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WorksheetsUnit 4 Review
Total questions: 55
Worksheet time: 2hrs 50mins
Direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading.
(Unit 4, Session 1)
true
false
Many common English words combine simple Anglo-Saxon words with Greek-derived forms.
(Unit 4, Session 1)
true
false
Proficient word reading requires using the mental process called:
(Unit 4, Session 1)
phonological processing.
allophonic variation.
orthographic mapping.
phonological working memory.
New scientific terms—in the physical sciences, for example—are most likely to be coined from which language?
(Unit 4, Session 1)
Anglo-Saxon
Latin
Greek
French
Which sound-symbol correspondences are common in words of Anglo-Saxon origin? Select all that apply.
(Unit 4, Session 1)
use of kn for the /n/ sound
use of ch for the /k/ sound
use of ph for the /f/ sound
use of silent e
It is acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities.
(Unit 4, Session 2)
true
false
In English, some letters of the alphabet never end a word.
(Unit 4, Session 2)
true
false
Words in which the letter y stands for the short i sound (e.g., rhythm, polyp) are usually from which language?
(Unit 4, Session 2)
Greek
Anglo-Saxon
French
Latin
The tch spelling of the /ch/ sound is usually used in which circumstance?
(Unit 4, Session 2)
when /ch/ is the final sound in a one-syllable word
when the /ch/ sound follows a vowel-r combination
when the /ch/ sound follows an accented short vowel
when /ch/ occurs in the middle of a multisyllabic word
Which set of words does not follow the usual rules for pronunciation of c and g?
(Unit 4, Session 2)
cyberspace, gel, fleece
Egypt, gerrymander, penicillin
cereal, perceive, gist
gills, cello, get
Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself.
(Unit 4, Session 3)
true
false
Consonant-le (Cle) syllables can occur anywhere within a word and be stressed or unstressed.
(Unit 4, Session 3)
true
false
In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? Select all that apply.
the /ā/ sound in stain, sail, away, and payment
the /ē/ sound in heed, reap, fee, and teacup
the /ō/ sound in float, row, window, and toadstool
the /oi/ sound in coin, ploy, android, and destroy
If a student reads aloud a multisyllabic word but it doesn’t sound right, what strategy should be applied? Select all that apply.
(Unit 4, Session 3)
dividing the syllables a different way
reviewing familiar affixes and identifying them in the word
flexing the vowel sound(s)
looking up the word in a dictionary
Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, and station?
(Unit 4, Session 3)
a closed syllable with a short vowel
an open syllable with a long vowel
a vowel team syllable
an odd syllable with a schwa
Students should learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less.
(Unit 4, Session 4)
true
false
Adding a derivational suffix to a word often changes the part of speech.
(Unit 4, Session 4)
true
false
The noun plural is pronounced as a whole syllable, /əs/, when it follows which type of phoneme? Select all that apply.
(Unit 4, Session 4)
nasals
some fricatives
glides
affricates
Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes?
(Unit 4, Session 4)
si – lent
un – read – a – ble
hap – pi – ness
care – ful – ly
For which of these verbs would you need to change y to i before adding the suffix -ed? Select all that apply.
(Unit 4, Session 4)
delay
defy
deploy
deny
Understanding the syllable structure or morphological structure of a word can make it easier to spell.
(Unit 4, Session 5)
true
false
Reading and spelling should be taught as separate strands within a reading program starting in fourth grade.
(Unit 4, Session 5)
true
false
About how many irregular spelling words should be introduced per week as part of spelling instruction?
(Unit 4, Session 5)
1-2
3-5
5-8
8-10
Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply.
(Unit 4, Session 5)
a student’s ability to spell specific types of letter-sound correspondences (e.g., consonant blends)
how quickly a student can write a word while spelling it correctly
a student’s ability to spell whole words
how many high-frequency, irregular words a student can spell correctly
Which spelling concept is usually taught in third grade?
(Unit 4, Session 5)
initial and final consonant blends (e.g., gr-, -nt)
multisyllabic base words
VCe patterns (a_e, i_e, o_e, u_e, e_e)
inflectional suffixes -s and -ing
Developing automaticity in word recognition can lead to improved reading comprehension.
(Unit 4, Session 6)
true
false
Students in the highest fluency percentile for their grade level are much better readers overall than their peers with average fluency.
(Unit 4, Session 6)
true
false
Which of the following techniques specifically targets automaticity as a fluency subskill?
(Unit 4, Session 6)
simultaneous oral reading
repeated readings
speed drills
oral reading with a partner
Which of the following techniques specifically targets reading prosody as a fluency subskill?
(Unit 4, Session 6)
speed drills
repeated readings
oral reading with a partner
phrase-cued oral reading
How much gain in fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week?
(Unit 4, Session 6)
about 5 percent
about 10 percent
about 15 percent
about 20 percent
When a student develops reading problems early on, it is usually appropriate to look for weaknesses in word recognition.
(Unit 4, Session 7)
true
false
Students with weak word-recognition skills may compensate somewhat by relying on background knowledge and vocabulary.
