a passage with an interesting topic
Using a passage that is less than 200 words in length
Which level of text difficulty is described as "challenging but manageable" for the reader?
Independent level
Instructional level
Frustration level
Match the fluency related term with its correct definition: Accuracy
The ability to recognize or decode words correctly
How quickly and accurately a reader reads connected text
The tonal and rhythmic aspects of spoken language
he accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Reading Rate
The ability to recognize or decode words correctly
How quickly and accurately a reader reads connected text
The tonal and rhythmic aspects of spoken language
he accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Prosody
The ability to recognize or decode words correctly
How quickly and accurately a reader reads connected text
The tonal and rhythmic aspects of spoken language
he accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Fluency
The ability to recognize or decode words correctly
How quickly and accurately a reader reads connected text
The tonal and rhythmic aspects of spoken language
The accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Independent Silent Reading
When a child independently reads a book of their choosing that is at their independent reading level for an extended amount of time.
When a teacher, peer, or audio tool provides a model of fluent reading for a student listen to and read along with.
When a child reads an appropriately leveled text multiple (3-4) times until a desired level of fluency is obtained.
The accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Assisted Reading
When a child independently reads a book of their choosing that is at their independent reading level for an extended amount of time.
When a teacher, peer, or audio tool provides a model of fluent reading for a student listen to and read along with.
When a child reads an appropriately leveled text multiple (3-4) times until a desired level of fluency is obtained.
The accurate reading of connected text at a conversational rate with appropriate prosody
Match the fluency related term with its correct definition: Repeated Oral Reading
When a child independently reads a book of their choosing that is at their independent reading level for an extended amount of time.
When a teacher, peer, or audio tool provides a model of fluent reading for a student listen to and read along with.
When a child reads an appropriately leveled text multiple (3-4) times until a desired level of fluency is obtained.
The accurate reading of connected text at a conversational rate with appropriate prosody
Which is a description of receptive vocabulary?
words we understand when heard or read
words we use when we talk or write
words we use daily
Which statement describes the relationship between vocabulary knowledge and word recognition?
If a word is part of a reader's oral vocabulary, the reader can more easily decode and understand it.
Each time a student sounds out a word, it is easer to remember what it means
A student cannot decode a word if its meaning is unknown.
All of the following are primary goals of specific word instruction except for which one?
Recall instructed words well enough to use them when speaking and in writing
Use instructed words in understanding a text containing those words.
Find each instructed word in the dictionary, and use it in a sentence.
In the three-tier system for selecting vocabulary words to teach, which word tier is best suited for explicit instruction?
Tier 1
Tier 2
Tier 3
All of the following are research-based methods for introducing specific vocabulary words except which one?
Providing dictionary definitions of words
Providing short, playful opportunities for word engagement
Providing student-friendly explanations of the words.
Which statement describes the purpose of independent word-learning strategies?
There are many more words to learn that can be directly taught
Contextualized words are harder to teach
During independent reading, new words are more easily learned
Which is a term that describes "using word-part clues to figure out a words meaning"?
Phonemic analysis
Morphemic analysis
Contextual analysis
Which is a general characteristic of word consciousness?
A student's ability to define academic words
A student's skill in sorting words into categories
A student's interest in and awareness of words.
All of the following strategies can be used for improving students' word consciousness except which one?
Playing new word games with students
Creating a word-rich classroom environment
Using only basic vocabulary in classroom conversation
What is connotation?
The feeling a word evokes
The literal meaning of a word
The dictionary definition of a word
What do smilies, metaphors, and idioms have in common?
They are all synonyms
They are all figures of speech
They are all palindromes
What are the three basic elements of reading comprehension?
The motivation, the meaning, the key ideas
The reader, the text, the activity
The connection, the context, the prediction
Which is a strategy that good readers use before reading?
Predicting
Connecting to the world
Summarizing
Which is an example of monitoring comprehension?
Retelling story events in a sequence
Knowing when you don't understand the text
Previewing a story by skimming pages
Which of these are components of a story plot?
Problem, events, resolution
Setting, character, theme
Motivation, protagonist, moral
How might teachers use Bloom's Revised Taxonomy?
To help them construct mental images for students
To help them classify levels of reading comprehension?
To guide them in developing text-based questions
Which of these is a question about the theme of a story?
What lesson does the main character learn?
What is the problem the character faces?
How does the story turn out?
What is the purpose of a teacher think-aloud?
To provide feedback about student's purpose for reading
To use prompts that increase cognitive demand
To model self-monitoring and fix-up strategies
Which phrase best describes dialogic reading?
A strategy for reading aloud dialogue
An interactive read-aloud method
An independent reading approach
Match the Webb's Depth of Knowledge Level with a sample question or activity that is at that level:
Level 1: Recall and Reproduction
List 3 characters in the story
Predict what you think will happen in the next chapter
What is the theme of the story. Cite evidence to support your answer.
After finishing the story, think about what might have happened if the characters had made different choices and write an alternate ending in your notebook.
Match the Webb's Depth of Knowledge Level with a sample question or activity that is at that level:
Level 4: Extended Thinking
List 3 characters in the story
Predict what you think will happen in the next chapter
What is the theme of the story. Cite evidence to support your answer.
After finishing the story, think about what might have happened if the characters had made different choices and write an alternate ending in your notebook.
Match the Webb's Depth of Knowledge Level with a sample question or activity that is at that level:
Level 2: Skills and Concepts
List 3 characters in the story
Predict what you think will happen in the next chapter
What is the theme of the story. Cite evidence to support your answer.
After finishing the story, think about what might have happened if the characters had made different choices and write an alternate ending in your notebook.
Match the Webb's Depth of Knowledge Level with a sample question or activity that is at that level:
Level 3: Strategic Thinking and Reasoning
List 3 characters in the story
Predict what you think will happen in the next chapter
What is the theme of the story. Cite evidence to support your answer.
After finishing the story, think about what might have happened if the characters had made different choices and write an alternate ending in your notebook.
All of the following are accurate statements about informational text except for which one?
Examples of informational text include user guides, websites, and textbooks.
Primary-grade students need increased instructional time with informational text.
Informational text tends to be less abstract than stories and plays.
Which of these is an example of informational text structure?
Time order
Trouble-answer
Think and search
Coherence is a feature of considerate text. Which of these are examples of coherence?
Smooth transitions between topics and explicitly stated main ideas
Use of chapter titles, headings, and summaries of important ideas
Age-appropriate language and limited conceptual density
Which is a characteristic of engaged readers?
They consistently use only one comprehension strategy.
They are popular with all their classmates.
They are motivated to gain knowledge.
