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KPEERI Exam Study Guide questions and answers
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KPEERI Exam Study Guide questions and answers
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KPEERI Exam Study Guide questionsand answers
A \word \part \that \contains \a \vowel \or, \in \spoken \language, \a \vowel \sound \- \ANSWERS✔✔ \syllable
Two \or \more \consecutive \consonants \which \retain \their \individual \sounds \- \ANSWERS✔✔ \consonant \
blend
Two \consecutive \consonants \that \represent \one \phoneme, \or \sound \- \ANSWERS✔✔ \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, \restatements, \examples, \or \
descriptions \in \the \text. \- \ANSWERS✔✔ \context \clues
Sounds \that \can \be \held \for \several \seconds \without \distortion \- \ANSWERS✔✔ \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: \easier \skills \are \
introduced \before \more \difficult \skills, \so \that \skills \build \progressively. \- \ANSWERS✔✔ \Coordinated \
Instructional \Sequences
Instruction \that \builds \upon \previously \learned \concepts. \- \ANSWERS✔✔ \Cumulative \Instruction
Text \in \which \a \high \proportion \of \words \comprise \sound-symbol \relationships \that \have \already \been \
taught. \- \ANSWERS✔✔ \Decodable \Text
These \words \contain \phonic \elements \that \were \previously \taught. \- \ANSWERS✔✔ \Decodable \Words
,A \prefix \or \suffix \added \to \a \root \or \base \to \form \another \word \(e.g., \-un \in \unhappy \, \-ness \in \
likeness). \- \ANSWERS✔✔ \Derivational \affix
The \matching \instruction \that \can \meet \the \different \needs \of \learners \in \a \given \classroom. \- \
ANSWERS✔✔ \Differentiated \Instruction
(Keyword: \different)
A \group \of \two \consecutive \letters \whose \phonetic \value \is \a \single \sound \(e.g., \/ea/ \in \bread; \/ch/ \in \
chat; \/ng/ \in \sing) \- \ANSWERS✔✔ \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, \and \oi. \- \ANSWERS✔✔ \Dipthong
(Remember \the \sentence, \"wOW, \yOU \look \good \in \that \thong \(diphthong)! \:)
The \teacher \defines \and \teaches \a \concept, \guides \students \through \its \application, \and \arranges \for \
extended \guided \practice \until \mastery \is \achieved. \- \ANSWERS✔✔ \Direct \Instruction
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. \- \ANSWERS✔✔ \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). \- \ANSWERS✔✔ \
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. \- \ANSWERS✔✔ \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. \- \
ANSWERS✔✔ \Editing
A \framework \used \during \phonemic \awareness \instruction. \These \are \sometimes \referred \to \as \Sound \
Boxes. \When \working \with \words, \the \teacher \can \draw \one \box \per \sound \for \a \target \word. \
Students \push \a \marker \into \one \box \as \they \segment \each \sound \in \the \word. \- \ANSWERS✔✔ \
Elkonin \Boxes
The \skills, \knowledge, \and \attitudes \that \are \developmental \precursors \to \conventional \forms \of \
reading \and \writing. \- \ANSWERS✔✔ \Emergent \Literacy
The \ability \to \translate \language \into \print \(writing) \is \____________. \- \ANSWERS✔✔ \Encoding
(Remember \prefix \en- \means \"put \into", \you \are \putting \sounds \into \print).
Students \whose \first \language \is \not \English \and \who \are \in \the \process \of \learning \English. \- \
ANSWERS✔✔ \English \Language \Learner
The \origin \of \a \word \and \the \historical \development \of \its \meaning \is \called \________________. \- \
ANSWERS✔✔ \Etymology
This \type \of \instruction \is \step-by-step, \and \the \actions \of \the \teacher \are \clear, \specific, \direct, \and \
related \to \the \learning \objective. \- \ANSWERS✔✔ \Explicit \Instruction
(Remember, \explicit \means \something \is \"expressed \clearly")
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. \- \ANSWERS✔✔ \Expository \text
(Remember, \Expository \is \writing \that \seeks \to \EXplain \and \Inform)
, Language \that \is \spoken. \- \ANSWERS✔✔ \Expressive \Language
Language \that \departs \from \its \literal \meaning \(e.g., \The \snow \sparkled \like \diamonds; \That \child \is \a \
handful.). \- \ANSWERS✔✔ \Figurative \meanings
What \are \the \5 \components \of \Reading? \- \ANSWERS✔✔ \Phonemic \awareness, \phonics, \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. \- \
ANSWERS✔✔ \Flexible \grouping
Words \of \one \syllable, \ending \in \"f", \"l", \"z" \or \"s" \- \after \one \vowel \is \called \the \______________ \
______________. \- \ANSWERS✔✔ \Floss/ \SAMMY \Rule
The \ability \to \read \a \text \accurately, \quickly, \and \with \proper \expression \and \comprehension. \- \
ANSWERS✔✔ \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. \- \ANSWERS✔✔ \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 \- \ANSWERS✔✔ \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... \- \ANSWERS✔✔ \
General \academic \words \and \phrases
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