(Unit 4, Session 7)
true
false
If initial data show a student is not performing at grade level, the next step is to closely examine which data source?
(Unit 4, Session 7)
ORF performance (accuracy and WCPM)
results from decoding and word-reading survey
student spelling errors
PAST results
If a student’s general performance is not at level, but the ORF measures show accuracy, then what are appropriate next steps? Select all that apply.
(Unit 4, Session 7)
Check the fluency of prerequisite skills.
Provide Tier 1 and enrichment instruction.
Focus on teaching basic phonological and phonemic skills.
Focus on fluency-building activities at the word, phrase, and text levels.
Which of the following is generally not considered when assessing whether a student’s performance is at level?
(Unit 4, Session 7)
state assessments
reading and spelling screeners
reading levels of leveled text
teacher reports
The “formula” for how much time to allocate to word work varies by grade level; teachers should never deviate from the established formula for the grade they teach.
true
false
Most students can easily adapt if they need to switch between one program used for core instruction and another used for intervention.
(Unit 4, Session 8)
true
false
Approximately how much time should be spent on code-based or word work activities in first-grade language arts?
(Unit 4, Session 8)
10–20 percent
30–40 percent
at least 60 percent
80–90 percent
Mrs. Montoya follows a routine for teaching a new letter to her kindergarteners: name it, say its sound(s), skywrite it, and discuss words that start with it. Which word best describes this practice?
(Unit 4, Session 8)
explicit
systematic
sequential
linguistic
Which is the best example of instruction that is sequential?
(Unit 4, Session 8)
teaching how a word’s spelling is based in its language of origin
teaching class procedures for partner reading and independent reading
directly teaching the sound-spelling patterns for hard and soft c and g, and explaining that the soft g pattern has more exceptions
teaching the concept of vowel teams, then teaching these long a vowel teams in order: ai, ay, ei, eigh
Based on the grapheme representing /sh/, which word is probably from French?
(Unit 4 Assessment)
machine
sugar
wash
mission
Which of the following words is most probably from the Anglo-Saxon layer of English?
(Unit 4 Assessment)
chorus
playground
section
unique
Because of arbitrary and historical conventions governing English orthography, some letters can never be used to end a word. Which word can be explained by that principle?
(Unit 4 Assessment)
long
sill
have
yuck
In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in the word flight, how many boxes (phonemes) would they need?
(Unit 4 Assessment)
1
2
3
4
In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in the word badge, how many boxes (phonemes) would they need?
(Unit 4 Assessment)
2
3
4
5
In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in the word timing, how many boxes (phonemes) would they need?
(Unit 4 Assessment)
2
3
4
5
If you were teaching the soft c for reading and spelling, which words could be used as examples?
(Unit 4 Assessment)
circus, cycle, center
clock, coat, camp
cheek, cherry, chicken
picnic, panic, backpack
Which of the following two-syllable words contains an open syllable followed by a closed syllable?
(Unit 4 Assessment)
comet
secret
happy
cowboy
Which of the following two-syllable words contains a vowel team syllable followed by a syllable with a vowel-r pattern?
(Unit 4 Assessment)
cheery
girlfriend
power
condor
If a third-grade student writes, “My new puppy is very plafull,” what does his misspelling of the word playful most likely indicate?
(Unit 4 Assessment)
He has not identified the phonemes in the word.
He needs a good review of basic letter-sound correspondences.
He needs to learn to think about the morphemes, or meaningful parts, in longer words.
He needs more review of open and closed syllable combinations.
Which word might be found in a lesson on adverb (adverbial) suffixes?
(Unit 4 Assessment)
happy
happiness
happier
happily
What is the best explanation for the spelling of smiled during a lesson on rules for adding suffixes to base words?
(Unit 4 Assessment)
Words ending in silent e drop the e when a vowel suffix is added.
When adding -ed to a word ending in silent e, just add d.
Since two e’s can’t go together, drop one when adding -ed.
There is no principle or rule to explain this; every word must be learned separately.
What is the best definition for oral reading fluency?
(Unit 4 Assessment)
reading that is above the 60th percentile in words correct per minute
reading with accuracy, expression, and sufficient speed to support comprehension
reading with at least 90 percent comprehension and 95 percent accuracy, regardless of the rate
close reading intended to extract main ideas and details
What is the most critical step in the process of teaching students to recognize printed words automatically, with little effort?
(Unit 4 Assessment)
Collect unknown words, outline them, and post on a word wall.
Emphasize the importance of context cues from the outset.
Make sure each student has a partner to practice sight word reading on cards.
Ensure that students can apply their knowledge of phonics patterns to unknown words.
At what point in a student’s reading development do you no longer need to spend any instructional time on systematic, explicit instruction in phonology, phonics, and syllabification?
(Unit 4 Assessment)
when students can tell you a sound for each letter in the alphabet
when students can rapidly and accurately read a wide variety of multisyllabic words both in isolation and in a text
when students, after several rereadings, can read a passage and understand it
when students can express themselves with phonetic spelling
