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KPEERI Exam Study Guide questions with correct answers
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KPEERI Exam Study Guide questions with correct answers
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KPEERI Exam Study Guide questionswith correct answers
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
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
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
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
,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).
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 \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.
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
,(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. \- \ANSWERS✔✔ \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. \- \ANSWERS✔✔ \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. \- \ANSWERS✔✔ \Graphic \Organizers
The \relationship \between \letters \and \phonemes. \- \ANSWERS✔✔ \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. \- \ANSWERS✔✔ \
Guided \Oral \Reading
Students \practice \newly \learned \skills \with \the \teacher \providing \prompts \and \feedback. \- \
ANSWERS✔✔ \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). \- \ANSWERS✔✔ \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. \- \ANSWERS✔✔ \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). \- \ANSWERS✔✔ \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. \- \ANSWERS✔✔ \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/.) \- \ANSWERS✔✔ \Phoneme \Categorization
He \taped \a \dollar \bill \to \the \bill \of \his \cap. \- \ANSWERS✔✔ \Homonym
Words \that \sound \the \have \same \name \-same \pronunciation \and \spelling \- \ANSWERS✔✔ \Homonym
I \want \to \go \to \the \movies \too. \- \ANSWERS✔✔ \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.) \- \ANSWERS✔✔ \Phoneme \
Identity
Same \sound, \diff \spelling \(ate, \eight) \- \ANSWERS✔✔ \Homophone
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